The Power of Image Developing a visual literacy in the language classroom Ben Goldstein

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The Power of Image Developing a visual literacy
in the language classroom Ben Goldstein

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Criteria for selecting images

• openness to multiple interpretation
• opportunity for personalisation
• impact
• practicability
• familiarity

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Images can

• 1 be used at all levels
• 2 introduce outside world artefacts into class
• 3 provide prompts for language production
• 4 make linguistic concepts easier to grasp
• 5 act as speech cues in exams
• 6 play a part in many classroom activities, e.g.
  information gap tasks, etc.

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We can also look beyond the frame

• 1 explore the cultural significance of images and
  related social issues
• 2 consider images as communicating open-ended
  messages (rather than taking them at face value)
• 3 analyse the formal composition of images and
  their relationship to text (multimodality)
• 4 develop learners skills in interpreting images
  and creating their own

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The role of images in ELT through the ages

• An image can be used
• 1 as decoration
• 2 as a visual aid
• 3 as a complement to text
• 4 as a subject for analysis
• 5 as signs, symbols or icons
• 6 as a form of subversion

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1 Image as decoration
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2 Image as visual aid
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• 1926

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3 Image as complement to text
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• 1972

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4 Image as subject for analysis
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5 Image as sign, symbol or icon
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6 Image as form of subversion
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Overview

• 1 What functions can images have?
• as prompts / visual aids
• to complement / enhance text
• as elements to study in their own right
• as a way to gain intercultural awareness

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Overview

• 2 Why use images actively in class?
• - To stimulate language use
• - To illustrate language
• - To engage students on an imaginative level
• - To reflect our worlds ever-increasing
  dependence on the visual image
• - To develop a visual literacy

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