Visual literacy in multilingual foreign language teaching

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Oles Honchar Dnipro National University

Visual literacy in multilingual foreign language teaching

N.A. Safonova

The multilingual approach to foreign languages teaching is becoming more and more popular in European societies. It challenges the traditional communicative language teaching. Multilingualism is a brand new phenomenon of the 21th century. A number of linguists (J. Dewaele, N. Hornberger, M. Korzhova, A. Wilton etc.) studied multilingualism from different perspectives. It is evident that a multilingual approach to FLT re quires new teaching and learning materials that support transfer of linguistic knowledge.

Nowadays, it is increasingly common for English teachers, when assessing the pedagogical worth of some new material, to evaluate not only the presentation of grammar and vocabulary or the amount and type of skills work, but the visual aspects as well. However, these materials have too often ignored the visual aspect, treating it as something merely decorative, without educational value.

Over the years, the benefits related to the use of visual aids in the language classroom have been a topic of lively debate. New technologies have opened new possibilities in order to integrate multimedia visual aids in the language classroom, but these aids are not being fully exploited.

This article deals with the problem of the use of visual aids in multilingual foreign language teaching. The aim of this article is to clarify the reasons why teachers use them infrequently and to prove that visual aids should be integrated in the language classroom due to the positive effects they have on students. Its actuality is determined by the fact that in Ukraine all schoolchildren are supposed to learn two foreign languages since September, 1, 2013.

The objectives of our research are the following: to define the main terms; to present the classification of visual aids; to investigate the types of activities implemented at the foreign language class on the basis of IT.

At present the problem visual literacy at the English lesson is very vital. A lot of researchers have investigated the use of visual aids in educational process, among them T Armstrong [1], R. L. Cramer [2], B. Goldstein [3], A. O. Hadley [4]. It is obvious that the use of visual aids intensifies the learning process. It helps make a learner-centered approach to teaching. Visual aids, when integrated into the lesson plan through media, attract students' attention to the topic presented in the class, enhance and facilitate comprehension of grammar and language, increase students' motivation, as well as help students to memorize the new vocabulary and structures.

The visual impact of images has been proved to be superior to the one of texts, and that is why visual aids result to be very effective to help students in memorizing new vocabulary and structures. There are several memory-strategies that can be put into practice when using visual materials. Exploiting visual literacy can have a number of implications both for materials and the classroom. Firstly, with regard to materials, focusing on the image for its visual stimulus and moving away from comprehension- based approaches (which rely on text) will enable students to engage with images in a number of different ways [4].

The more visually-oriented learners will benefit from this approach and may be able to contribute more in class when previously they had been silent. This also means that the same piece of visual material can be used for classes of different levels of language proficiency. Free from having to understand the language input, the materials producer can grade the tasks rather than the input itself.

This method makes it possible to take into account the learning pace of each student. At the same time it transforms the learners' evaluative sphere and increases their cognitive activity, which undoubtedly effectively contributes to increasing the level of knowledge and skills. However, it is important to remember that the computer cannot replace the teacher in the classroom [3].

Project is a didactic way to achieve the goal through detailed design issues (technology), which should be completed with very real, tangible practical results, decorated in any way; a set of techniques, learners' actions in their sequence to achieve the task - solving the problem personally meaningful to learners and decorated in the form of a final product.

With the help of project activities learners can choose the topic of their creative work using various sources of information, choose the method of demonstration. In addition, the method of projects gives learners a great opportunity to use English in everyday situations. The project activity contributes to improving the learners' skills with computers and other modern technical means. Learners master the electronic versions of dictionaries, reference books, encyclopedias; expand language skills; increase the level of practical use of English.

However, although the focus on the visual is important, to do this exclusively and ignore the textual can be a mistake. A number of websites feature activities in which students simply describe what they have seen in a high-impact silent video sequence.

Multimedia technologies meet the didactic aim of the lesson most efficiently. Teaching aspect provides the learners' awareness of the educational material; developmental aspect involves the development of learners' cognitive interest, creativity, ability to guess, compare, form conclusions; educational aspect contributes to stimulating linguistic and intellectual activity of students and their social activity. multilingual teaching visual literacy

In recent years the interactive board has become the most universal technical means. Interactive boards are an effective way to implement e-learning material content and multimedia material in the learning process, ensuring student motivation to active productive work.

