Reflective Inquiry on Visual Storytelling in a PYP Spanish Classroom

Author(s)	Ms. Greeshma Mahesh
Country	India
Abstract	Visual storytelling tools, such as picture books and storyboards, are integral to early language acquisition. By integrating images with text, these tools engage multiple cognitive channels, making the learning process memorable and meaningful. A clear gap was observed in a Grade 1–2 Spanish class: learners could memorise isolated words (e.g., colours, animals) for a quiz, but struggled to use them in context or form simple sentences. Two visual-narrative strategies were chosen to address this issue: first, using the picture book 1 Zany Zoo (in its Spanish version, 1 Zoo Loco) to build vocabulary; and second, guiding learners to create their storyboards to practice Spanish greetings and simple dialogues. These approaches aimed to situate vocabulary in engaging contexts, prompting authentic use of the language.
Keywords	Visual Storytelling, Picture Books, Storyboards, Spanish Language Learning, Early Language Acquisition, PYP Classroom, Vocabulary Development, Dual Coding Theory, Second Language Acquisition
Field	Sociology > Education
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-12-07
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.62873

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