Category: academic-papers

Posted on

A morning encounter

Written by Karla Nađ, 4 th year of the Faculty of Education in Osijek

Inspired by the Nobel prize winner Jon Fosse, known for writing in stream-of-consciousness style.

Rain, another rainy morning, another day filled with sadness, what a waste of a day, why
even bother waking up, oh well, I should get out of the bed now or I’ll be late for work,
work, another way to waste my day, but money, yes money, you can do so much with it
and nothing without it, money, I hope I have some change to buy a breakfast, my tummy
is rumbling, so annoying, I should probably feed my cat before I leave, where is that
furry ball anyway, oh well, I guess she’s not hungry, I can’t blame her, even I wouldn’t
like to eat mystery meat from a can, oh well, enjoy your day, see you after work, this
hallway looks so cold, even this doorknob is cold, oh God, when will my suffering end,
birds are singing, so mesmerizing and peaceful, without any worry in the world, so
beautifully altered, oh no, not you, another trouble coming my way, I guess luck is not
on my side today, I hope he doesn’t notice me, well, well, isn’t this my beloved friend, oh
no, well hello, how are you this serene and awfully exquisite morning, tired but keep on
going, but that’s life I guess, oh boy, there’s no stopping him now, once he starts talking
he won’t stop, what is making you tired my friend, barely spilling those words knowing I
will regret them, oh you know, work, kids and stuff, I’m so glad I ran into you, we should
catch up sometimes, haven’t seen you in ages, yes, I hope it stays that way, yes of course,
that would be really lovely, great, I have some plans this weekend but I can make some
arrangements for my good old friend, no need, I can’t this weekend, I have some
unscheduled work to do, with my cat, oh okay, I have to go now, I’ll keep in touch, so
great to see you, it really made my day, you too, finally he’s gone, and I’m late for work,
great.

Posted on

Assessment of the speaking of young learners as a double-edged sword

By Dorotea Blažinčić, 5th year of the Faculty of Education in Osijek, module C

The ability to speak a language is a vital part of language learning. As a result, assessing the
speaking abilities of young learners is a key component of language instruction. Because there is no one-size-fits-all approach to assessing speaking with young learners, this assessment of speaking can be seen as a double-edged sword. On one hand, assessment can raise the profile of speaking, provide learners with opportunities to engage in meaningful language use, and promote communication and collaboration skills. On the other hand, it can be used to measure achievement and can lead to a focus on form over function, the use of inappropriate assessment tasks, and the promotion of negative attitudes and behaviors. This essay will examine a range of issues related to the assessment of speaking for young learners, drawing on the insights of McKay (2006), Linse and Nunan (2005), Lynn Cameron (2001), Shaaban (2005), and Nation and Newton (2009).


To begin, McKay (2006) emphasizes the importance of assessment for raising the profile of
speaking and providing opportunities for meaningful language use. She argues that assessment should be used to evaluate the impact of teaching on student learning, rather than just to measure achievement. Assessment can help to identify areas where learners are having difficulty, as well as areas in which they excel, and can provide feedback that can be used to inform instruction. Furthermore, assessment can provide learners with opportunities to engage in meaningful language use and can promote communication and collaboration skills.


McKay (2005) also outlines five key principles for assessing the speaking abilities of young
learners. These principles focus on using appropriate tasks and activities, making use of
formative and summative assessments, providing feedback, involving learners in assessment and evaluation, and finally, considering the social, cultural, and linguistic context of the language being assessed. When assessing the speaking abilities of young learners, it is important to use tasks and activities that are appropriate for the age and level of the learners. This means selecting tasks and activities that are not too difficult but will still provide the learners with the opportunity to demonstrate their speaking skills. For example, when assessing the speaking abilities of beginner-level learners, activities such as “describe a picture” or “tell a story” are appropriate, while more advanced learners can be asked to engage in more complex tasks such as “deliver a presentation” or “lead a discussion”. Formative and summative assessments are also important for assessing the speaking abilities of young learners. Formative assessments are ongoing
assessments that occur throughout the learning process and provide feedback on the learner’s progress. Summative assessments, on the other hand, are used at the end of a course or unit of study to measure the learner’s overall performance. Formative assessments are particularly important in assessing the speaking abilities of young learners as they allow teachers to provide ongoing feedback and adjust their teaching as needed. Providing feedback is also an essential part of assessing the speaking abilities of young learners. Feedback should be both positive and constructive and focus on the areas in which the learner can improve. It is important to make sure that the feedback is clear and easy to understand, and that it is given in a supportive and encouraging manner. The involvement of the learners in the assessment and evaluation process is also important. Learners should be encouraged to participate in the assessment and evaluation process by giving their opinion on their performance, as well as providing input into how the assessment should be conducted. This will help to ensure that the assessment is meaningful for the learners and that it is an accurate reflection of their speaking abilities.

