| dc.description.abstract | The Education Act (1998) states that students must, through education and training, “develop knowledge, skills and attitudes so that they can master their lives and can take part in working life and society” (The Education Act, 1998, §1-1). In this thesis, written in the field of English didactics, I aim to investigate how picturebooks can be used to develop knowledge, skills and attitudes concerning refugees in the EFL classroom. More specifically, the research question is, “How may The Journey and From Far Away work as aid to develop students’ knowledge, skills and attitudes concerning refugees?”.
In order to answer my research question, I have conducted an analysis of the two picturebooks, The Journey and From Far Away, as well as a literature review. Finally, I have discussed my findings in light of the theoretical background presented. Here, Byram (1997) and his model of intercultural communicative competence is essential. After discussing my findings, I found that the picturebooks offer specific and factual knowledge on cultural issues. Furthermore, the stories presented may serve as mirrors, offering vicarious forums to see and develop understanding and empathy. Hence, students will not only learn and know about the cultural issues concerning refugees, but also develop attitudes and skills.
Consequently, I argue that the picturebooks The Journey by Francesca Sanna and From Far Away by Robert Munsch and Saoussan Askar, can be used to develop knowledge, as well as skills and attitudes concerning refugees.
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