Tosprogede b?rns m?de med metafiktion i en postmoderne billedbog

摘要

N?r l?rere og skolebibliotekarer v?lger billedb?ger til tosprogede b?rn, sker det ofte p? baggrund af en vurdering af b?gernes sproglige tilg?ngelighed, indholdsm?ssige genkendelighed og kulturelle passenhed. Det kan betyde, at postmoderne billedb?ger frav?lges. I denne artikel pr?senteres et casestudium af tosprogede b?rns m?de med en postmoderne billedbog med tydelige metafiktive tr?k. I vandringerne gennem bogen demonstrerer mange tosprogede b?rn en h?j grad af litter?r kompetence. De omg?s bogens metafiktive tr?k med stor faglig sikkerhed og eftersp?rger b?ger, som udfordrer dem og bryder med deres forventninger som l?sere. P? den baggrund opfordres der til, at postmoderne billedb?ger udg?r en del af tilbuddet til tosprogede b?rn.When teachers and school librarians choose picture books for bilingual children, they often base their choice on an evaluation of linguistic comprehensibility, content familiarity and cultural appropriateness. This means that postmodern picture books may be excluded. This article presents a case study of bilingual children's encounter with a postmodern picture book with distinct metafictional features. In the page by page walkthroughs of the book, many of the bilingual children demonstrate a high level of literary competence. They deal with the book's metafictional features with great confidence and explicitly call for books which challenge them and break with their expectations as readers. Consequently, it is argued that postmodern picture books should be part of the range of books presented to bilingual children.