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Este artigo procura apresentar os resultados da re-analise dos dados recolhidos em dois projectos de investigacaoaccao sobre a utilizacao de albuns em lingua inglesa nas aulas de Ingles da Educacao Pre-Escolar em Portugal. Dois albums forum usados, demonstrando diferentes interaccoes entre texto e imagem, ‘paralela’ e ‘interdependente’ . Transcricoes de gravacoes de horas do conto com estes livros foram categorizadas de acordo com as falas em Ingles a que o texto ou imagem deram origem. Os resultados indicam que a linguagem que as criancas aprendem de facto, com os livros ‘inter-dependentes’ (onde a historia escrita e diferente da historia ilustrada) e mais rica e as proprias criancas tomam um papel mais activo na criacao de um significado. As implicacoes destes resultados sao discutidas. The following article presents the findings of a re-analysis of data from two action research projects investigating the use of English picture books in Pre-school English classes in Portugal. Two picture books were used, each representing parallel and interdependent storytelling models. Audio tapescripts of the picture book read alouds were categorised according to the utterances prompted by the verbal and visual texts. Results show that foreign language acquisition is extended when both the verbal and visual texts of a picture book are used for language input and that children are more actively involved in meaning making. Implications are discussed.

“Surprised!” Telling the pictures. Can the illustrations in picture books promote language acquisition?