This book is a helpful and engaging resource which caters to school and university teachers and pre-service teachers of Early Years and Primary Education, as well as to a general readership interested in children's literature. Parents with a keen interest in this type of literature will also particularly benefit from this comprehensive guide, which combines both theory and practice. It addresses essential theoretical concepts such as the definition of children's literature, literary genres, and a literary-historical overview, while also providing practical strategies to inspire reading and creative writing through literary works. To complement the content, the book includes supplementary audio materials featuring a curated selection of nursery rhymes, poems, and fables. The authors firmly believe that their innovative approach to children's literature will captivate and inspire a wide range of readers.
Gustavo Sánchez Canales is Associate Professor of English Philology (Faculty of Teaching Training, Universidad Autónoma de Madrid, Spain), where he teaches English, Children's Literature, and a seminar of academic writing in a doctoral programme in Education. Other positions held are: teacher of Anglo-American Literature (Faculty of Philology, Universidad Complutense de Madrid, 1999-2010) and English-Spanish/Spanish-English translation, Anglo-American Culture, and Business English (Université Catholique de Paris, France, 2001-2009). Regarding his research, he has published numerous book chapters and essays on Jewish-American literature (Bellow, Malamud, Roth, etc.), one dictionary of academic writing (2022), and he is co-author of a book on academic writing (2025).Amaya Arigita García, Assistant Professor of English at the Universidad Autónoma de Madrid, is currently teaching English as an L2, Children's Literature, and English Teaching (the Content and Language Integrated Learning methodology) in bilingual contexts in Early Years and Primary Education. She has a background in English teaching as an L2 in private universities, where she has not only developed her teaching career but also headed the area of Education in postgraduate studies. A significant part of her publications is closely connected with bilingualism, L2 teaching, and educational innovation in the classroom.
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