Visual Media in the World Visual Media in the World Language ClassroomLanguage Classroom

By: Paula Kerr

Table of ContentsTable of Contents

IntroductionIntroduction

-educational devices-educational devices

-What is visual media (VM)?-What is visual media (VM)? Review of the LiteratureReview of the Literature

-planned steps-planned steps

-student expectations-student expectations

-student preparation-student preparation

-presenting culture-presenting culture

Table of ContentsTable of Contents….….(continued)(continued)

Advantages of Integrating VM in the World Langauge Advantages of Integrating VM in the World Langauge (WL) Classroom(WL) Classroom

Integrating VM in the WL Classroom IneffectivelyIntegrating VM in the WL Classroom Ineffectively

ImplementationImplementation

DiscussionDiscussion

ReferencesReferences

IntroductionIntroduction

Educational devices for WL Educational devices for WL educators:educators:

-effective textbooks-effective textbooks

-workbooks-workbooks

-software programs-software programs

-hardware programs-hardware programs

-immersion programs-immersion programs

IntroductionIntroduction VM in the WL classroom as an education VM in the WL classroom as an education

device…device… VM is defined as any form of visual VM is defined as any form of visual

information, including movies, television, information, including movies, television, radio, print, Internet, DVDs, videotapes, radio, print, Internet, DVDs, videotapes, and other pre-recorded materials and other pre-recorded materials (Answers.com, 2006, ¶ 3).(Answers.com, 2006, ¶ 3).

Review of the LiteratureReview of the Literature planned step #1: planned step #1:

-students need to be told his/her -students need to be told his/her expectationsexpectations

Students are not expected to know/understand Students are not expected to know/understand everything in an authentic form of VM. everything in an authentic form of VM.

Review of the LiteratureReview of the Literature

Often, when students are confronted with the Often, when students are confronted with the target language from the mouths of native target language from the mouths of native speakers, they find themselves overwhelmed and speakers, they find themselves overwhelmed and unable to comprehend or respond in suitable unable to comprehend or respond in suitable fashion. Simple conversation as well as fashion. Simple conversation as well as protracted media speech strike fear in beginning protracted media speech strike fear in beginning and advanced learners alike (Bravo, 1991, p.199). and advanced learners alike (Bravo, 1991, p.199).

Review of the LiteratureReview of the Literature

Planned step #2: Planned step #2:

-Student preparation:-Student preparation:

-studying specific vocabulary-studying specific vocabulary

-be aware of setting-be aware of setting

-be aware of purpose behind visual media-be aware of purpose behind visual media

Review of the LiteratureReview of the Literature

Presenting Culture Presenting Culture through VMthrough VM

According to Moran, According to Moran, language and language and culture are culture are inseparable in the inseparable in the WL classroom WL classroom (Moran, 2001). (Moran, 2001).

Review of the LiteratureReview of the LiteratureCultural aspects covered in VM Cultural aspects covered in VM

materialmaterial

-grammar-grammar

-vocabulary-vocabulary

-authenticy of the language -authenticy of the language instructional materialsinstructional materials

Review of the LiteratureReview of the Literature

I want to emphasize that culture learning, I want to emphasize that culture learning, whether it occurs in a foreign language or second whether it occurs in a foreign language or second language context, inside or outside the language context, inside or outside the classroom, with or without teachers, through classroom, with or without teachers, through books or through people, is best seen as a lived books or through people, is best seen as a lived experience, as a personal encounter with another experience, as a personal encounter with another

way of life (Moran, 2001, p. 176).way of life (Moran, 2001, p. 176).

Advantages of Integrating VM in Advantages of Integrating VM in the WL Classroomthe WL Classroom

Students enjoy it!!Students enjoy it!!Multiple experiences…(relevance)Multiple experiences…(relevance)Motivation!!Motivation!!Engaging!!Engaging!! Instruction time does not always Instruction time does not always

have to be teacher-led and student have to be teacher-led and student followedfollowed

AdvantagesAdvantages…(continued)…(continued)

Good way of practicing:Good way of practicing: listening comprehension listening comprehension

skillsskillspronunciationpronunciationVocabularyVocabulary

Students will sometimes Students will sometimes pay closer attention to pay closer attention to movies or DVDs than the movies or DVDs than the instructor. instructor.

