Visual Aids In English Language Teaching

6 aids, the Ministry of Education considers essential the kind of supplies that are presented to the students, and as they usually do not know how to read, the material needs to be “plenty of sounds, simple and easy to comprehend” (ReCrea, 2013). The creators of these educational materials also emphasize the fact that if they want to succeed with the material for adolescents, they must focus on the context of the students, they must feel identified and the stories must be real. This company also mentions that another possibility is to make those materials interactive motivating the participation of the students (ReCrea, 2013). Educational material creators have also thought about the educators when designing visual aids. Teachers of English use videos and other devices to present and contextualize situations in which the vocabulary can be used in such a way that students can appreciate the real setting in which they can use the contents (ReCrea, 2013). It is not a surprise that the schools which have used these materials have obtained good results because the students learn more and adapt the contents to real life situations. 1.1.2 Oral communication and visual aids in Chile Chile is growing in all senses, economically, socially, technologically and especially in education. It is worldwide known that English is essential nowadays and Chile has intended to be inserted in an increasingly globalized world in which a certain level of English proficiency is an indispensable element. There are certain competences people must develop in order to take part of this globalized world. The MINEDUC (2013) states that “Through English, it is possible to gain admission to a great range of information, and by means of the mass media to know other cultures and realities” (p.

7 30)1.Therefore, the competences to develop in education are focused on oral communication. Language learning comes from the necessity of all the aforementioned. In education, English has taken an important part of the curriculum where the teacher, the students and the contents are the main components. Therefore, “there is a didactic triangle that should allow students to construct their own knowledge, a process that is not always easy to grasp and produce autonomously” (Díaz, C., 2011). Crooks, 2003, (as cited in Díaz, 2011) states: “The purpose of teaching English as a foreign language via Chilean public education, semi-public and private education is to give students a linguistic tool that can enable them to understand and communicate information, knowledge and technologies as well as to appreciate other cultures, traditions and ways of thinking”. (para. 4) One of the major issues when teaching a foreign language is how to prepare learners to develop their linguistic competences and enable them to use the language. The Chilean curriculum is concerned with the development of skills “according to the methodological and communicative approach” (MINEDUC, 2013, p. 34) to enhance students’ competences. The English curriculum establishes that: “by means of the development of communicative skills, our students will have the possibility of acquiring the necessary tools to get access to information and participate in communicative 1 Por medio del inglés, es posible acceder a una amplia gama de información a través de los medios de comunicación y de las tecnologías, y conocer otras culturas y realidades. (MINEDUC, 2013)

8 situations, through conversations, reading and writing” (MINEDUC, 2013, p. 30)2. This means that with the enhancement of the communicative skills students will be able to use their knowledge and will be part of communicative in situational contexts nowadays. In relation to the communicative skill the English curriculum (2013) contends that “the development of oral skills [ ] opens the possibility to start using English to communicate information and to interact with the language in meaningful and familiar situations of daily life and personal interests” (p. 30)3 One of the tools that can be used to enrich the Chilean English language lessons is the use of visual aids. The Chilean curriculum also proposes that “to develop and present information through the use of text processers, presentations (power point) graphs, tools and audio and visual applications” (MINEDUC, 2013, p. 15)4. The contents proposed by the Ministry of Education are topics appealing to the students’ level, but they also consists of grammar and structures that the students should be able to show and manage. In this regard, the curriculum indicates that “grammar should be taught contextualized through interesting contents, relevant and motivating, available to interact and communicate” (MINEDUC, 2013, p. 34)5. All these suggestions 2 Mediante el desarrollo de las habilidades de comunicación del idioma inglés, nuestros estudiantes tendrán la posibilidad de adquirir las herramientas necesarias para acceder a la información y participar en situaciones comunicativas de esta lengua, tanto por medio de conversaciones como de la lectura y la escritura. (MINEDUC, 2013). 3 El desarrollo de las habilidades de producción oral y producción escrita en estos niveles les abre la posibilidad de comenzar a usar el inglés para comunicar información e interactuar en el idioma en situaciones comunicativas cercanas y familiares, de la vida diaria y de su interés personal. (MINEDUC, 2013) 4 Desarrollar y presentar información a través del uso de procesadores de texto, presentaciones (power point), gráficos, y herramientas y aplicaciones de imagen, audio y video. (Chilean English Curriculum, 2013) 5 La gramática debe enseñarse en forma contextualizada por medio de temas y contenidos interesantes, relevantes y motivadores, y estar al servicio de la interacción y la comunicación

9 help the teacher conduct and guide (Harmer, J. 2007) the teaching process in benefit of the students and their learning progress, with the final purpose of enhancing their communicative skills in English language. At Universidad Austral de Chile, some researchers have carried out some investigations about these topics as well. For instance, in relation to visual aids, there is a proposal called “On the Possibility of Teaching English Grammar through Visual Aids: You Will See What We Mean” (Bravo, G. & Villalón, M., 2011). This study attempts to teach grammar through visual aids since the Ministry of Education emphasizes the Communicative Approach. Another research paper “The Impact of Multisensory Teaching Material on Elementary Schools Students’ English as a Foreign Language Acquisition Process under The Focal Skill Approach” (Bennett, D. & Zubber, k., 2012) looks for acquiring English through the use of multisensory teaching materials, but it is not directly focused on communicative skills. It can be said that visual aids have always been an issue of investigation for all the benefits they offer but not all of them intended to foster oral skill specifically.

