Children's literature can be a powerful way to encourage and empower EFL students but is less commonly used in the classroom than adult literature. This text provides a comprehensive introduction to children's and young adult literature in EFL teaching. It demonstrates the complexity of children's literature and how it can encourage an active community of second language readers: with multilayered picturebooks, fairy tales, graphic novels and radical young adult fiction. It examines the opportunities of children's literature in EFL teacher education, including: the intertexuality of children's literature as a gate-opener for canonised adult literature; the rich patterning of children's literature supporting Creative Writing; the potential of interactive drama projects. Close readings of texts at the centre of contemporary literary scholarship, yet largely unknown in the EFL world, provide an invaluable guide for teacher educators and student teachers, including works by David Almond, Anthony Browne, Philip Pullman and J.K.Rowling. Introducing a range of genres and their significance for EFL teaching, this study makes an important new approach accessible for EFL teachers, student teachers and teacher educators.

Children's literature can be a powerful way to encourage and empower EFL students but is less commonly used in the classroom than adult literature. This text provides a comprehensive introduction to children's and young adult literature in EFL teaching. It demonstrates the complexity of children's literature and how it can encourage an active community of second language readers: with multilayered picturebooks, fairy tales, graphic novels and radical young adult fiction. It examines the opportunities of children's literature in EFL teacher education, including: the intertexuality of children's literature as a gate-opener for canonised adult literature; the rich patterning of children's literature supporting Creative Writing; the potential of interactive drama projects. Close readings of texts at the centre of contemporary literary scholarship, yet largely unknown in the EFL world, provide an invaluable guide for teacher educators and student teachers, including works by David Almond, Anthony Browne, Philip Pullman and J.K.Rowling. Introducing a range of genres and their significance for EFL teaching, this study makes an important new approach accessible for EFL teachers, student teachers and teacher educators.

This go-to guide for educators helping children who have experienced trauma and Adverse Childhood Experiences (ACEs) provides accessible information paired with practical, adaptable strategies.

More Mirrors in the Classroom: Using Urban Children's Literature to Increase Literacy is the first book in the Kids Like Us series. It includes research summaries, guidelines for text selection, and a step-by-step guide to increasing the cultural relevance of literacy instruction with urban children's literature.

The Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers. It places renewed emphasis on the importance of creative teaching with children’s literature for the empowerment of teacher agency to enhance the learning of their students. Framing the debate alongside the issue of teacher autonomy, Simpson describes results from a two-year study, which brings together information from interviews, surveys, document analysis and digital stories from Australia, Canada, the UK and the US to assess the role of children’s literature in pre-service teacher education. Through cross-cultural comparison, this research captures the different levels of connection between politics, education systems, higher education and pre-service teachers. It exposes how politics, narrow views of professionalism and program structures in teacher education may adversely affect the development of pre-service teachers. This book presents a strong case that reading and responding critically to literary texts leads to better educational outcomes than basic decoding and low-level comprehension training. As such, this book will be of great interest to researchers and scholars working in the areas of teacher education and literacy and primary education. It should also be essential reading for teacher educators and policymakers.