29 Picture Books in Early Childhood Foreign Language Education Zhivka Stoyanova Ilieva Dobrich College, Shumen University, Bulgaria This article is published with funding from Project 08-126/03.02.2020 of Dobrich College, Shumen University. Abstract. Picture books unite text, pictures, special design. The work is practical. It aims at presenting ideas for using authentic picture books with very young learners, the author‘s experience and conclusions. A selection of 10 stories (out of a bigger corpus) is presented. They can be used as an exemplar reading list for very young learners as a basis of English language teaching syllabus. A set of sentences for adaptation in each story is offered together with variants for change or activities that make these difficult expressions easily understandable and memorable. Certain books are easily combined with other materials (songs, rhymes, games). The article outlines various approaches that can be baed on picture books. Keywords: drama, English across the curriculum; kindergarten; lexical approach; listening and speaking skills 1. Introduction Picture books are a unique phenomenon in our society. When presented and used properly they attract and keep learners‘motivation. 1.1 Title of the 2 nd level (TNR 12pt., bold) Books provide not only opportunities to work according to the lexical approach but also to integrate knowledge of all the disciplines in the curriculum realizing a variant of soft content and language integrated learning approach or teaching English across the curriculum. They provide context for the development of listening and speaking skills, and also lay foundations for the development of reading later at school. 1.1.1 Authentic language input The work views picture books as an authentic language input that provides learners with whole chunks to use in conversations. As an authentic text picture books are very suitable for