@inbook{64840,
  abstract     = {{Multilingual picture books are considered to have great potential for language reflection and language learning, partly due to their multimodality, in which writing(s), language(s) and image(s) interact in the construction of
meaning. What possibilities multilingual picture books offer for grammatical learning is still a research desidera-
tum. In a multi-perspective qualitative analysis that brings together categories from picture book and typography
research as well as graphemics and grammar, three variants of multilingual picture books are analysed. The results show that all of them – to varying degrees – open up possibilities for the further development of multiliteracies and offer potential that could be used in classroom practice for both implicit and explicit grammatical learning.
}},
  author       = {{Topalovic, Elvira and Härtel, Kira}},
  booktitle    = {{Grammatikdidaktik und Mehrsprachigkeit: Theoretische und empirische Perspektiven}},
  editor       = {{Geyer, Sabrina and Cristante, Valentina}},
  keywords     = {{grammar, multimodality, multiliteracies, picture book, typography, Grammatik, Multimodalität, Multiliteracies, Bilderbuch, Typographie}},
  pages        = {{190 -- 207}},
  title        = {{{Grammatik und Multimodalität im mehrsprachigen Bilderbuch. Qualitative Analyse an der Schnittstelle von Schrift, Sprache und Bild}}},
  doi          = {{https://doi.org/10.46586/SLLD.462}},
  year         = {{2026}},
}