<![CDATA[Children’s storybooks not only depict everyday experiences but also function as educational tools for conveying factual narratives about natural disasters. Despite the growing body of studies on disaster mitigation education, research that specifically investigates children’s storybooks as a medium for disaster literacy remains scarce. This study addressed this gap by analyzing five bilingual children’s storybooks published by the Ministry of Education, Culture, Research, and Technology through the Language Centers of Aceh Province and West Java Province. Using the Multimodal Discourse Analysis approach, this research examined communication strategies for disaster literacy, the relationship between text and imagery, and the construction of disaster-related knowledge through concordance analysis. The findings revealed that ‘earthquake’ and ‘tsunami’ appeared most frequently (43 times in total), highlighting a strong thematic focus on natural disasters. This finding reflects the integration of regional linguistic elements. Moreover, the frequent occurrence of the terms ‘flood’ and ‘Cianjur’ (18 instances) indicated references to the flood and the earthquake that affected Cianjur. The books employed narrative and persuasive language styles as communication strategies. The interaction between text and illustrations showed patterns of contradiction, equivalence, and complementarity. The concordance analysis further revealed that the diction used in these books constructed a framework of disaster literacy, including predictive information such as the possibility of a tsunami occurring 500 years later. The study offered pedagogical implications for enhancing children’s awareness of disaster mitigation, which is particularly important in Indonesia, a country highly prone to natural disasters.]]>
