Page 60 - Diversity in Action

Martina Irsara, Valentina Gobbett Bamber, and Barbara Caprara

An effective medium for achieving these educational goals is the inclusion
of picturebooks in the ELT framework. Principled and well-informed choices
ofpicturebooks,characterisedbyrichillustrationsandcompellingnarratives,
can act as a bridge between language acquisition and cultural exploration.
They offer YLs the opportunity to engage with stories from various back-
grounds, thereby facilitating discussions about global issues and develop-
ing critical thinking skills. In addition, the visual components of picturebooks
significantly enhance comprehension, making them particularly valuable for
YLs who are still in the process of language development.
The implementation of multilingual strategies in the ELT classroom fur-
ther enriches the educational experience of YLs. By recognising and valuing
pupils’ diverse linguistic backgrounds, teachers not only enhance the acqui-
sition of English language skills but also affirm students’ identities and cul-
tural heritages. A multilingual pedagogical approach is consistent with the
principles of global citizenship by promoting respect for diversity and fos-
tering a sense of solidarity within the classroom and beyond.
Following Montessori principles in the context of language education can
encourage further pupil engagement. Montessori education emphasises
hands-on, experiential learning, encouraging children to explore the world
around them at their own pace. By using picturebooks as tools for discov-
ery, educators can create rich, interactive learning experiences that foster
curiosity about global issues. Montessori principles also emphasise the im-
portance of fostering learner independence, which can empower YLs to take
ownership of their learning and become proactive global citizens. However,
Montessori’s ideas need to be critically examined through a contemporary
lens, recognising that her legacy has not been without its critics (Seichter,
2024). As a physician and biologist in the early 20th century, Montessori
has been criticised for supporting eugenic and anthropological perspectives
that offer limited space for diversity and inclusion. The challenge today is to
thoughtfully adapt aspects of her educational approach while remaining at-
tuned to the complex cultural and social dynamics that shape contemporary
educational environments.
Addressing global issues in ELT for YLs, while recognising the importance
of picturebooks, adopting multilingual strategies, and integrating Montes-
sori principles, creates a holistic approach that not only enhances language
skills but also fosters informed and caring global citizens who are prepared to
engage with and contribute to an increasingly interconnected world. The fol-
lowing sections elaborate on these components, culminating in a discussion
of a transnational teacher education experience in which pre-service teach-

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