Essential Tools for Learning in the Digital Age: Media ...ecv.missouri.edu/Word and PDF/Issue one/004-2.pdfEssential Tools for Learning in the Digital Age: Media Literacy Education

Essential Tools for Leaning in the Digital Age

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Essential Tools for Learning in the Digital Age:

Media Literacy Education for English Language Learners

By Colleen T. Sheehy & Karina Clemmons

Abstract

Reading and literacy can no longer be measured solely by reading books and small passages on

state issued paper tests. Literacies are changing in the digital age, as are the experiences of

today’s students. Additionally, the number of English Language Learners (ELLs) is growing in

the United States P-12 population, and teachers of all content areas need to be prepared with

effective instructional tools to teacher language, literacy, and culture to ELLs. By considering

how the role of media literacy education (MLE) impacts and serves as a resource specifically for

ELLs, the pedagogical approaches described in this article provide valuable information for any

teacher with ELLs. The specific examples outline ways to use media literacy to teach ELLs.

While all students benefit from effective media in the classroom, MLE offers unique

opportunities and resources specifically for ELLs.

Keywords: Media Literacy Education (MLE), English Language Learners (ELLs), Language,

Literacy, Culture, English Language Arts (ELA)


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Reading and literacy can no longer be measured solely by reading books and small

passages on state issued paper tests. Literacies are changing in the digital age, as are the

experiences of today’s students. The importance of media literacy is evidenced by its increasing

inclusion in the learning standards of many states (Baker, 2004). At the same time, the number

of English Language Learners (ELLs) is increasing far faster than the rest of the P-12 school

enrollment (U.S. Department of Education, 2011). By considering how the role of media literacy

education (MLE) impacts and serves as a resource for the specific population of ELLs, the

pedagogical approaches described in this article provide valuable information for any teacher

with ELLs. The five examples outlined in this article offer insight on pedagogical approaches

that use media literacy to teach ELLs.

Media Literacy: A Source for Language, Literacy, and Cultural Connections

Modern media offers a myriad of authentic examples of speech and text to help ELLs

learn language. Language is more effectively taught within authentic and relevant contexts with

actual instances of speech or writing rather than simplified or contrived examples, a concept

consistent with second language acquisition theories and the findings of linguistics research–the

study of an actual body of language rather than theoretical examples (Akhavan, 2006;

Blatchford, 1994; Gibbons, 2009; Krashen, 1982; Meyer, 2002). Media resources and media

literacy skills offer tremendous opportunities to help ELLs develop language skills through the

use of engaging materials that illustrate the authentic use of language.

Media are socially and culturally constructed, and students create meaning from their

background experience, which leaves MLE uniquely positioned to help ELLs with diverse


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cultural background knowledge, which in turn helps ELLs be active and successful participants

in their new culture. A lack of exposure, a misunderstanding of the grammar of the internet, and

little knowledge of the minute shades of values differences held by various cultures can leave

ELLs vulnerable to comprehending false messages and wrong information (Egbert, 2009).

Media messages are a powerful tool teachers can use to help ELLs analyze examples

of these concepts and learn to successfully navigate the cultural aspect of their new experience.

Because culture provides a framework of patterns through which we interpret all messages,

language and culture are inextricably linked (Amatea, 2009; Delpit, 2008). Media education and

media literacy provide teachers an opportunity to foster media literacy skills and help ELLs

make sense of new cultural messages.

The following five MLE teaching tools, organized by medium, will help ELLs navigate

cultural and linguistic aspects of their new world using, while at the same time promoting critical

thinking skills and connecting to student interests.

Five Media Teaching Approaches for ELL Instruction

1. Video Games

Video games can reinforce ELLs’ language skills and new vocabulary. Language is more

effectively taught within authentic and relevant contexts with actual instances of speech

or writing rather than simplified or contrived examples (Clemmons, 2008). Media

resources and media literacy skills offer tremendous opportunities to help ELLs develop

language skills through the use of engaging materials that illustrate the authentic use of

language.

Video games also offer students insight into culture. The quality of graphic images in video


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games continues to improve, allowing video game designers and advertisers to work in

tandem and embed subtle elements of culture. Grand Theft Auto (DMA Design, 2011) is one

of several video games that includes fake product names stylized to appear like the actual

product symbols, with the same color schemes and font styles embedded into screen shots of

different parts of the town (see Figure 1).