Visuals can help immeasurably in teachers' and students' communication needs. The students with different learning styles must be taken into account too, and using media help the teachers a way to address the needs of visual, auditory and kinesthetic learners

Prepared texts, tables, pictures, music, maps, thematic video clips can help submit material effectively, conduct classes, dynamically using a variety of learning styles, develop creativity, capture a subject that ultimately ensures effective mastering of the English language [2, p. 17].

Interactive whiteboard allows us to comment materials actively: separate, clarify, add information through electronic markers with the ability to change the color and line width; to set information using the virtual keyboard and demonstrate it in real time; to save the results in a separate file; to work with text, graphics, video and audio materials simultaneously; to promote the development of learners' intellectual and creative activity and the work of the group saving the time significantly. Since the main task of the teacher in the process of accelerated English learning is formation of their language competencies, successful teacher uses interactive whiteboard as a method of communication methods [1, p. 19].

Prepared topical texts, teaching and testing exercises, illustrations, audio and video on various topics serve as support for the introduction or intensification of independent study with the lesson material, repetition and consolidation of language models, improve speaking skills and perception of English comprehension, the assessment and self-assessment of knowledge.

The experience with interactive whiteboard can effectively combine its capabilities and implementation of teaching principles of innovation, clarity, communicative activity, interactivity, feedback, the combination of collective, group and individual forms of work in the classroom [5, p. 4].

The use of the Internet technologies involves increasing contacts. It enables exchange of socio-cultural values, learning English intensively to overcome communication barriers, develop creativity.

Thus, the Internet resources can be used:

- to find the necessary information within the project activity;

- to learn a foreign language independently;

- to develop learners' creative potential of students (participation in various competitions, quizzes, conferences);

- to learn English distantly under the teacher's guidance;

- to search for the necessary material in preparation for employment [3, p. 38].

The use of information technologies help perform linguistic didactic tasks, which include:

- development of listening skills using the original audio material WAN; checking the correctness of listening comprehension of the materials;

- development of productive grammar writing skills; activation of grammatical skills using test programs; using reference and information literature on grammar, in case of any mistakes;

- formation of writing skills, sending a reply to partners by email; writing essays, essays, essays and other works of co-creation;

- speech development skills using webcams; development of skills of monologue and dialogue speech to discuss the problems presented by the teacher, students on the basis of the Internet;

- replenishment of learners' vocabulary based on socio-political structure of society, culture and traditions of the state; checking students vocabulary using the test, game tutorials on the Internet; the use of electronic dictionaries and other information sources to support;

- development of lexical and grammatical skills of translation; the control of the correctness of translation; the use a text editor, machine translation systems with the aim of property text editing ability; the use of electronic dictionaries, reference glossaries to provide information and support;

- expansion of the learners' horizons on the basis of material linguistic and cultural material from the global network, including the culture and traditions of Englishspeaking countries, language etiquette, especially verbal behavior of people in the situations of communication;

- learning different types oftext analysis; development of skills to overcome language barriers themselves; the use of automated dictionaries, electronic encyclopedias and other reference books to provide information support for the use of extra information;

- formation of a stable motivation to learn English by using different materials on the Internet [4].

However, despite all the benefits of information technology, they cannot completely replace the foreign language teacher. We should not forget the teacher's educational functions cannot be implemented with the help of information technology.

Educational programs contribute to the growth of English students on the subject of motivation, developing skills of listening, reading, speaking, writing, developing skills of self-assessment.

Thus, the application of information technology in the English classroom includes various video of linguistic and cultural character, texts for listening, creating projects, multimedia presentations, the use of electronic dictionaries, encyclopedias, handbooks etc.

The types of information technology at the English lessons are the creation of presentations, websites, publications; development and creation of didactic material; online testing; creation of teleconferences with the use of webcams; electronic libraries; multimedia courses, the use of Internet resources.

Thus, the use of information technology promotes formation and improvement general skills of learners; expansion of language material; manifestation of independence to work on educational material; development of creative potential of students, their cognitive activity; create exciting lessons.

It can be resumed that using multimedia visuals as tools in the language classroom is highly beneficial for students and enhanced the learning process. For this reason they should be included in the lessons.

