The CAPL Projectcapl.washjeff.edu/usingCAPLinclassroom.pdf · 2009 CAPL Project- Shaughnessy 3 About CAPL Visual Lexicon for Languages The only authentic visual lexicon.All other

120092009 CAPL ProjectCAPL Project-- ShaughnessyShaughnessy

The CAPL ProjectThe CAPL ProjectUsing Authentic Images for Language Using Authentic Images for Language

and Cultural Instructionand Cultural Instruction

http://capl.washjeff.eduhttp://capl.washjeff.edu//byby Dr. Michael R. ShaughnessyDr. Michael R. ShaughnessyWashington & Jefferson CollegeWashington & Jefferson College

[email protected]@washjeff.edu


OverviewOverview

About CAPLAbout CAPLNeed for Authentic ImagesNeed for Authentic ImagesImage Types:Image Types:Uses in the Introductory LevelsUses in the Introductory Levels

Vocabulary AcquisitionVocabulary AcquisitionCultural ComparisonsCultural ComparisonsStory TellingStory TellingExample of Grammar Example of Grammar

Uses in the Advanced LevelsUses in the Advanced LevelsObject ClarificationObject ClarificationLiteratureLiterature


About CAPLAbout CAPL

Visual Lexicon for Visual Lexicon for LanguagesLanguagesThe only authentic visual lexicon. All other visual The only authentic visual lexicon. All other visual ‘‘dictionariesdictionaries’’share images among languages!share images among languages!

Creative Commons Licensed Creative Commons Licensed ThisThis workwork is licensed under ais licensed under a Creative Commons AttributionCreative Commons Attribution--Noncommercial 3.0 US LicenseNoncommercial 3.0 US License. I.e.: Free for educators.. I.e.: Free for educators.

Browse and Search functionalityBrowse and Search functionalityA simpler database makes items easier to findA simpler database makes items easier to findTry searching with partial words, it works!Try searching with partial words, it works!


Need for ProjectNeed for Project

Overuse of culturally Overuse of culturally inauthentic images in CALL inauthentic images in CALL software and websoftware and webLack of organized database Lack of organized database for simple objectsfor simple objectsIncreasing need for legally Increasing need for legally usable images for FL usable images for FL educational communityeducational community Rosetta Stone uses the same, culturally generic images.

These images have little use in the real world and no cultural context in which to place them.

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Image Types: ObjectsImage Types: Objects


We use images in many places as visual clues. Handouts, posters, web sites. These simple images awaken vocabulary, spark interest, and indicate a lot about the culture of an area. In many cases, these objects do not exist in the home culture or are significantly different. In stead of using clip art, use CAPL images.

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Image Types: Visual TextsImage Types: Visual Texts


Many images tell a story that requires a basic cultural literacy to tell. This train sign is full of basic cultural knowledge that must be learned in addition to the vocabulary. Use the cultural items to help tell the story and reinforce vocabulary and verbs that are inherently imbedded in the image.

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Image Types: MultiImage Types: Multi--Layered MediaLayered Media


Multi-layered media means that the object has many other forms of information associated with it. Students can talk about purpose, context, time, cost and how these images differ or are similar to their home culture.

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Image Types: Narratives: Image Types: Narratives:


Narrative images or image sets are clearly design to help us tell a story. The story can be from literature as depicted above from a Fairy-tale, or can be an every day story. The important point is to place it within a cultural context. In literature, the context can be literary. While most images are best used in the elementary levels, narratives and story telling are good techniques to use as students advance.

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How to use imagesHow to use imagesMatch objects in the image with verbs, placing verbs in context:

Customize verbs for studentsHave students fill in the ‘blanks’ with sentence examples.

Vocabulary / Grammar in ContextModify your instructional content by providing situational examplesCluster your vocabulary, find images that utilize more than one vocabulary point or help review older vocabulary.

Highlight slight or extreme cultural differencesWhen you teach with images focusing on the cultural context, youprepare students to effectively interact within that culture, even at the most elementary levels.

Have students explain how something worksStudents who demonstrate cultural knowledge while using the target language are empowered to use that language when they travel or study abroad. Make this a long-term goal for the class.



Vocabulary Use Example:Vocabulary Use Example:

Image descriptionImage descriptionAsk the students to provide a basic description of what they seeAsk the students to provide a basic description of what they see in the image. This encourages the use of elementary vocabulary in the image. This encourages the use of elementary vocabulary such as such as numbers , location, and forces the use of the subject in the phonumbers , location, and forces the use of the subject in the photo. Here, a bus or Oranges. This places the elementary vocabularto. Here, a bus or Oranges. This places the elementary vocabulary within y within a cultural context for the students. Start using authentic imagea cultural context for the students. Start using authentic images at the earliest stages of language learning.s at the earliest stages of language learning.

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Vocabulary: Always in Context

Vocabulary learned within context of purchase.

Possible question words: How many? Which? What? (Acc) Where from?

Verbs used: to want, order. Grammar: Direct Objects, use of numbers and weight

This simultaneously reinforces multiple elementary vocabulary items while providing a context in which students can remember and later use the vocabulary.


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Cultural: Comparisons

Students talk about their daily / weekly routine. Shopping habits are compared here.



Culture: ClarificationCulture: Clarification

Images can be used to quickly show what something is instead of describing it. This can be used for objects, but is particularly useful for art, architecture, and other aspects of culture.


Culture: InstructionCulture: Instruction

A great way to use the target language in class is to explain an aspect or tradition of the local culture. Images can be utilized for cultural instruction by the teacher. Later, students can narrate their own stories about cultural practices.


CAPL FutureCAPL FutureExpansion into following areas:Expansion into following areas:

ArabicArabicChineseChineseESLESL (North American)(North American)FrenchFrenchGermanGermanItalianItalianJapaneseJapanesePortuguese (Brazil)Portuguese (Brazil)Portuguese (Portugal)Portuguese (Portugal)RussianRussianSpanish (Central America & Caribbean)Spanish (Central America & Caribbean)Spanish (Mexico)Spanish (Mexico)Spanish (Southern Cone)Spanish (Southern Cone)Spanish (Spain)Spanish (Spain)UkrainianUkrainian

Contact CAPL if you would like to contribute images or if you are interested in editing a collection without an editor (See our about page) If you have expertise and access to photos for a language not listed, we are willing to expand to add any language that meets our guidelines.


http://http://capl.washjeff.educapl.washjeff.edu

The CAPL Project thanks you! The CAPL Project thanks you!

Please visit, post the link, encourage Please visit, post the link, encourage contributions!contributions!Contact: Contact: [email protected]@washjeff.edu

Documents

The CAPL Projectcapl.washjeff.edu/usingCAPLinclassroom.pdf · 2009 CAPL Project- Shaughnessy 3 About CAPL Visual Lexicon for Languages The only authentic visual lexicon.All other