Nicola Daly

The Linguistic Landscape of English-Spanish Dual Language Picturebooks.

ABSTRACT Picturebooks which present stories in two languages are known as dual-language picturebooks (Daly. 2016. “Linguistic Landscapes in Māori-English Parallel Dual Language Picturebooks: Domination and Interaction.” New Zealand English Journal 29 & 30: 11–24), and the use of dual-language picturebooks has been shown to have a positive effect on community engagement with schools (Naqvi, McKeogh, Thorne, & Pfitscher. 2013. “Dual-Language Books as an Emergent-Literacy Resource: Culturally and Linguistically Responsive Teaching and Learning.” Journal of Early Childhood Literacy 13 (4): 501–528; Peterson and Heywood. 2007. “Contributions of Families’ Linguistic, Social, and Cultural Capital to Minority-Language Children’s Literacy: Parents’, Teachers’, and Principals’ Perspectives.” Canadian Modern Language Review 63 (4): 517–538). Given the importance of these books in creating relationships between bilingual children and childrens literature, it is interesting to analyse the linguistic landscapes present in these books, and what messages they are communicating to readers regarding the relative status of the languages used in the text. In this article, over 200 English–Spanish dual-language picturebooks from the Marantz Picturebook Collection for the Study of Picturebook Art, based at Kent State University, are analysed in terms of the notion of linguistic landscape (Landry and Bourhis. 1997. “Linguistic landscape and ethnolinguistic vitality. An empirical study.” Journal of Language and Social Psychology 16 (1): 23–49). Findings are discussed in terms of the relative status of the two languages and how this is communicated via relative print size and placement. The presentation of languages in the picturebooks analysed is discussed in relation to translanguaging and ethnolinguistic vitality.

Pākehā- Māori: European-Native. Ethnic Labeling in the Dorothy Neal White Collection

ABSTRACT The use of labels for the Indigenous and non-Indigenous, the colonized and the colonizer, who in contemporary New Zealand society are known as Māori and Pākehā, is examined through the lens of postcolonial theory (Bradford 2007) in a set of 54 books. These books were selected from the Dorothy Neal White Collection, a collection of over 7000 English language children’s books published before 1940 and housed in the National Library of New Zealand. Findings show that the labels Māori and Pākehā (albeit with inconsistent capitalization and italicization) are used in the majority of the books. The use of Māori, Pākehā, New Zealander, white, and native are discussed.

Representations of diversity in the revised New Zealand PictureBook Collection

ABSTRACT Collections of children’s literature are used for a range of reasons including preservation, record keeping, and more recently the encouragement of intercultural understanding. Both the significance of learning about other cultures and the importance of children seeing themselves reflected in the books that they read have been discussed extensively. In 2010, the New Zealand PictureBook Collection (NZPBC) was developed in order to create a resource that reflected New Zealand national identity. In 2015 the NZPBC was revised and this article presents a visual and textual analysis of the diversity present in the sixty books nominated through the lens of critical multicultural analysis, using four variables. Findings indicate considerable diversity is present in the collection in terms of representations of ethnicity and family; less so for representations of disability and languages.