A Review of Picture Books in Primary School English Teaching in China

Main Article Content

Yihan Zhu
Zhejiang Normal University, Zhejiang, China

DOI: https://doi.org/10.70267/iclpce.2026237245

Keywords

English picture books, primary school English teaching, multimodal learning, reading instruction

Abstract

In recent years, picture books have been increasingly applied in primary school education. This paper reviews the teaching strategies and empirical studies concerning the application of picture books in primary school English teaching in China. Existing research indicates that picture book teaching, grounded in second language acquisition theory, multimodal discourse analysis, and constructivism, can effectively improve students’ reading, writing, and oral English abilities while promoting the development of cross-cultural awareness and cultural confidence. A relatively complete framework featuring thematic alignment, learner adaptation, and integration of curriculum elements has gradually been formed in picture book selection. However, current studies still face problems such as fragmented teaching strategies, the absence of systematic classification, uneven empirical evidence, and incomplete evaluation mechanisms. Future research should establish standardized semester-based teaching models, strengthen empirical studies on underexplored dimensions, and expand localized picture book development and home-school cooperation mechanisms, thereby promoting the high-quality development of picture book teaching.

Abstract 16 | PDF Downloads 8

References

  • [1] Du, J. (2024). A brief analysis of the development history of Chinese children's picture books. Cultural and Educational Materials, (19), 11–15.
  • [2] Wang, F., & Li, R. (2022). Development status and research review of children's picture books in China in the past decade. Screen Printing, (09), 5–11.
  • [3] Ministry of Education of the People's Republic of China. (2022). English curriculum standards for compulsory education (2022 edition). People's Education Press.
  • [4] Qian, X., Zhong, J., & Su, F. (2022). Discussion on problems and countermeasures of English picture book reading teaching. Overseas English, (06), 107–108, 118.
  • [5] Liang, T. (2025). Practice of primary school English grammar teaching with picture books. Foreign Language Teaching in Schools (Primary Edition), 48(07), 41–46.
  • [6] Gao, W. (2025). Research on multimodal teaching mode in English picture book teaching. Taste·Classics, (21), 132–134.
  • [7] Zeng, L., & Zhu, X. Y. (2023). A study on the resemiotization of projected meaning from a multimodal perspective: A case study of bilingual picture books for children. Journal of University of Science and Technology Beijing (Social Sciences Edition), 39(05), 554–562. https://doi.org/10.19979/j.cnki.issn10082689.2022100006
  • [8] Li, R. (2023). The setting and application of suspense in primary school English picture book reading teaching. Foreign Language Teaching in Schools (Primary School Edition), 46(04), 30–36.
  • [9] Gan, X. (2025). The promoting effect of picture-text interaction in paper picture books on primary school students' English reading ability. Paper Making Information, (11), 116–117.
  • [10] Wang, Y. (2025). An analysis of the application of picture books in primary school English vocabulary teaching. English Square, (27), 127–129. https://doi.org/10.16723/j.cnki.yygc.2025.27.025
  • [11] Pan, C. (2024). Practical research on primary school English picture book teaching based on the combination of reading and writing. China Teachers, (19), 112–114. https://doi.org/10.16704/j.cnki.hxjs.2024.19.025
  • [12] Liu, H. (2025). Effective strategies for the integrated teaching of primary school English picture books and main textbooks. Campus English, (41), 24–26.
  • [13] Tang, J. (2024). A practical study on primary school English picture book teaching of cultural China under literacy objectives. English Teachers, 24(04), 89–92.
  • [14] Zhang, X. Y. (2025). A study on Chinese and Western cultures based on primary school English picture books. Examination Weekly, (04), 84–87.
  • [15] Zhang, F. (2025). Guiding strategies for primary school English picture book reading teaching. Foreign Language Teaching in Schools (Primary Edition), 48(04), 21–27.
  • [16] Huangfu, S. Q. (2024). Practical research on writing teaching based on picture book reading. Foreign Language Teaching in Schools (Primary Edition), 47(12), 43–48.
  • [17] Li, H. X. (2022). Improving primary school students' oral English communication competence based on picture book teaching—Taking the teaching of picture book My Dad as an example. Heilongjiang Education (Education and Teaching), (02), 27–28.
  • [18] Li, H. X. (2022). Practice of open English picture book teaching to improve primary school oral English teaching effect. Academy, 15(07), 87–89.
  • [19] Yan, M. H., & He, C. Y. (2023). Improving students' oral English competence via English picture book reading teaching: Taking Foreign Language Teaching and Research Press Lisheng Polar Star graded readers as an example. Heilongjiang Education (Education and Teaching), (02), 28–29.
  • [20] Xu, X. (2022). An experimental study on the influence of integrating picture books into primary school English vocabulary classes on vocabulary acquisition (Master's thesis, Anhui Normal University). https://doi.org/10.26920/d.cnki.gansu.2022.000054
  • [21] Gu, Y. (2025). An experimental study on picture book reading promoting English vocabulary teaching in primary schools. Middle School Students' English, (08), 37–38.
  • [22] Liang, L. (2024). An empirical study on the effect of picture book reading teaching in improving primary school students' English reading ability (Master's thesis, Shanxi University). https://doi.org/10.27284/d.cnki.gsxiu.2024.003120
  • [23] Mao, Q. (2023). An empirical study on picture book teaching based on core competencies in English reading teaching (Master's thesis, Fujian Normal University). https://doi.org/10.27019/d.cnki.gfjsu.2023.001999
  • [24] Chen, Q., & Pu, H. H. (2025). An empirical study on improving English reading ability of middle-grade students in rural primary schools with the help of English picture books. English Teachers, 25(22), 81–84.
  • [25] Deng, J. (2023). A case study on oral English teaching of Chinese stories with picture books in primary schools. Journal of Jiamusi Vocational Institute, 39(02), 89–91.
  • [26] Liu, M. (2024). An empirical study on the cultivation of students' cross-cultural awareness in primary school English picture book teaching (Master's thesis, Southwest University). https://doi.org/10.27684/d.cnki.gxndx.2024.004010
  • [27] Ye, W. (2023). Exploration on the integrated teaching path of picture book reading and primary school English main textbooks. Examination Questions and Research, (12), 165–167.
  • [28] Ding, N., & Xu, M. (2023). Practical teaching of English picture book reading integrated with main textbooks guided by thematic meaning exploration. Journal of the Chinese Society of Education, (S2), 83–86.
  • [29] Hang, Y. N. (2023). Practice and reflections on the integrated teaching of primary school English picture books and main textbooks. Foreign Language Teaching in Schools (Primary Edition), 46(03), 38–43.
  • [30] Cao, L. J. (2025). A practical study on cultivating students' English reading literacy by integrating English picture books with main textbooks: Taking Unit 3 How many? in Volume 1 of Grade Four Primary School English (Yilin Edition) as an example. Journal of Knowledge Guide, (10), 74–76. https://doi.org/10.14161/j.cnki.qzdk.2025.10.022

Article Sidebar

PDF
Published
Jul 15, 2026
Conference Proceedings Volume
Vol. 24 (2026): Proceedings of the 2nd International Conference on Linguistics, Psychology and Creative Education (ICLPCE 2026)
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Zhu, Yihan. “A Review of Picture Books in Primary School English Teaching in China”. Exploring Science Academic Conference Series, vol. 24, July 2026, pp. 237-45, https://doi.org/10.70267/iclpce.2026237245.