Figure 1 – Grand Theft Auto Screenshot

Retrieved from: http://www.giantbomb.com/cluckin-bell/95-307/

As a gamer navigates through the game, the connection between language and popular

culture continues to be reinforced. This repetition provides opportunities for students to

critically analyze cultural messages, as well as to learn language.

WALL-E: The Video Game, based on the Disney/Pixar movie (2010), allows gamers to

assume the persona of WALL-E, an animated trash-compactor, and work through nine


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different levels by solving puzzles and eradicating enemies. In one screen shot of the video

game, WALL-E says, “It’s another day of collecting, compressing and stacking trash left

behind by humankind” (see Figure 2).

Figure 2: WALL-E Video Game Screenshot

retrieved from http://wall-e.playthq.com/

This short burst of text on the video game screen is full of grammatical teaching opportunities for

ELLs.

First, the text includes three verbs in the gerund form with an “-ing” ending indicating that

the verb may be used as a noun: collecting, compressing, and stacking. The contraction form of


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“it’s,” meaning “it is,” opens an avenue for comparing the frequently confused homophone, or

sound alike, pair “it’s/its.” Students may be familiar with the word “kind” as a synonym for nice

or as a noun referring to a type, but are not likely to know the suffix “-kind” which creates a

noun form describing a larger body as a whole, such as seen in the use of “humankind” in the

text. Lastly, the irregular past participle form of “leave” in the phrasal verb “left behind”

provides an example in context of verbs that do not follow the regular verb pattern, such as

“walk/walked.” Well selected language excerpts from video games can provide engaging and

authentic examples of text to help ELLs analyze and learn essential language concepts.

Figure 13 Political/Editorial Cartoons

Media are social and culturally constructed, and students create meaning from their

background experience; which leaves MLE uniquely positioned to help ELLs decipher different

cultural background knowledge to be active and successful participants in their new culture. The

use of grade appropriate editorial cartoons in the classroom provides students with opportunities

to analyze and evaluate complex issues. One of MSNBC cartoonists Daryl Cagle’s 2008 editorial

cartoons reflected current events and opinions about illegal immigration, at the U.S. border with

Mexico (see Figure 3).


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Figure 3 – Immigration and Liberty

Retrieved from http://www.politicalcartoons.com/cartoon/8d9fa68d-171e-4163-bf88aa9dce69e710.html

This editorial cartoon depicts an irritated and frustrated Statue of Liberty. Under her left

foot, the viewer sees a representation of a stereotypical Mexican man with a mustache donned in

an oversized sombrero and a vibrant poncho. The look on his face is one of fear, concern, and

panic, and the next action by the Statue of Liberty is to step down, leaving the Mexican man

stuck to the bottom of her sandal. Instructionally, this image supplies a tremendous amount of

cultural information for students to deconstruct, revealing multiple meanings. It is immediately


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evident to the reader that the image portrays an idea that the Mexican man is of little importance,

as he is 1/10 of the Statue of Liberty’s size. The image can serve to initiate a conversation about

stereotypes and misconceptions. Also, this image presented in the editorial cartoon allows

students to introduce or reinforce concrete vocabulary such as “torch, fire, flame, hold, raise,

high, crown, tiara,” and “statue” with a visual representation of that term, as well as to explore

abstract concepts such as liberty, freedom, stereotypes, and symbolism. A myriad of timely

political/editorial cartoons on many topics available through various sources, such as Cartoons

for the Classroom from the Association of American Editorial Cartoonists (AAEC, 2011), can

provide rich examples to introduce ELLs to many examples of language and culture and provide

students with an excellent forum for critical analysis and discussion.

Figure 13 Cartoons

As part of the ten-year anniversary of the SpongeBob cartoon on television, The

Nickelodeon Channel used SpongeBob’s character to launch a public service campaign to help

make children aware of environmental issues (see Figure 4).

Figure 4 – Nickelodeon – The Big Help with Sponge Bob Square Pants

Retrieved from http://www.nick.com/minisites/biggreen/bigblue/index.jhtml


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Using a multimedia approach, advertisers included the following text on the Internet, in online

videos, and on television:

SpongeBob and You Save the Big Blue: The planet’s oceans, lakes, rivers and

streams are all inter-connected on this great planet. Kids everywhere can do their

part to Save the Big Blue in their local communities. Dive in and become an expert

on how to conserve water in your home and school, and preserve waterways in

your town. Join The Big Green Help & SpongeBob as we take on some of the

Earth’s most important resources – our oceans and waterways! (Nickelodeon,

2009)

The text in this announcement boasts numerous opportunities to teach ELLs language.

