Abstract
Design can be a living process, evolving alongside the people it is made for and the communities that shape it. Within the study of design, researchers have often focused on the world of picture books. But they rarely see them as portals of learning, starting points to cultivate reading habits that vary across cultures and educational backgrounds. This research examines how to incorporate Japanese principles of yomikikase読み聞かせ, or reading aloud, into the ethnic context of Honduras. The aim is to adapt this common Japanese practice into educational and private environments within Honduras, to promote early literacy, comprehension, and enjoyment. This process was first tested in Japan to foster cultural connections and position Honduras' identity within a Japanese context. During these initial trials, a picture book was specifically designed to promote language learning and encourage repeated reading. Fieldwork was conducted in both countries through interactive storytelling sessions in kindergartens, led by teachers and the researcher. Despite differences in literacy levels and cultural backgrounds, several workshops showed that enjoyment and attention were not impacted by language barriers, indicating that the picture book’s appeal transcended linguistic differences. This study presents a hybrid design approach that adapts Japanese “yomikikase” to the Honduran social scene, not by imposing external structures, but by building on existing traditions of oral storytelling, communal learning, and visual engagement.
Keywords
Early Childhood literacy; Educational Design; Cultural Education; Picture books
DOI
https://doi.org/10.21606/iasdr.2025.1165
Citation
Zapata, S.E., Mizuuchi, T.,and Nishimura, M.(2025) Designing for Cultural Literacy: Adapting Japanese "Yomikikase" Practices in the Honduran Context, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.1165
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Designing for Cultural Literacy: Adapting Japanese "Yomikikase" Practices in the Honduran Context
Design can be a living process, evolving alongside the people it is made for and the communities that shape it. Within the study of design, researchers have often focused on the world of picture books. But they rarely see them as portals of learning, starting points to cultivate reading habits that vary across cultures and educational backgrounds. This research examines how to incorporate Japanese principles of yomikikase読み聞かせ, or reading aloud, into the ethnic context of Honduras. The aim is to adapt this common Japanese practice into educational and private environments within Honduras, to promote early literacy, comprehension, and enjoyment. This process was first tested in Japan to foster cultural connections and position Honduras' identity within a Japanese context. During these initial trials, a picture book was specifically designed to promote language learning and encourage repeated reading. Fieldwork was conducted in both countries through interactive storytelling sessions in kindergartens, led by teachers and the researcher. Despite differences in literacy levels and cultural backgrounds, several workshops showed that enjoyment and attention were not impacted by language barriers, indicating that the picture book’s appeal transcended linguistic differences. This study presents a hybrid design approach that adapts Japanese “yomikikase” to the Honduran social scene, not by imposing external structures, but by building on existing traditions of oral storytelling, communal learning, and visual engagement.