Research studies have analyzed and discussed the worldwide growth in the publishing of non-fiction picturebooks for children during the last 10 years and researchers have demonstrated that non-fiction picturebooks are motivating and enjoyable sources of information for children. However, little research has been conducted on the implications of using non-fiction picturebooks in the field of additional language education with children. The main aim of this chapter is to investigate how adult mediation can provide children with opportunities for meaningful interaction during non-fiction picturebook read-aloud performances in such a context. The main theoretical framework of reference for the study is multimodal (inter)action analysis. The research question discussed in this chapter is “What multimodal ensembles of semiotic resources are orchestrated by teacher storytellers and children to interact during non-fiction picturebook read-aloud performances?” The data were gathered during a series of read-aloud sessions in English as an additional language for children in a Natural History Museum and this chapter presents ensembles of semiotic resources through which teacher storytellers and children interact as they co-construct meaning during the read-aloud performances. The chapter concludes with potential guidelines for non-fiction picturebook mediation, which is relevant for additional language teacher education.
