Visual media in the world language classroom
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Visual Media in the World Language Classroom. By: Paula Kerr. Table of Contents. Introduction -educational devices -What is visual media (VM)? Review of the Literature -planned steps -student expectations -student preparation -presenting culture.

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Table of contents
Table of Contents

  • Introduction

    -educational devices

    -What is visual media (VM)?

  • Review of the Literature

    -planned steps

    -student expectations

    -student preparation

    -presenting culture

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

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

  • Integrating VM in the WL Classroom Ineffectively

  • Implementation

  • Discussion

  • References


  • Educational devices for WL educators:

    -effective textbooks


    -software programs

    -hardware programs

    -immersion programs


  • VM in the WL classroom as an education device…

  • VM is defined as any form of visual information, including movies, television, radio, print, Internet, DVDs, videotapes, and other pre-recorded materials (, 2006, ¶ 3).

Review of the literature
Review of the Literature

  • planned step #1:

    -students need to be told his/her expectations

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

Review of the literature1
Review of the Literature

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

Review of the literature2
Review of the Literature

  • Planned step #2:

    -Student preparation:

    -studying specific vocabulary

    -be aware of setting

    -be aware of purpose behind visual media

Review of the literature3
Review of the Literature

  • Presenting Culture through VM

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

Review of the literature4
Review of the Literature

  • Cultural aspects covered in VM material



    -authenticy of the language instructional materials

Review of the literature5
Review of the Literature

  • I want to emphasize that culture learning, whether it occurs in a foreign language or second language context, inside or outside the classroom, with or without teachers, through books or through people, is best seen as a lived experience, as a personal encounter with another way of life (Moran, 2001, p. 176).

Advantages of integrating vm in the wl classroom
Advantages of Integrating VM in the WL Classroom

  • Students enjoy it!!

  • Multiple experiences…(relevance)

  • Motivation!!

  • Engaging!!

  • Instruction time does not always have to be teacher-led and student followed

Advantages continued

  • Good way of practicing:

  • listening comprehension skills

  • pronunciation

  • Vocabulary

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

Advantages continued1

  • …the increased motivation displayed in class spills over to the outside world. Some members of the group may become regular viewers of Spanish language movies and television during leisure time, others will simply become convinced that they can understand the target language when spoken…(Bravo, 1991, p.201).

Integrating vm in the wl classroom ineffectively
Integrating VM in the WL Classroom Ineffectively

  • Effectiveness depends on instructor

  • HAS to be direct follow-up by instructor

  • NEVER take the place of an instructor

  • used as a TOOL to AID in instruction

  • selection process review AHEAD of time

  • cultural and age factors


  • plethora of VM for Spanish teachers

  • films in Spanish

  • TV broadcasts in Spanish

  • Selection process must be precise


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

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


  • passing on enthusiasm by presenting a topic in multiple ways

  • VM on a regular basis is VERY effective

  • There is no specific material that is taught best through VM

  • Teacher and student benefit from VM

  • More focus on using VM in classroom

References, (2006). Retrieved October

18, 2006, from

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

6, 8.

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

broadcasts. Hispania, 74, 199-201.

Louw, S. (2006). Using movies in the classroom.

Retrieved October 18, 2006, from


References continued

Moran, P.A. (2001). Teaching culture: Perspectives in

practice. Teaching English as a Second or a Foreign

Language, 6, 175-177.

Rose, K. R. (2001). Compliments and compliment

responses in film: Implications for pragmatics research

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

Schuh, K. L. (2004). Students’ spontaneous use of

information from media sources: What and how do

they link? International Journal of Instructional Media,

31, 333-343.

References continued1

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

Teacher Librarian, 32, 48.