Running head: RESEARCH ON VISUAL AND MEDIA LITERACY 1

Research on Visual and Media Literacy

Lauren Gurley

March 24, 2018

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Introduction

For this research project I decided to look deeper into using visuals to support English

language learners. I currently teach at a title 1 school with an eighty percent English language

learner population. Throughout my time as a teacher I have realized how limited ELLs are with

their verbal and written communication and how they lack a strong vocabulary. In efforts to

build these students’ vocabulary pictures have always been a great way to accommodate these

students. In this paper I found many articles to support the benefits of using visuals in the

classroom to support ELLs vocabulary.

Analysis of “Reading without Words” By: Sarah Mathews

In this article the author discusses the importance of accommodating English Language

Learners during instruction by using visuals to support teaching vocabulary and comprehension.

In the beginning of the article Mathews explains how she makes the content relevant to her

students by beginning to find where their families are from. In the article Mathews (2014) states

that she recognizes that not all of her English language learners are immigrants to the country.

She explains how important it is to strengthen vocabulary in students’ through many visual

media models.

Mathews (2014) discusses how she uses the text “The Arrival” in her social studies

instruction to support her English language learners. Mathews (2014) has her students explore

the text and explains, “as we explore this graphic text I emphasize strategies for helping ELLs

strengthen their vocabulary development, visual literacy skills, and understanding of social

studies concepts” (p.65). She also talks about how she uses Google Earth to reinforce vocabulary

terms for her students. Allowing her students to see vocabulary words as well as a visual

representation strengthens students’ knowledge with vocabulary.

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Throughout the article Mathews explains how Tan (2013) intended for the book “The

Arrival” to guide English language learners when teaching about social studies content.

Throughout the article Mathews supports her points by discussing how although she is using a

lot of visual media it is still supported by the Common Core standards. She ensures that there is

an alignment to maximize students’ instructional time. She uses a graphic novel to guide her

instruction which is supported by Carter (2007) and Clark (2013). Carter (2007) and Clark

(2013) explain that graphic novels are a valuable pedagogical tool in reading, language arts, and

social studies classrooms.

For this study Mathews conducted the study in her own individual classroom. She used

the next “The Arrival” throughout her instruction to support literacy and social studies

curriculum. This was a very informal study where she explained how it was used in her

classroom and the benefits of it. There was not any quantitative data throughout her study, only

qualitative. The participants of the study was her diverse group of students that she gets every

school year. Mathews (2014) recognized that using this book allows students to relate to their

home countries and allow them opportunities to interpret graphics without words.

I feel that Mathews could have done some things different in her research study. She

would have benefited from having a group of teachers and some use the book throughout their

class and the others not. A pre-assessment could have been given to all students and then a post-

assessment to see the impact of the findings. After using the text students should have a stronger

vocabulary and more creative mind. This study was intended to directly impact English

Language Learners.

This study helped me realize the benefits of teaching students how to interpret visuals.

We have to teach our students how to analyze pictures and discuss their findings. Using a text
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without pictures allows for all students to have their own, individual interpretation of the text.

For this study she was able to not only integrate language arts and social studies but also

integrate in vocabulary. Vocabulary can be difficult to teach students but her using this text made

it much easier.

Analysis of “Enhancing English Learners’ Language Development Using Wordless Picture

Books” By: Belinda Louie and Jarek Sierschynski

In this text, Louie and Sierschynski (2015) discuss how to benefit English learners in the

classroom. They begin by explaining that when we get non-native speakers we immediately

jump into having them close and critical read. Furthermore, they pose an alternative solution of

developing thinking skills through close viewing prior to the language being added. Throughout

the article they examine best practices for English learners as well as going into depth of how to

provide best practice for these students. This entire text is focusing on teaching English learners

through visual texts.

Louie and Sierschynski (2015) use multiple references throughout their article. They

begin by supporting their point of wordless books help learners interpret text better by using

Dowhower (1997). When discussing wordless picture books Downhower (1997) defines

wordless picture books as “books that tell a story through a series of illustrations without written

text”. Some may wonder how powerful a picture book can be. Many times they imply that events

in a wordless picture book may seem to tell themselves, but the viewers are the ones who provide

voice to the narrative. Salisbury and Styles (2012) feel that many wordless picture books make

viewers work hard at filling in the gaps among images to create meaning.

For their study they found research to support the use of wordless books in the classroom.

Louie and Sierschynski (2015) found that, “complex picture books make the viewer stand back
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and examine the images, negotiating and juxtaposing the relationship between images and

knowledge” (p.107). Students have to analyze wordless books just as much as they would from a

regular text. Just as there is an order of events in a book with words there are sequence of events

in wordless books. Students are still required to analyze the characters’ emotions and make

predictions throughout the text. The study that was conducted just had qualitative data. There

were not specific participants but rather they collected a group of articles to support their points.