Thus, we can summarize the advantages provided by visual organizers as follows: they allow users to develop a holistic understanding that words cannot convey; they provide users with tools to make thought and organization processes visible.; they clarify complex concepts into a simple, meaningful display; they assist users in processing and restructuring ideas and information; they promote recall and retention of learning through synthesis and analysis.

The prospects of the further research of the problem are connected with the further study of the correlation of multilingual teaching and visual literacy, i. e. compiling some practical exercises that can be used in a multilingual classroom.

References

1. Armstrong T. (1994). Multiple intelligences in the classroom. - Alexandria, VA: Association for Supervision & Curriculum Development.

2. Cramer R. L. (2004). The language arts: A balanced approach to teaching reading, writing, listening, talking, and thinking. - Boston, MA: Pearson.

3. Goldstein B. (2016). Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series. [pdf]. - Cambridge: Cambridge University Press. Available at cambridge.org/betterlearning

4. Hadley A. O. (2000). Teaching language in context: Proficiency-oriented instruction. - Boston, MA: Heinle & Heinle.

Abstract

The article is devoted to analysis of the visual literacy in the context of multilingual approach to foreign languages teaching. A multilingual approach to FLT requires new teaching and learning materials that support transfer of linguistic knowledge, language and learning experience, language learning strategies, language comparisons etc.

It reveals the main functions of visual literacy at the foreign language lessons: presentations, websites, publications; development and creation of didactic material; online testing; a teleconference with the help of webcams; electronic library; multimedia courses, the use of Internet resources.

Interactive learning through educational software facilitates the realization of a complex methodological, pedagogical, didactic and psychological principles, makes the learning process more interesting.

The article stresses that the visual aspect of teaching aids promotes formation and improvement general skills of learners; expansion of language material; manifestation of independence to work on educational material; development of creative potential of students, their cognitive activity; create exciting lessons..

Keywords: Foreign language teaching, multilingualism, visual aids, multimedia visual aids, interactive board.

Розглянуто феномен візуальної грамотності у контексті мультилінгвального підходу до викладання іноземних мов. При залученні мультилінгвального підходу до викладання іноземних мов необхідні нові матеріали для навчання, які забезпечують перенесення знань з лінгвістики, мовного досвіду, стратегій і досвіду навчання тощо.

Виявлено основні функції візуальної грамотності, здобутої на заняттях з іноземної мови: створення презентацій, проектів, сайтів, публікацій; розробка і створення дидактичного матеріалу; тестування он-лайн; ведення телемосту з використанням веб-камер; електронна бібліотека; мультимедійні курси, використання Інтернет- ресурсів.

Інтерактивне навчання за допомогою візуальних засобів сприяє реалізації візуального підходу до вивчення іноземних мов.

Наголошено, що візуальний аспект навчального матеріалу сприяє формуванню і вдосконаленню навчальних умінь і навичок учнів; розширенню їх мовного матеріалу; прояву самостійності в роботі над навчальним матеріалом; розвитку творчого потенціалу студентів, їх пізнавальної активності; створенню захоплюючого заняття.

Ключові слова: викладання іноземних мов, мультилінгвізм, візуальні засоби, мультимедійні засоби, інтерактивна дошка.

Рассмотрен феномен визуальной граммотности в контексте мультилингвального подхода к преподаванию иностранных языков. При привлечении мультилингвального подхода к преподаванию иностранных языков необходимы новые материалы для обучения, обеспечивающие перенос знаний по лингвистике, языкового опыта, стратегий и опыта обучения и т. д.

Выявлены основные функции визуальной грамотности на занятиях по иностранному языку: создание презентаций, проектов, сайтов, публикаций; разработка и создание дидактического материала; тестирование он-лайн; ведение телемоста с использованием веб-камер; электронная библиотека; мультимедийные курсы, использование Интернет-ресурсов.

Интерактивное обучение с помощью визуальных средств способствует реализации визуального похода к изучению иностранных языков.

Отмечено, что визуальный аспект учебного материала способствует формированию и совершенствованию учебных умений и навыков учащихся; расширению их языкового материала; проявления самостоятельности в работе над учебным материалом; развития творческого потенциала студентов, их познавательной активности; созданию увлекательного занятия.

Ключевые слова: преподавание иностранных языков, мультилингвизм, визуальные средства, мультимедийные средства, интерактивная доска.

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