However, Linse and Nunan (2005) caution against the use of assessment to measure achievement. They argue that assessment should not be used to simply measure knowledge and skills, but rather to measure how learners are using language to communicate and collaborate. If assessment tasks are used simply to measure achievement, learners may become focused on form and may lose sight of the communicative purposes of language. Furthermore, if assessment tasks are too difficult or complex, learners may become frustrated and demotivated.


Similarly, Lynn Cameron (2001) argues that assessment tasks should be appropriate for the age and language level of learners. She emphasizes the importance of using tasks that are both meaningful and achievable for learners, as this will enable them to engage in meaningful language use. She also argues that assessment tasks should be used to measure a range of language skills, including listening, speaking, reading, and writing, rather than just focusing on one particular skill.

The speaking assessment, as it relates to Shaaban (2005), is designed to be an effective tool for evaluating a student’s language proficiency. It is designed to help teachers to assess a student’s ability to communicate effectively in the target language. This method of assessment allows teachers to evaluate the student’s ability to communicate, as well as their ability to express their ideas concisely and accurately. Through this method of assessment, the teacher can evaluate the student’s ability to understand, comprehend, and express themselves in the language. The assessment is conducted by having the student engage in a conversation with the teacher, or another student, in which they are required to answer questions, give opinions and explain their ideas. The assessment does not focus on grammar or vocabulary, but instead on the student’s ability to effectively communicate. It focuses on the student’s ability to understand the questions, their ability to respond appropriately, their pronunciation, and their ability to express their ideas fluently. The assessment also looks at the student’s ability to provide appropriate examples, and to respond to the questions promptly.

Finally, Nation and Newton (2009) argue that assessment should not be used to create a negative environment in the classroom. that assessment tasks should be used to promote positive attitudes and behaviors, rather than to create a sense of competition or to reward one learner over another. He also emphasizes the importance of providing feedback that is constructive and encouraging, rather than simply focusing on mistakes or deficiencies.

In conclusion, assessing the speaking abilities of young learners is an important part of language instruction. It is iimportant for teachers to be aware of the potential pitfalls of assessment, and to ensure that assessment tasks are appropriate for the age and language level of learners. By following the best practices outlined in this essay, such as using appropriate tasks and activities, making use of formative and summative assessments, providing feedback, involving learners in assessment and evaluation, and considering the social, cultural, and linguistic context of the language being assessed, language teachers can ensure that their assessments of speaking are meaningful and effective.


References:

○ Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.

○ Linse, C., & Nunan, D. (2005). Practical English language teaching. New York.

○ McKay, P. (2006). Assessing Young Language Learners (Cambridge Language
Assessment). Cambridge University Press.

○ Newton, J. M., & Nation, I. S. P. (2009). Teaching ESL/EFL listening and speaking.
Routledge. 5

○ Shaaban, K. (2001, April). Assessment of young learners. In English teaching forum
(Vol. 39, No. 4, pp. 16-23).

Posted on

The place of pronunciation in a young learner’s classroom:

Integrating pronunciation into the language learning syllabus

An explanatory essay by Jovana Vuković

The place of pronunciation in language teaching has changed over time. The aim for
pronunciation teaching and learning changed from negligence to the urge for native-like
mastery or intelligibility, i.e. having a pronunciation that can be understood with little effort by the interlocutor (Szyszka, 2017). The pronunciation learning aim of a primary school pupil learning English as a foreign language and an adult training to become an English teacher is different, i.e.” individual learners’ pronunciation learning goals vary depending on age, motivation, attitude, and various other factors” (Szyszka, 2017:10). Given the aforementioned factors and limited instructional time, teachers have to be resourceful in finding ways of incorporating pronunciation into the curriculum, i.e. integrating pronunciation with other areas of the curriculum is beneficial and increases learners’ intelligibility.