In the text they provided examples of books from simple to complex that educators could use in

their classroom.

In this article they discovered ways to use the wordless texts to most benefit students.

Fisher and Frey (2012) came to the conclusion in their analysis portion that, “book viewing time,

the teacher can also provide cognitive scaffolding by encouraging students to analyze the

author’s purpose, how the ideas from the book connect to other texts, and ways the viewer can

consolidate this information to formulate opinions. Teachers can use wordless books to

encourage verbal and written conversation in students as well. Teachers need to leverage their

use of wordless books to encourage students to write and have conversation with their peers in

regards to interpreting texts.

This article taught me that teachers can use wordless books similar to how they would

use a regular book. Teachers have the autonomy to engage students in small group discussions

with wordless texts. Wordless texts benefit English learners because they allow them to deepen

their understanding and increase their enjoyment. Teachers want to encourage students to

analyze text when they are given them. Using wordless books also stimulates oral discussions in

the classroom. Teachers can use wordless books to scaffold for English learners in developing a

better vocabulary as well as being more creative with their discussion with other students.
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“Graphic Organizers and Other Visual Strategies to Improve Young ELL’s Reading

Comprehension” By: Pang

Throughout this article, Pang (2013) discusses how to support English language learners

in an educational setting. The article begins by explaining the endeavors that all English

language learners have when entering a classroom. At times, ELLs fall behind other students

because of the transfer of knowledge from their native language to English. These students need

extra support in literacy in the classroom. Providing these students with support in literacy is

essential to the success of these students.

In this article Pang (2013) explains all of the challenges that English language learners

have in the classroom. Teachers must accommodate them by providing them with visual

representation of materials as frequent as possible. When students are reading an English text it

benefits students to have a translation of the text for their native language. Also, providing

students with graphic organizers in class to support their interpretation of the text benefits the in

many ways. Overall the goal is to help ELLs obtain knowledge and become independent lifelong

learners.

Pang (2013) encountered some obstacles throughout the study in regards to using visuals.

Pang explains that teachers do not differentiate enough for students. Each ELL student should be

accommodated by visuals that support their individual learning level. He also explains that

improving reading comprehension is not the ultimate goal throughout his article but rather for

students, “to become critical, logical thinkers, and independent lifelong learners” (p.58). English

language learners come into school at a disadvantage and deserve an opportunity to be provided

the resources necessary for them to be successful.

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I agree with all of the research throughout the article. I currently teach at a title 1 school

with a large English language learner population. Throughout my years at my school I have seen

how much visual representation helps these learners. The intention is to use visual representation

to support their learning of the language as well as help close the gap of the language barrier.

Visuals are intended to improve their reading comprehension. ELLs need to be guided through

the thinking process when exposed to different types of texts and graphic organizers are intended

to support that.

This study taught me how important it is to bridge English language learners native

language to English. Also, it reinforced the importance of supporting ELLs with multiple types

of visual representations. Not only do these students benefit from pictures but also from graphic

organizers to support their thinking process. These students can learn new vocabulary words by

simply being exposed to the word and having exposure to a picture that describes it. I also

learned that even when these students are reading chapter books it is okay to provide them with

resources when they come across a difficult word they may not know.

Reflection

Throughout this research paper I learned a lot of valuable ways to support English

language learners in the classroom in regards to vocabulary. During my research I learned that

when teaching ELLs it is okay to use picture books. When showing students books without

words they are still having to analyze pictures and comprehend the text in many ways. Using

visuals more frequently in the classroom is a great way to build vocabulary while integrating

multiple subjects. Visuals are a great way to build students’ written and verbal communication as

well.
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References

Dowhower , S. ( 1997 ). Wordless books: Promise and possibilities, a genre come of age .In K.

Camperell , B.L. Hayes , & R. Telfer (Eds.), Promises, progress, and possibilities:

Perspectives of literacy education. Yearbook of the American Reading Forum, 17(57 –

80).

Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 66(3),

179–188.

Louie, B., & Sierschynski, J. (2015). Enhancing English learners' language development using

wordless picture books. Reading Teacher, 69(1), 103-111. doi:10.1002/trtr.1376

Mathews, S. A. (2014). Reading without Words: Using The Arrival to teach visual literacy with

English language learners. Clearing House, 87(2), 64-68.

Pang, Y. (2013). Graphic organizers and other visual strategies to improve young ELLs' reading

comprehension. New England Reading Association Journal, 48(2), 52-58.

Salisbury, M. , & Styles , M. ( 2012 ). Children’s picture books: The art of visual storytelling.

London, UK: Laurence King Publishing.

Tan, S. (2006). The arrival. New York, NY: Scholastic.