AdvantagesAdvantages…(continued)…(continued)

……the increased motivation displayed in class spills over the increased motivation displayed in class spills over to the outside world. Some members of the group may to the outside world. Some members of the group may become regular viewers of Spanish language movies become regular viewers of Spanish language movies and television during leisure time, others will simply and television during leisure time, others will simply become convinced that they can understand the target become convinced that they can understand the target

language when spoken…(Bravo, 1991, p.201).language when spoken…(Bravo, 1991, p.201).

Integrating VM in the WL Integrating VM in the WL Classroom IneffectivelyClassroom Ineffectively

Effectiveness depends on instructorEffectiveness depends on instructorHAS to be direct follow-up by HAS to be direct follow-up by

instructorinstructorNEVER take the place of an instructorNEVER take the place of an instructorused as a TOOL to AID in instructionused as a TOOL to AID in instructionselection process review AHEAD of selection process review AHEAD of

timetimecultural and age factorscultural and age factors

ImplementationImplementation

plethora of VM for Spanish teachersplethora of VM for Spanish teachersfilms in Spanishfilms in SpanishTV broadcasts in SpanishTV broadcasts in SpanishSelection process must be preciseSelection process must be precise

ImplementationImplementation

VM in the WL classroom takes a lot of VM in the WL classroom takes a lot of preparation and planningpreparation and planning

Students will want to learn if the Students will want to learn if the topic presented is motivating and topic presented is motivating and exhilaratingexhilarating

DiscussionDiscussion

passing on enthusiasm by presenting a passing on enthusiasm by presenting a topic in multiple waystopic in multiple ways

VM on a regular basis is VERY effectiveVM on a regular basis is VERY effective There is no specific material that is taught There is no specific material that is taught

best through VMbest through VM Teacher and student benefit from VMTeacher and student benefit from VM More focus on using VM in classroomMore focus on using VM in classroom

ReferencesReferencesAnswers.com, (2006). Answers.com. Retrieved OctoberAnswers.com, (2006). Answers.com. Retrieved October 18, 2006, from http://www.answers.com/topic/media18, 2006, from http://www.answers.com/topic/media

Bafumo, M. E. (2004). Adding the arts. Bafumo, M. E. (2004). Adding the arts. Teaching PreK-8,Teaching PreK-8, 66, 8. , 8.

Berry-Bravo, J. (1991). Tuning in to live Spanish language Berry-Bravo, J. (1991). Tuning in to live Spanish language

broadcasts. broadcasts. Hispania, 74,Hispania, 74, 199-201. 199-201.

Louw, S. (2006). Using movies in the classroom. Louw, S. (2006). Using movies in the classroom. Retrieved October 18, 2006, from Retrieved October 18, 2006, from http://www.teflasia.com/articles/Teacher-Talk/Using-http://www.teflasia.com/articles/Teacher-Talk/Using- Movies-in-the-Classroom.html Movies-in-the-Classroom.html

ReferencesReferences…(continued)…(continued)

Moran, P.A. (2001). Teaching culture: Perspectives in Moran, P.A. (2001). Teaching culture: Perspectives in practice. practice. Teaching English as a Second or a Foreign Teaching English as a Second or a Foreign Language, 6, Language, 6, 175-177.175-177.

Rose, K. R. (2001). Compliments and compliment Rose, K. R. (2001). Compliments and compliment responses in film: Implications for pragmatics responses in film: Implications for pragmatics

research research and language teaching. and language teaching. IRAL, 39,IRAL, 39, 309-326. 309-326.

Schuh, K. L. (2004). Students’ spontaneous use of Schuh, K. L. (2004). Students’ spontaneous use of information from media sources: What and how do information from media sources: What and how do they link? they link? International Journal of Instructional Media, International Journal of Instructional Media, 31,31, 333-343. 333-343.

ReferencesReferences…(continued)…(continued)

Wilson, R.D. (2004). Documentaries for the Wilson, R.D. (2004). Documentaries for the classroom. classroom.

Teacher Librarian, 32,Teacher Librarian, 32, 48. 48.