Between the 1950s and 1960s, dominant pronunciation language approaches included structural language teaching and audiolingualism which relied on drilling and oral language repetition with an emphasis on individual phonemes as well as prosody of grammatical phrases and sentences. Communicative language teaching emerged during the1960s and 1970s with the idea that the function of teaching is to provide realistic opportunities for communication that would lead to an implicit acquisition of language (Pennington & Rogerson-Revell, 2019). From the 1980s to the present moment, the aforementioned CLT approach has been the dominant teaching approach to foreign language pronunciation. The communicative language approach emphasizes learners’ abilities to communicate as a priority (Szyszka, 2017).

Successful communication extensively depends on intelligibility. There are various internal and external factors affecting young learners’ pronunciation acquisition. Internal factors include biological (e.g. age), cognitive (e.g. language aptitude, learning styles, and learning strategies) and psychological factors (e.g. motivation). External factors that influence the process of pronunciation acquisition are related to the external conditions, i.e. “learner’s native language, the amount of exposure to a target language and types of pronunciation instruction“(Szyszka, 2017: 24).

When it comes to pronunciation instruction, the most important role plays the instructor, i.e. the teacher. As it was mentioned before, incorporating pronunciation into other areas of
language learning while teaching young learners is very beneficial. Integrating pronunciation into speaking and listening can be done in various ways – pronunciation can be included in conversational and various interactive tasks (oral presentation, speech-making, debating…). The practice of pronunciation fluency can also be introduced through activities that include performing and acting out, singing songs, and student-to-student dictations (Pennington & Rogerson-Revell, 2019). Various listening activities introduce young learners to different types of registers (e.g. formal, informal) and different varieties of language (e.g. British English, American English…). Pronunciation is also integrated into vocabulary development and grammar instruction (Pennington & Rogerson-Revell, 2019).

Pronunciation can be integrated and taught by using multisensory modes. It can be reinforced by visuals – including charts, diagrams, flashcards, and wall charts (Celce-Murcia, Brinton and Goodwin, 1996). Another type of reinforcement is the auditory one. Apart from the traditional “listen and imitate” or “listen and repeat” pronunciation teaching, very interesting appears to be a memory peg, a device that helps remember how to pronounce a difficult sound (Celce-Murcia, Brinton and Goodwin, 1996). Jazz chants and rap, rhymes, songs, and tongue twisters are also types of auditory reinforcement. Tactile reinforcement consists of household items that help young learners to demonstrate and practice features of the target language – e.g. rubber-band for demonstrating differences in vowel length (Celce-Murcia, Brinton and Goodwin, 1996). Usage of hand signals, poetry in motion, clapping, snapping fingers, and tapping the rhythm are examples of kinesthetic reinforcement (Celce-Murcia, Brinton and Goodwin, 1996).

Integration of pronunciation with other curriculum areas is also represented in the Croatian
context. In the first two grades of primary school, pronunciation is represented by repeating word(s) according to the auditory model, as well as using simple short words while imitating the English phonetic system (outcomes A.1.3; A.1.4; A.2.4; A.2.5.). In the third grade, young learners repeat sentences by imitating the intonation of declarative, interrogative and exclamatory sentences (outcomes A.3.4; A.3.5.). In the fourth grade, young learners read while using appropriate rhythm, intonation, and accent, as well as notice sentences with different intonation, recognize the communicative value of intonation and pronounce simple sentences using the appropriate intonation (outcomes A.4.2; A.4.3.) (Subject curriculum English as a Foreign Language, 2019).

Živić and Gal (2007) presented all pronunciation activities in two of the English first-grade
textbooks and teacher’s books (Dip in 1 and Building Blocks 1) in Croatia. There are no
activities that drill pronunciation only, i.e. the pronunciation is integrated with other language skills. When it comes to the activities used for revision, they consist of pupils’ repetition after the model, e.g. Mirror and echo, Chinese whispers, Varied speaking/singing… Activities with flashcards mainly consist of pronouncing the words while playing, e.g. Memory game, What’s missing? , What’s this? , Run for the card, Touch the card, and say the word, Make a circle…Dialogues and role-playing as well as TPR activities are represented. The aforementioned activities unite all four language skills – listening, speaking, reading, and later writing in a playful and age-appropriate way while being motivating and enjoyable to young learners.