10 1.2 What Visual Aids are This section refers to the contributions and descriptions some authors give to the concept of visual aids it description and classification. Visual aids have been used since the beginning of learning and teaching. Most early reviews were concerned with the meaning of visual aids. As there are many authors who refer to visual aids, this literature review attempts to define them from manifold different points of view, thus provide the audience with complete and varied information. Moreover, this paper defines visual aids in different aspects; use, design, function, and the advantages of using them in the teaching-learning process. Gilbert Weaber and Elroy Bollinger (1949) define visual aids as “any specifically prepared drawing, illustration, model, motion picture, film strip, or other device that will expedite learning through the sense of vision” (p. 1). Current thinking contends that “[. . .] educational media or aids refer to all forms of information carriers that can be used to [. . .] store, preserve and transmit or retrieve information to promote and encourage effective teaching and learning activities” (Babalola, B., 2013, p. 108). Therefore, visual aids yield in improving the teaching-learning process. Visual aids are intended to help both the teacher and the students in order to make the contents better understood, to contextualize vocabulary and make it meaningful for the learners. In this respect Yi-Hsun Lai (2011) maintains that using visual aids “not only stimulate students’ learning interest, but students can also interact with these visual aids, and can relate them to their past experience or their daily life experience” (p. 3). This leads us to confirm that using visual aids properly in the teaching-learning process stimulate students to participate and be familiarized with their own experiences.

11 Not exempt of defining visual aids, M, Jessa (2008) claims that they “refer to graphs, maps, pictures etc. used as aids in learning” and these can be separable into four categories: - NON-Projected 2D: wall board, roll-up board, picture, poster, chart, cartoon, cue sheet, flannel board, flash card - NON-Projected 3D: cut-out, model, mock-up, puppet, marionette, diorama, vocabulary wheel, keyboard, teaching machine - Projected 3D: slide, transparency sheet, film strip, microfilm, videocassette, CD - Verbal: text book, supplementary reader, workbook, magazine, document, duplicated materials, reference book, newspapers, and clippings. (p. 93) Regarding this categorization Callista (1938) suggests how visual aids contribute to the teaching-learning process pointing out that visual aids firstly “provide for the learner a concrete picture of the situation in question” (p. 4). Visual resources accompany what is verbally said and help to understand ambiguous situations. Moreover, the school and the teacher must provide interesting sources to offer attractive educative experiences to the students. Callista (1938) also asserts that “another significant value of visual aids is economy of time” (p. 3). Teachers in general must be aware of the time while teaching, and in order to make use of it according to the contents and the learning outcomes it is necessary to manage every single activity and save as much time as possible in order to fulfill the objectives of the lesson. M. Aina (2006) establishes useful characteristic of visual aids and makes suggestions to prepare and use them inside the classroom. The author includes some

12 features of visual aids as well. The characteristics Aina (2006) contends are the following: - The pictures, maps and charts should be attractive and with suitable colors. - Writing must be large enough and clear enough to be easily read from the back of the class. - The charts and posters should be accurate in spacing and planning. - The figures and the letters should be well formed. - Objects and pictures should be big enough for children to see from their sitting places. - There should be a great deal of pictures or materials to go round the children if possible. - Apparatus must be accurately prepared and be ready before the lesson. - Let all pupils first see any materials or apparatus before individuals or age group can see [them]. - All pictures on the television must be clear and the radio should have a clear sound. - When preparing apparatus, the correct, accurate language and spelling must be considered. (p. 28) Aina (2006) also outlines that these characteristics are essential when using visual aids properly because they “transmit information in such a fashion that will modify the attitude, habits and practices of students” (p. 35). The fact that the students are interested in an activity provides teachers with a useful tool that teachers must take advantage of.

13 This section alluded to visual aids in general; its categorization, characteristics, definition, usage and some other interesting features that some authors such as: Callista, Aina, Jesa point out. Next, visual aids are going to be defined from the perspective of the teaching learning-process. 1.2.1 Visual Aids in the Teaching-Learning Process This section makes mention of the process where teaching and learning can be improved through the use of visual aids. Moreover, it makes reference to how students and teachers are benefited with this improvement in EFL classrooms. Students not only need to be told about specific topics, but they also need to verify the information according to what they have lived or experienced. The presence of visual elements in today’s teaching and learning is increasing as the integration of images and visual presentations with textbooks, instructional manual, classroom presentations, and computer interfaces broadens (Benson, 1997; Branton 1999; Dwyer as cited in Kleinman & Dwyer, 1999). Earlier thinking however, does not disregard this theory, but asserts the idea based on its magnitude as “visual aids in the teaching-learning process contribute significantly and allow students and teachers to fulfil their goals by using them properly” (Callista, 1938, p. 4). The teaching-learning process is two-sided ( Wilhelm, J., Dube, J., Baker, T., 2003); it needs the teacher as well as the student. Not only can the teacher guide this whole process on his/her own, but s/he also needs an audience willing to give feedback. The student’s concern should be receiving information, constructing knowledge, and expressing outwardly personal ideas. This teaching-learning process is an active non-

