#375: Wordless Books as Tools for Language, Identity, and Voice

This paper is led by a dual language kindergarten teacher and presents insights on a multi-year participatory research study on wordless books. We discuss how wordless books can support emergent dual language learners by fostering literacy through storytelling and creative expression. The paper highlights a case study on how wordless books can empower children to see themselves as competent readers. We argue for a broader definition of literacy that values and includes students’ linguistic and cultural resources, and position wordless books as a tool for equitable access to reading for all children.