TOPIC: 5.

Discuss the range of visual aids available to the language teacher, and how they
can be used in the classroom, mentioning their suitability for different learners.

Teaching Language with Visual Aids

Kubra Fidanboylu

TESOL Diploma Course

Module-2 /Assignment-2
September/2014
 Teaching Language with Visual Aids

Due to the technology produced by humans, the world has become a smaller place.
Nowadays, it is much easier to travel and communicate with other societies from all over the
earth. With technology the world is closely connected than ever before as we share cultures,
ideas and beliefs. In order to communicate with such a wide scale one has to understand and
use English; the most common language that is spoken all over the world. Therefore, this
raise’s the need for millions of people around the globe to learn English as a second language.
(Crystal, 2005 as cited in Gonzales, Houghton, Kaye & Stewart, 2012). Learning a language
that is rather different from your mother tongue is a hard task to achieve. Especially in this era
of technology the old school teaching techniques alone seem to be insufficient. Previous
research shows that audio-visual materials in different forms such as; pictures, charts, slides,
videos and audios aid the language learning experience. When these materials are properly
utilized they provide a substantial contribution to the learning and reinforcing aspect of
textbooks, oral instruction and exercises (Narayan, 1980).
The Greek poet Simonides has claimed that; “words are the images of things” (Narr
Verlag, 1993) and Aristotle the philosopher concluded; “without image, thinking is
impossible” (Dolati, & Richards, n.d.). As the great intellects pointed out there are great
benefits to using visual aids while teaching a second language. Using visual aids like pictures,
videos and projectors encourage and motivate students during the learning process (Yunus, et
al., n.d.). Thus, it becomes easier for the students to comprehend abstract ideas and to
organize and interpret new information. According to Lin, Chen (2007) and Mayer (2003, as
cited in Gonzales, et al., 2012) “The visual aids serve as advanced organizers, or pieces of
information emphasizing on; speaking skills, pronunciation, fluency, vocabulary and listening
skills.” Furthermore, Mohammadi, Moenikia & Zahed-Babelan (2010) found that when
compared to traditional techniques the use of advanced organizers has a significant positive
effect on English language learning. (Gonzales, et. al., 2012).
There are different forms of advanced organizers (also known as ‘visual aids’)
available to language teachers. The different range of visual aids available to a language
teacher can be generalized into three types; audio, visual and multi sensory (Asokhia, 2009).

1. Audio: deals with the heard aspect of language. Such as;

Cassette tapes; provided within the textbook. Also, it can be language cassettes from the
school library or recordings from other resources.
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 Music; is generally used when teaching vocabulary. The rhythm of the music will make it
easier for the students to remember what they learned. They can also sing along where
they will be reading and visualizing at the same time.
Radio/CD; can be used to reinforce the taught topic. The language programs on the radio
and topic related CD’s can be used.
Projector; is a device that can be used with almost any of the visual aids. The teacher can
play music and videos, connect her laptop for other multimedia etc.

2. Visual: is anything that can be seen or watched. Such as;

Posters; are colored, big in size and students like spending time with them. Posters can
also be used for different types of games, like the pocket poster challenge.
Cartoons/ TV/Videos; can be used to reinforce the taught topic. The language programs
on TV and topic related cartoons and videos can be used.
Internet; has a bundle of free resources for different levels and age groups. Teachers can
use the filtered content during their lessons.
Chalk board and colored chalk; the board can be separated into sections and colored
chalks can be used to indicate between grammar and dialogues.
Flashcards; are cards where the picture is on one side and the writing on the other. They
can be in different forms like; answer or question cards, object, subject, picture, sign etc.

3. Multi-Sensory; is when students learn through their five senses; see, hear, taste, touch and
smell. Such as;
Role-Play: is the dramatization of a certain subject. Two or more students use the learned
language and apply it to a role-play. Then the class can discuss the role-play, the language
used, acting etc. Role-play can be used with one-on-one teaching or with big to small
groups. Students are greatly involved in the learning process (Madhurı, 2013).
Demonstration; is depicting a certain event through language. For example, a cooking
lesson where students will prepare a recipe and produce it.
Realia; are the real objects and materials brought to or within the classroom. The objects
can be; food items, calendars, plastic fruits and vegetables, maps, household objects,
money and any other object or material related to real life situations.