Integrating pronunciation with other areas of the curriculum emphasizes its wider significance, i.e. if young learners realize the impact of pronunciation on communication, in terms of fluency, accuracy, and intelligibility, they are more likely to be motivated to improve (Pennington & Rogerson-Revell, 2019). Language teachers should conduct age-appropriate activities that unite pronunciation with listening, speaking, reading, and writing, as well as use multisensory modes. To conclude, integrating pronunciation with other areas of the curriculum is beneficial and increases learners’ intelligibility.

References:

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation. A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.

https://books.google.hr/books?id=twC-H4a8VcYC&printsec=frontcover&hl=hr#v=onepage&q&f=false: The place of pronunciation in a young learner’s classroom:

Gal, K. i Živić, I. (2007). Poučavanje izgovora engleskoga jezika s učenicima 1. razreda osnovne škole. Život i škola, LIII (17), 81-86.

https://hrcak.srce.hr/20877: The place of pronunciation in a young learner’s classroom:

Pennington, M.C. & Rogerson-Revell, P. (2019). English pronunciation teaching and research: contemporary perspectives. London: Palgrave Macmillan.

https://books.google.hr/books?id=1VptDwAAQBAJ&printsec=frontcover&hl=hr&source=gbs_ViewAPI&redir_esc=y#v=onepage&q&f=false: The place of pronunciation in a young learner’s classroom:

Subject curriculum English as a Foreign Language. (2019). Ministry of Science and Education.

https://skolazazivot.hr/wp-content/uploads/2020/07/EJ_SSS_kurikulum2.pdf: The place of pronunciation in a young learner’s classroom:

Szyszka, M. (2017). Pronunciation learning strategies and language anxiety: in search of an interplay. Cham: Springer.

Posted on

English as a global language

Written by: Jovana Vuković

Communication is one of the most important aspects of human life that enables people to
express their thoughts and feelings, as well as share their opinions, problems, and needs.
People’s urge to communicate and interact led to the development of a global language or
lingua franca, i.e. a common language that enables communication between people from diverse ethnicities, cultures, and backgrounds.

A language becomes global when it becomes recognized worldwide. There are two ways in
which this can be done – firstly to be made the official language of a country or to be used for communication in important domains (e.g. government, the educational system, the media) or secondly to be made a priority in a country’s foreign-language teaching (Crystal, 2003). English is the only language that has the status of a global language. According to Statista Research Department (2022), 1.5 billion people worldwide speak English (as native or as second/foreign language speakers).

The influence and importance of the English language can be seen in various domains –
international relations, as well as media (e.g. social media, cinema, pop music, and culture) and education. When it comes to international relations, English plays an important role in
international political gatherings by facilitating language barriers. In terms of media, English is being promoted as the dominant language on various platforms (Youtube, Netflix, Instagram…). The Internet is crucial in intercultural communication, making people use
English on a daily basis. When it comes to education, English as a foreign language has been extensively taught in Croatia at every level of education (kindergarten, primary school,
secondary school, and university).

However, English’s omnipresence also led to negative feelings and concerns. European
languages feel threatened by its influence – there is an abundance of colloquial loan words used by young people, as well as in the advertising industry and journalism. Finding an adequate equivalent in the native language can be hard, so people usually accept the English term. However, the bigger problem appears to be borrowed English words that are adapted and used as a basic part of the vocabulary (e.g. finalno instead of završno) (Pašalić and Marinov, 2008). When it comes to Croatia, various words and expressions from English have become a part of everyday communication (e.g. sorry, cool, by the way…)

English being a global language has undeniably impacted many European languages, including Croatian. However, I think that multilingualism is an advantage, rather than a setback. It enables intercultural communication, teaches people how to be respectful and tolerant toward other cultures while showing the importance of fostering their own national and cultural identity.

Works cited:

Crystal, D. (2003). English as a global language. Second edition. New York:
Cambridge University Press.

http://culturaldiplomacy.org/academy/pdf/research/books/nation_branding/English_As_A_Global_Language_-_David_Crystal.pdf: English as a global language

Pašalić, M. i Marinov, S. (2008). The English language and globalization. Školski
vjesnik, 57 (3. – 4.), 249-258.

https://hrcak.srce.hr/82631: English as a global language

Statista Research Department. (2022).

https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/: English as a global language
Posted on

Tokyo, Japan

Written by Ines Ivanović

Located at the head of the Tokyo Bay on the Pacific coast of central Honshu, lies the metropolis and the capital city of Japan, Tokyo. During the day, modern yet majestic buildings stand proudly, showing their beauty to the tourists who come from all over the world, and during the night the same proud-looking buildings become neon-colored beacons lighting up the nightlife of this spectacular city.