14 stop phenomenon where “the teacher is the skilled workman and any good visual aid is merely a tool which the teacher and a group of children can use intelligently in a learning situation, so as to achieve the desired objectives” (Callista, 1938, p. 5). This is the reason why teachers need to do their best to retrieve as much as they can from their students, especially when teaching English as a foreign language. However, this must be accompanied by a proper environment as the study Towards a Comprehensive School Health Program contends that “The school environment must provide for enrichment as well as remediation for optimal learning” (The Health Curriculum Guide, 2013, p. 1). In this sense, the teacher is the main responsible providing the best atmosphere inside the classroom, and make students feel comfortable to participate. EFL stands for English as a foreign language, which refers to the English language spoken in a country where it is not official, as it is the case of Chile. In this country to be a teacher of English is a difficult task, not only because of the language itself, but also due to the lack of exposure to the language. Hence, teachers must draw on other sources at the moment of performing their work using as many available possibilities as they can to enrich their labor. Yu Ren Dong (2004) states that “we need to lighten the language load of the text for our [non-native English speaking] students using whatever we can, including physical movements, facial expressions, drawings, and real objects” (p. 205). From this, it can be said that teachers must include extra visual resources to give life to what it is said and taught. Visual aids in teaching English have an important function in educating students and using them in every single class brings several benefits to teachers as well as to learners. Callista (1938) reports that “Visual methods not only increase efficiency of teaching [. .

15 .] when properly used” (p. 5). Consequently, one can assume that visual aids mean a significant tool for both students and teachers: students learn effectively and teachers save time to fulfill all the topics to be taught. Any idea or information can be perfectly conveyed by visual material without using necessarily verbal communication. Because of this, visual materials become an indispensable instrument that gives ease at the moment of learning a language or understanding something that implies verbal communication. This occurs because the brain will withhold more information when using dual input during the learning process. “Learning is the result of integrating all information perceived and processed. This integration takes form in structural modifications within the brain” (Organization for Economic Co-operation and Development, 2007, pp. 25-26). The brain lateralization process explains that each hemisphere of the brain has different capabilities according to cognitive functions. Visual input reinforces language learning and makes that both hemispheres work together, thus improving the learning process. M. Hunter and E., Torrance (n.d.) claim the following: “Schools favor left brain-dependent activities, like the fact of always sitting, learning algebra, etc. Favoring the right hemisphere would include allowing students to stretch out, learn geometry, etc. These remarks led to the methods that engage the two hemispheres, some even going so far as to reinforce activities related to the right hemisphere. An example of these new methods is “show and tell.” Instead of merely reading texts to the students (left hemisphere action), the teacher also shows images and graphs (right

16 hemisphere actions). (Organization for Economic Co-operation and Development, 2007, p. 9) Nonetheless, recent study has pointed out that “It's absolutely true that some brain functions occur in one or the other side of the brain. Language tends to be on the left, attention more on the right. But people don’t tend to have a stronger left- or right-sided brain network” (Jeff Anderson, 2013 as cited in The Huffington Post Newspaper, para. 4). This basically means that people can use both sides of the brain for the same cognitive functions that were used to be assigned just to one side of the brain. Other theories have come out regarding visual communication in learning. For instance, David Sless (as cited in Canning-Wilson, C., 1999) conceived the term of the Thinking Eye to explain the relationship between the functions of the brain and the eyes when learning. The author suggests that vision and thinking are just one process in which none of those concepts can be separated one from another. To support this statement, Canning-Wilson (2001) argues that “the eye is not [biologically] separated from the brain [and] they are part of the same organ” (para. 25). Both theories The Thinking Eye and The Brain Lateralization point out two different perspectives of the vision and thinking process which converge in the fact that visuals enormously contribute to one’s understanding when learning, and facilitate the conceptualization of abstract ideas, thus producing a mental image of something concrete. Canning-Wilson (1989), in trying to find out why sometimes people tend to forget words when taking an exam even though they know the answer or at least have a general idea, came to the conclusion that images can be retrieved easier in memory.

17 Visual aids provide more and indispensable resources to students, especially for those students who learn visually. The purpose of visual aids is to increase students’ and teachers’ practices in the teaching-learning process, but in order to do this it

to the context in which visual aids are used in Chile and how they foster oral skills comprehensibly. To reach this, the present paper will illustrate different authors' ideas focusing on the significance of incorporating visual aids with comprehensible input. The concepts visual aids, oral communication and comprehensible input will be described