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 Field trips; are trips where students have a chance to apply and practice what they learned
earlier in the real environment. For example, after learning different types of animals the
students will visit the zoo.
(Using Teaching Aids n.d.)
The different types of visual aids mentioned above can be used in different settings with
different level of learners. For instance, ‘videos’ can be used with beginners and intermediate
level. Also, it can be used between ages ranging from KG to adults. The elements that should
be taken into consideration while using visual aids are that; (a) the content should be related
to the lesson and must not differ from what the students are currently learning, (b) the aid
must be age and level appropriate, it should attract the attention of the targeted audience, (c) it
must be fun, exciting and engaging, it should not be boring and dull. In addition, visual aids
are generally used interchangeably, meaning that one aid will aid the other and so forth:
‘forming a unified learning experience’. Once these characteristics are obtained, visual aids
will achieve its main goal- which is to reinforce the learned language and to motivate the
learner to use the language in real life environments.
In conclusion, the importance of teaching through the use of visual aids cannot be
underestimated, however, teachers need to train and stay updated with the new technology. As
a result, this generates two main concerns; (1) some teachers may have difficulty adapting to
the new styles of teaching and technology, (2) underdeveloped countries do not have the
financial assistance to support such resources. First, teachers must be given instruction on
how to effectively use visual aid resources and understand the technology it is practiced in.
This can be done by means of professional teacher training or simply with fellow colleagues:
teachers who are familiar with the technology can support other teachers by showing them
how to utilize different technologies within their classroom. Second, teachers need to
understand that the use of visual aids is not limited to, economic resources; a teacher can
successfully improve the classroom without expensive equipment. For instance, a teacher who
lacks the necessary resources can simply use old books and magazines to make flash cards or
use the board to draw simple images to add visual cues to their lessons. Therefore, the teacher
can apply particular aids according to the needs of her classroom, the students’ level and the
available resources, thus, implementing an effective lesson. Furthermore, using visual aids
during teaching motivates the student and reinforces the learned language; it further provides
exciting learning experiences and helps improve reading, writing, speaking and listening
skills.

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 References

○ Asokhia, M. O. (2009). Improvisation/Teaching Aids: Aid to Effective Teaching of

English Language. Int J Edu Sci, 1(2), 79-85.

○ Dolati, R., & Richards, C. (n.d.). Harnessing the Use of Visual Learning Aids in the

English Language Classroom. Arab World English Journal, 2(1), 3-17.

○ Gonzales-Flores, D., Houghton, J., Kaye, M., & Stewart, B. (2012). Benefits of

Audio-Visual English Learning Aids for ESL Education. The College of William and

Mary, 1-11.

○ Madhurı, J. (2013). Use Of Audıo Vısual Aıds In Teachıng And Speakıng. Research

Journal of English Language and Literature, 1(3), 118-122.

○ Narayan, S. (1980). Audio-Visual Aids for Pre-school and Primary School Children.

UNESCO-UNICEF Co-Operative Program, 31, 1-46.

○ Narr Verlag, G. (1993). Chaptre 2: Imagery. In Cognitive Linguistics and Poetics of

Translation (p. 21). Germany, Retrieved form

http://books.google.com.sa/books?id=Ftpk9DsU7i0C&lpg=PA21&ots=g25NS0vwC9

&dq=Simonides%20words%20are%20the%20images%20of%20things&pg=PA21#v=

onepage&q&f=false

○ Tereffe, G. (1983). The Significance Of Visual Aids For Maximizing Individualized

Instruction In Teaching English As A Foreign Language To Beginners. A Thesis

Presented to the School of Graduate Studies Addis Ababa University, 1-139

○ Using Teaching Aids, Chapter-7. (n.d.). In Communicative language teaching (pp. 11-

12). MCAEL Teacher Toolkit.

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 ○ Yunus, M., Salehı, H., sıgan, D., & John, A. (n.d.). Using Visual Aids as a

Motivational Tool in Enhancing Students’ Interest in Reading Literary Texts. Recent

Advances in Educational Technologies, 114-117.

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