Immediately, students encounter the expression, “The Big Blue,” an informal term referring to

the Earth’s oceans. The idiom “do one’s part” and the phrasal verbs “dive in” and “take on”

offer opportunities to discuss multi-word vocabulary units with ELLs.

ELLs will be unable to understand the SpongeBob announcement if they do not know the

meaning of the many science specific vocabulary terms throughout the text, such as: planet,

oceans, lakes, rivers, streams, planet, conserve, preserve, waterways, Earth, resources, and

oceans. This offers a huge instructional opportunity for teachers to use media to explicitly teach

content specific words.

Another cartoon worth noting is Disney’s (2011) Phineas and Ferb. This cartoon is about

two stepbrothers who get involved in a new project each episode during their summer vacation

(see Figure 5).

Figure 5 – Disney’s Phineas and Ferb characters


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Retrieved from: http://www.fanpop.com/spots/�frica-channel/images/3919669/title/phineas-ferb-wallpaper

Their goal is to evade their older sister before she can tell on them. The interaction offers ELLs

a window into sibling culture and includes many pop culture references to spur conversation.

Phineas and Ferb’s projects usually include strong connections to math, science, and

engineering, offering many opportunities to analyze content specific language and to inspire

students to make content connections by connecting to the adventures of peer characters.

4. News Websites

Media messages are a powerful tool teachers can use to help ELLs analyze examples of

particular concepts and learn to successfully navigate the cultural aspect of their new experience.

On July 28, 2009, news of U.S. Secretary of State Hillary Clinton’s upcoming visit to Africa on

diplomatic business was announced. After a review of multiple news outlet websites, two news

websites stood out because of the striking paradox in presentation of the story through both text

and images. On the British Broadcasting Corporation (BBC) News website, the story’s title,

“Clinton to go on tour of Africa,” was paired with a confident photograph of Clinton against a


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background of international flags, smiling assuredly, chin up, glancing toward the upper right of

the camera (see Figure 6).

Figure 6 – BBC representation of Clinton’s Somalia visit

Retrieved from http://news.bbc.co.uk/2/hi/�frica/8172274.stm

The caption under the photograph stated, “Hillary Clinton says the U.S. wants African’s [sic][to]

reach their full potential” (BBC, 2009).

Counter this image with the one published at the same time on the Aljazeera English

Website. This story’s title was, “Clinton to meet Somali president,” and the photograph

accompanying the words comprised eight men with arms raised in the air, all with looks of angst

on their faces (see Figure 7).


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Figure 7 – Aljazeera English Representation of Clinton’s Somalia visit

Retrieved from http://english.aljazeera.net/news/�frica/2009/07/200972893147768705.html.

The caption for this photograph proclaimed, “Armed groups have stepped up an offensive

against the government” (Aljazeera, 2009). One news site positioned the trip as an upbeat

diplomatic tour, while the other presented the same trip as a business mission to deal with serious

conflict.

When looking at the text of the two articles, much is revealed through the connotation of

words used. Within the BBC News website, one sentence reads: “The visit is to highlight

President Barack Obama’s commitment to making Africa a U.S. foreign policy priority” (BBC,


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2009). ELLs can explore connotation, learning that words such as “highlight, commitment,” and

“priority” create a positive message. In contrast, a sentence from the Aljazeera News website

reads: “The meeting comes as Somalia is ravaged by years of violence that worsened two months

ago when armed groups stepped up an offensive against the internationally-backed government

of President Ahmed,” (Aljazeera, 2009). In this sentence alone, words such as “ravaged,

violence, worsened,” and “armed” present a negative picture of current conflict. Each website

provides rich opportunities for analysis of cultural perspective of the same events. Furthermore,

a MLE approach to instruction promotes active inquiry and critical thinking about timely

messages students receive (NAMLE, 2009).