Just a few blocks away you can find the exact opposite of this high-paced urban lifestyle and enjoy the cultural sights and the tranquility of some of the world’s most fascinating, historical places such as The Imperial Palace, or one of the many old and breathtaking shires. These cultural beauties await any interested tourist who come wanting to find out more about the rich history of the once poor fishing village known as Edo, now known as one of the most powerful yet stunning cities in the world decorated by its new and improved name.

The city is a perfect blend of both cultural and modern, people of all ages can surely lose themselves in the large, scary, yet equally gorgeous streets of Ginza, Tokyo’s biggest shopping district. Walking down this stunning street surrounded by the loud voices of Tokyo’s numerous citizens, we can smell the unique and intriguing scents coming from many different stalls offering some of the most famous Tokyo’s street food such as Takoyaki (fried octopus balls), Taiyaki (a fish-shaped cake filled with delicious red-bean paste) and many others that are just waiting to be discovered.

And fear not nature lovers, those who are lucky enough to visit Tokyo in the month of March, more specifically around the 14th of March, are going to have the opportunity to attend the event called Cherry Viewing, one of the most breathtaking sights one can ever have the pleasure of experiencing. Sitting down on the luxuriously green grass beneath one of the magnificent cherry trees, enjoying the taste of local cuisine accompanied by your closest friends surrounded by the fresh breeze, the smell of the upcoming spring and the striking mix of red and white colored petals flying around you is unquestionably one of the best sights one can encounter.  

Posted on

Thank you

Written by Ines Ivanović

A state of mutual trust and support between two or more people is the definition of friendship. Throughout our lives, we experience good, exciting, warm types of friendship full of support and comfort one may need. But for one to learn how to appreciate the value of true friendship he has to experience bad, mean and cold types of friendships. Losing a friend or two or even more is a hard and painful thing to happen but is normal and necessary for our personal growth. And the hardest ones to swallow are the ones lost due to immaturity. 

She was my friend for 11 years. She was like a sister to me and I was the same to her. There are days I miss her, very much so. I miss all the sleepovers, the walks, the parties and above all the way I could tell her everything and be understood. The day it happened started like any other, I suppose I half expected our friendship to come to an end, but nothing could prepare me for how painful it was once it did.

The buildup was slow, excruciatingly so. It started with something trivial as it always does, I can’t even recall what it was. School? Boys? The numerous responsibilities? I guess all of this became more important than the one dear to us. And when it reached the boiling point both of us were far too stubborn, prideful and immature. Due to something as vague as pride we lost the most beautiful thing we had – each other.

I always say and will continue to say – she wasn’t good for me! But, I also wasn’t good for her. Our friendship was something remarkable and right but happened at the wrong time.

From her I learned how to be a good friend, I learned how to help and how to receive help. She showed me how to be a friend! Furthermore, she taught me pain. The kind of pain I never want to go through again and will spend my entire life avoiding it.

Now, I have new friends, friends I love so much! Some of my new friendships are even better than the one I had with her. I learned from my story, changed and improved. So thank you! Thank you for making me a better person, and know that I will never stop wondering what would have been if.

Posted on

The Greatest Children’s Genre in the World

Picturebooks

Written by: Jovana Vuković

Children’s literature can be defined as a material written, made or produced in order to create amusement, entertainment or provide some valuable lessons and satisfy children’s need for reading. There are many types and genres of children’s literature including prose with fiction and nonfiction, poetry and play. Each of them can appear appealing to children while providing them with a variety of types, forms and genres which speak to them in various ways. It is very important for children to be introduced to reading from the very beginning because literature is a crucial component of teaching and learning a language. Reading extends knowledge and vocabulary while enriching children’s minds. Picturebooks are children’s first introduction to reading, therefore they represent the essential genre of children’s literature.

Due to children’s inability to read at a young age, people have created books with pictures in them – picturebooks. The story in picturebooks is told by two different narrators – illustrations and text which complement each other. There are lots of types of picturebooks, such as baby books, interactive books, toy books, alphabet books, counting books, concept books, pattern books, picture storybooks, easy- to-read books, graphic novels and transitional books. Picturebooks are colourful, joyful and simple, but underneath all the simplicity there are always some educational messages transferred through the book.

