Ministry of higher education, science and

 
 

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2.2. Children’s literature: Issues of language and literacy 
development 
 
Many writers refer to the role that children’s books can play in language and 
literacy development (see, for example, Cullinan & Galda, 2002; Doonan, 1993; 
Fisher, Flood & Lapp, 2003; Huck et al., 2001; Johnson, 2003; Lewis, 2001; 
Morrow, 2004; Saxby, 1997; Sawyer, 2004; Stewig, 1995; Vacca, Vacca & Gove, 
2000; Winch et al., 2004). According to Fisher et al. (2003), children’s literature, in 
providing models of language structure, can be useful in promoting children’s 
literacy development. According to Winch et al. (2004, p. 402), children’s literature 
“provides a wonderful opportunity for children to see language in action”, “a great 
resource for more formal learning about the structures of language” and “a locus for 
learning about these structures in meaningful contexts”. Among those who have 
discussed children’s books in relation to language and literacy development are 
some who have focused on second language and literacy development (Coonrod & 
Hughes, 1994; Craft & Bardell, 1984; Peregoy & Boyle, 2001; Faltis, 1989; Ghosn, 
1997; Kruise, 1990; Yau & Jimenez, 2003; Xu, 2003; Smallwood, 1988, 2002; 
Ferguson & Young, 1996). However, most of those who discuss the role that 
children’s literature can play in second language development appear to assume that 
the literature involved is primarily, even exclusively, literature that is written with 
first language speakers in mind. Furthermore, many of these writers, such as, for 
example, Yau and Jimenez (2003), whilst arguing that literature-based instruction 
can have a positive impact on the language and literacy of primary school children, 
including those from language minority backgrounds, have very little to say that is 
sufficiently specific to provide teachers of young learners with guidance on the 
selection and appropriate use of children’s literature in second and/or foreign 
language contexts. Xu (2003), in arguing that literature in English can provide 
language learners with opportunities to master structure through exposure to 
repeated and predictable linguistic patterns, comes closer than most to providing 
some specific indication of the potential linguistic value of some texts designed for 

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children. Without reference to different purposes and contexts of use, some writers 
argue that literature should be selected in relation to its linguistic features (see, for 
example, Boyle & Peregoy, 1990; Brown, 2004; Smallwood, 1988, 1998; Xu, 2003), 
while others (see, for example, Krashen, 1983) argue that is important not to exercise 
too strict control over the language, apparently believing that there is little difference 
between natural language acquisition and the learning of an additional language for 
a few hours each week in a classroom context
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