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This study delves into the integration of children’s literature in English language learning classrooms, aiming to clarify teachers’ motivations, challenges, and methods. Through semi- structured interviews with educators from the United States and Sweden, diverse perspectives and experiences are captured, enriching the understanding of this educational practice. The research identifies key factors influencing the selection process of children’s literature, including relevance, student interest, and language proficiency levels, while exploring various integration methods such as read-aloud sessions, comprehension activities, and writing extensions. Despite facing challenges such as limited access to appropriate children’s literature and district policies, teachers demonstrate a commitment to enhancing language skills, promoting global awareness, and fostering critical thinking among students. By exploring different types of children’s literature, including picture books, chapter books, and culturally diverse texts, educators create immersive learning experiences that engage students in meaningful interactions with children’s literature, ultimately cultivating a deeper appreciation for reading and its broader impact on learning and development. The results show the necessity of providing thorough training and support for teachers to address challenges effectively and fully leverage the advantages of incorporating children's literature into language instruction. The findings illuminate the diverse and significant roles of children’s literature in education, mirroring societal views on raising children and meeting the needs and comprehension levels of readers. Through a qualitative approach that empowers participants to contribute their perspectives, the study offers in-depth insights into the diverse instructional strategies for utilizing children’s literature in English language education. Overall, the results enhance our understanding of the educational benefits of

The purpose of this study is to determine the benefits of using children's books to promote vocabulary acquisition for young learners in an English as a Second Language (ESL) classroom. Researchers have been debating the use of children's literature to develop a new vocabulary. When utilizing this as an instructional tool, there are advantages and disadvantages. As aspiring teachers, we wanted to study if the benefits outweigh the drawbacks and how the usage is most effective for vocabulary development. Academic publications obtained online through the Education Resources Information Center (ERIC) and Google Scholar were used as primary sources in this essay. The findings indicated that adding children's books into the education for ESL learners is an effective technique for acquiring a new vocabulary. However, the research also revealed that reading books alone is not enough and additional lessons should be done in conjunction with reading books. According to our findings, reading children's books in combination with supplementary vocabulary activities results in the best outcome for vocabulary development.

Introduction: Research over the last decade has identified both strengths and limitations in the use of routinely prescribed psychological therapies for depression. More recently, a focus on creative art therapies, and 'art on prescription' are developing a growing recognition of their potential additional therapeutic mechanisms for depression. Therefore, in an attempt to develop a new therapeutic intervention for depression, this research aligned both the evidence base surrounding the arts on prescription movement, collating these with client-reported helpful factors and preferences for therapeutic interventions. Study design: We developed a framework for a new pluralistic ‘meta-approach’ of therapy for depression, based on an interdisciplinary thematic synthesis of active ingredients, considered specific features implemented in therapy and client reported helpful factors considered to be the broad features or experiences in therapy from both talking therapies and creative approaches. This framework contributed to the development of a pilot workshop entitled; Arts for the Blues – A New Creative Psychological Therapy for Depression. An outline of, and evaluation from, this workshop is presented in this paper. Methods: Workshop participants were recruited via a voluntary workshop taking place at a North West Higher Education Institution Arts and Health conference (N=15). Results: The workshop was evaluated using quantitative measures, with results indicating around a 70% overall satisfaction, followed up with qualitative commentary around areas of good practice and areas for development. These included the positive reflection on the application of creative arts and the multimodal nature of the approach, whilst others reflected on the potential overwhelming nature of utilising multimodal methods for individuals with depression. Conclusion: Overall feedback from the pilot workshop is discussed in relation to prior research, giving credence to the potential for incorpor