This article discusses the use of image based methods
in writing with adolescent English language learners. Some of the positive effects include growth
in students writing proficiency and raising awareness of reasons to care about
school. The article emphasizes the power of using visual materials in aiding ELL
adolescent students who are at the beginning level of language learning.
The writing method describes several findings:
Finding 1. Asking ELLs to write. Instead of telling
ELL students why school and writing are important, the researchers asked
them what they believed about school.
Students documented this through photographs and writing. Students revealed unexpected insights into
their personal lives, which was sometimes negative, and they began to see the
value in having an education thus increasing motivation.
Finding 2. Others’ images as engaging. Using peers’ work helped with engagement and
appreciation of writing activities. The
assignment students had was to analyze their peer’s photos or images and
address certain questions about the photos/images. Students were intrigued with one another’s
work, especially in finding commonalities.
They learned from one another and were more likely to share more about
themselves after looking at pictures from other people their age.
Finding 3. Walking – photo walking – beyond the
classroom. In this activity, students
and teachers ventured outside the classroom into other parts of the school and
even outside the school into the community.
They took photos that they later reflected on and wrote about. Students began to see that many things in
their lives outside of school can have an impact on their lives.
Adolescent beginning language learners would benefit
greatly from methods such as these, which incorporate visual materials into
writing activities, especially if students are writing about their own life
experiences.
Bell, A., Ewaida, M., Lynch, M.,
& Zenkov, K. (Nov 2012) Seeing how to ask first: Photo elicitation
motivates English language learners to write. Middle School Journal v44 n2.
Retrieved from http://eric.ed.gov/?id=EJ990871