5. Digital & Print Images

Culture provides a framework of patterns through which we interpret all messages

(Amatea, 2009), and media provides many rich opportunities to help ELLs make sense of new

cultural messages regarding rituals and traditions, non-verbal communication, taboos, family

structure, and social expectations (Curtin, 2009). Common images of gender and familial roles,

traditions, and rituals infuse television commercials, print advertisements, and professional

websites. However, the images frequently portray the dominant culture, and neglect other

minority groups such as ELLs.

The image and concept of family comprises a wealth of variety throughout the world. By

using digital and print images of multiple versions of family, ELLs are able to see themselves in

these definitions, as well as understand the dominant cultural definition of family in their new

environment. The traditional image of a family includes a mother, father, and usually two

children that are a product of the mother and father (see Figure 8).


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Figure 8 – Traditional USA Family

Retrieved from: http://www.traditional-family-values.com/tag/traditional-family-values

Yet, by including diverse print and digital images in the classroom, teachers can use media to

include minority culture and help students learn about and embrace different types of family

units, such as multi-generational families, non-married parents, and adoptive families.

Figure 9 – Non-traditional Family


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Retrieved from: http://www.advocate.com/News/Daily_News/2011/01/19/Gay_Parents_Find_the_South_More_Welcoming/

Figure 10 – Mixed Biological and Adoptive Family

Retrieved from: http://celebrities.gearlive.com/vip/article/q309-angelina-jolie-is-just-a-mom-despite-a-list-status/

Snapshots of motherhood in popular magazines illustrate women in their late 20s and early


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30s who are happy, beautiful, and able to juggle life with ease.

As indicated in the Suave.com campaign aimed to promote Suave products to women with

families, links for further websites including, “cafemom.com” and “hotmomsclub.com” send

striking messages about the construct of motherhood as carefree and sexy (Suave, 2009) (see

Figure 11).

Figure 11 – Motherhood according to Suave

Retrieved from http://www.suave.com/motherhood.html.

Traditions and rituals vary widely by culture, and media present a myriad of different

images that can help ELLs learn about culture. When marriage is represented through popular


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media in the U.S., it is illustrated by purity in white, the blushing bride in her strapless gown, and

often standing so the gown can be clearly seen (David’s Bridal, 2009) (see Figure 12).

Figure 12 – David’s Bridal wedding dress

Retrieved from http://www.davidsbridal.com

However, many other cultures and faiths represent marriage with vivid colors, day-long

ceremonies that involve sitting, and other aspects related to the groom, family members, and

other customs differ from culture to culture (Travel Guide India, 2009) (see Figure 13).


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Figure 13 – Hindu Wedding

Retrieved from http://www.travelguideindia.org/special-tours-india/hindu-wedding.html.

MLE encourages students to use their unique skills, beliefs, and personal experiences to critically

analyze and form their own meaning from media messages (NAMLE, 2007).

A Paradigm Shift: MLE and ELLs

ELLs are bombarded with messages as they seek to understand the new world and

language in which they live. So much current culture and rich language exists in media; this

offers unique opportunities for working with and teaching ELLs. The use of culture in the

classroom promotes a focus on development of multiple literacies. Students find themselves

more invested in the learning because the instruction is connected to their generation and culture.

It is critical that teachers bring media into the classroom for all students, specifically ELLs


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who need to learn the language and culture of their new environment as quickly as possible.

Media resources keep motivation high, and students have a better chance of using their 21st

century literacy skills in authentic instructional settings. Instruction must capture the

technologies students are using outside of school in their everyday lives and not revert back to

antiquated modes of lesson delivery.

This article proposes a paradigm shift in the instruction of ELLs. All students benefit from

an integrated MLE approach to education, yet MLE instruction offers specific and unique

opportunities and resources for ELLs. Reading and literacy can no longer be measured solely by

reading books and small passages on state issued paper tests; fields of study are merging, as are

the characteristics and literacies of today’s students.

About the authors:

Dr. Colleen T. Sheehy is an Assistant Professor in the Teacher Education Department at the University of Indianapolis where she teaches foundational and pedagogical courses at the undergraduate and graduate levels. Her research interests include media literacy education and technology integration for teacher candidates. She may be reached at [email protected] Dr. Karina Clemmons is an Assistant Professor at the University of Arkansas at Little Rock. She has taught English as a Second language in middle school, high school, and adult settings in the U.S. and abroad. Her research interests include technology in education, second language acquisition, and teacher preparation. She may be reached at [email protected]


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