Skip to content

EDUC3748 Visual Literacy in Foreign Language Classroom

Slide 1

Visual literacy is a set of abilities that enables the individual to effectively interpret, find, use and create visual media and images. Visual literacy is essentially the ability to analyze an image and determine its meaning. Therefore, we may probably assume that a red sign instructing us to stop while driving along the road has letters on it in a language we don’t understand. Because of the context, color, and shape of the traffic sign, we can read and comprehend it. We regularly employ this kind of visual literacy. Similarly, in the classroom, we use visuals to assist pupils to comprehend and recall words. In this activity, for instance, students match the phrases to the visuals (Villamizar, 2018).

Slide 2

Some of the components of visual learning are:

Facial expression- Students should be asked to analyze the characters’ faces, eyes, mouths, and brows to determine what mood or feeling they are portraying. You can begin by displaying images of various facial expressions to the class or by having them imitate them.

Focal point- Asking students “Where is the focal point of action or focus? The character’s eyes are looking where? Where do you as the reader initially look before resting? Illustrators frequently manipulate scale & proportion to highlight a specific area of the image for a particular purpose.

Gestures- Encourage students to consider how a character’s body moves or is positioned to portray emotion. Do the characters stand or are they seated? (Villamizar, 2018).

Slide 3

Clothing- Ask students if the attire worn by the character’s hints at their personalities or their place in the narrative. Students should consider what the characters’ attire might reveal about their everyday jobs.

Setting – Ask students to pinpoint the location where the narrative is set. What can you see in the picture or illustration’s background?

Objectives – The use of objects also makes the pictures more appealing and helps readers understand numerous plot elements including character motivation, setting, and problem and solution (McVicker, 2018).

Slide 4

Visual literacy allows individual learners to interpret the art. In today’s visual literacy is one of the skills and ability to decipher what is shared and distributed online in a different form of visual media. Visual literacy supports critical readings of what is depicted and their underlying meanings, allowing for a stronger connection with all types of writings. It is a talent that removes obstacles to learning.

One perfect example of visual literacy is road and safety signs. When you first start driving, you’re frequently handed a collection of regional road signs & safety manuals to learn by heart (McVicker, 2018).

Slide 5

Visual learning in the foreign language classroom can be developed through picture analysis. Before reading the chapter or book, discuss the picture at the start. Open-end questions can be asked.

Note sketching can also be used for developing visual literacy. Student sketches can help them to have a graphic image or quick picture to supplement the work written them.

A colour test can also be taken. Color tests can reveal a lot about a person, and students enjoy taking them. Each of the hues is connected by people to particular qualities. Marketers make use of the connotations with color since they are aware of this (Alibec, et al., 2018).

Slide 6

Focus is one of the main parts of the image. if the focus is sharper, clearer, or more interesting it means that it is more interesting. Focus is based on the size, colour, subject matter, or, location within the image.

Frame refers to the margins or borders where there is starting image and an ends. The shape and size of the image, as well as the exclusion or inclusion of the objects.

Angle is a term used to describe how high, low, or in which direction the artist was looking when he or she was producing the image.

Light is a powerful technique. This technique can be used for conveying the mood or image (Pateşan, et al., 2018).


McVicker, C. J. (2018). Visual literacy and learning to read: Using comic strips for reading instruction. Journal of Visual Languages & Computing8.

Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in language education. In International Conference Knowledge-Based Organization (Vol. 24, No. 2, pp. 356-361).

Villamizar, A. G. (2018). Examining intersections between visual literacy and digital technologies in English language programs for higher education. Journal of Visual Literacy37(4), 276-293.

Leave a Reply

Your email address will not be published. Required fields are marked *