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Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

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Title: Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation
Language: English
Authors: Britsch, Susan
Source: Early Childhood Education Journal. Oct 2010 38(3):171-177.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 7
Publication Date: 2010
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Language Usage, Photography, Early Childhood Education, Visual Learning, Second Language Learning, Young Children, Visual Literacy, Writing Skills, Literacy, English (Second Language), Teacher Education, Preservice Teachers, Language Acquisition, Reading Skills, Speech Skills
DOI: 10.1007/s10643-010-0412-2
ISSN: 1082-3301
Abstract: Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus on uses of photography in classrooms for young children. What is lacking, however, is substantial reference to the planned use of language along with image creation through photography for the language development of English Language Learners (ELLs) in the early childhood classroom. Teacher training, too, devotes insufficient attention to either visual literacy or visual communication. This article provides a discussion of the role of the visual in English language development as a basis for a sample photography project that can be incorporated into a course for pre-service teachers in methods of teaching ELLs. Pre-service teachers thus experience the project first-hand in terms of image creation and the planning of appropriate content, language, and visual literacy objectives. The resulting visual products then function as teaching resources themselves; however, effective visual learning for ELLs requires that teachers possess such an informed understanding of the techniques that structure and assist language development.
Abstractor: As Provided
Entry Date: 2010
Accession Number: EJ899510
Database: ERIC
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  Data: Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 10.1007/s10643-010-0412-2
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  Data: 1082-3301
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  Data: Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus on uses of photography in classrooms for young children. What is lacking, however, is substantial reference to the planned use of language along with image creation through photography for the language development of English Language Learners (ELLs) in the early childhood classroom. Teacher training, too, devotes insufficient attention to either visual literacy or visual communication. This article provides a discussion of the role of the visual in English language development as a basis for a sample photography project that can be incorporated into a course for pre-service teachers in methods of teaching ELLs. Pre-service teachers thus experience the project first-hand in terms of image creation and the planning of appropriate content, language, and visual literacy objectives. The resulting visual products then function as teaching resources themselves; however, effective visual learning for ELLs requires that teachers possess such an informed understanding of the techniques that structure and assist language development.
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      – SubjectFull: Young Children
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      – SubjectFull: Writing Skills
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      – SubjectFull: Teacher Education
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