A great example of this is Maurice Sendak’s Where the Wild Thing Are. This picturebook is an important work of children’s literature because it represents a radical departure from the representative products of that age (Flegar 148). It deals with some topics that weren’t discussed in children’s literature that much. The book was published in 1963 and it is considered that it sparked the age of New Realism due to its themes: a child at odds with their parent, showing their temper and emotions. The book is associated with the emergence of New Realism and problem novels (Flegar 148). It is about a mischievous boy Max who misbehaved and then his mum got angry with him and called him a „wild thing“ (Sendak). He got angry with her and went to his room which turned into a forest. It caused Max to sail to a land where he met the wild things. This was Max’s psychological adventure, a fantasy, a vent for his frustration of the anger he was feeling towards his mother. When the wild rumpus with the wild things ended, his anger ended too. After that he felt sad and lonely and wanted to be “where someone loved him best of all“ (Sendak). Finally, Max decided to come back home “where he found his supper waiting for him and it was still hot“ (Sendak). This picturebook is crucial for children’s literature because it shows young readers that if they want, they sometimes can be wild things because their parents ensured them a home full of love and discipline where they can be whatever they want. In addition, Max’s adventures demonstrate that children’s imagination is a wonderful thing, taking them anywhere they want to go. This book is a great example of teaching children that it is okay to feel all sorts of emotions, including rage and anger.

Another example that shows the great importance of picturebooks is Beatrix Potter’s The Tale of Peter Rabbit, the first modern picturebook published in 1901. This was the first picturebook in which both pictures and text told a story. This picturebook is also about a mischievous boy – Peter, who misbehaved and got himself into a trouble. The story combines humour and adventure, “But Peter, who was very naughty, ran straight away to Mr. McGregor’s garden, and squeezed under the gate!“ (Potter) while also featuring a moral lesson, “I am sorry to say that Peter was not very well during the evening“ (Potter). While charming, The Tale of Peter Rabbit and Potter’s later works also introduce young readers to the very real dangers lurking in the adult world and the notion that actions often have consequences (Lowne). Potter herself encouraged the merchandising of the character, patenting her own Peter Rabbit doll and inventing a board game that featured him.

Adaptations are just confirming the popularity of picturebooks. For many decades, well-regarded literary picturebooks in English have been reproduced as animated. Perhaps the best and longest known are those produced by Weston Woods in the USA. Books such as Rosie’s Walk soon appeared as an animated movie, as did Maurice Sendak’s classic picturebook Where the Wild Things Are (Unsworth 29). Other classic literary picturebooks, such as Beatrix Potter’s The Tale of Peter Rabbit have been made into animated television series (Unsworth 30). More recent years have seen the frequent appearance of movie versions of established literary picturebooks that are highly celebrated within broad popular culture — as was the case with the movie version of Where the Wild Things Are
directed by Spike Jonze (Unsworth 30).

To conclude, children’s first experiences with books must be enjoyable or they will soon not want to be involved with books. Negative experiences could mean that they may never learn to read or to enjoy reading. A selection of picturebooks becomes a matter of achieving a good balance between what children naturally enjoy and what you want to lead them to enjoy (Lynch-Brown and Tomlinson 76). Because of that, picturebooks are the greatest children’s genre.

Works Cited

  1. Carol Lynch-Brown, Carl M. Tomlinson. Essentials of children’s literature. Allyn and Bacon,
    1993.
  2. Flegar, Željka. Convergence and the Beast: A Canonical Crossover Affair. English Literature.
    Faculty of Education. University of Osijek, 2020.
  3. Lowne, Cathy. The Tale of Peter Rabbit. Encyclopædia Britannica, inc., 2018.
    (https://www.britannica.com/topic/The-Tale-of-Peter-Rabbit)
  4. Tunnell, Michael O., James S. Jacobs. Children’s Literature, Briefly. Allyn and Bacon, 2008.
  5. Unsworth, Len. Point of view in picture books and animated movie adaptations. 2013. Scan.
  6. 28-37.
    (https://www.researchgate.net/publication/259527909_Point_of_view_in_picture_books_a
    nd_animated_movie_adaptations)