Article critique

1.     Summary

We are living in the context of globalization. Most people own a smart phone that they can access to Internet at anytime. The new smart phones equip with high-resolution camera, so the owners can capture picture easily. Photographs can be integrated in our teaching because a picture can be described in a thousand words. Baker, Lottie (2015) did a research on integrating visual literacy in language learning with photographs. In his paper, she define the word ‘visual literacy’, provide a rationale for connecting visual literacy to he language classroom, and give examples of instructional techniques with photographs. She has defined visual literacy as the competency to make meaning from what we see and to create images that convey implicit and explicit messages to others.  Baker, Lottie (2015) suggested four instructional strategies using visual images such as photo analysis, mystery photo, collaborative stories, and selfies.     

2.     Strengths

Baker, Lottie (2015 presented an important technique of integrating visual literacy in language learning with photographs. She raised Ansel Adams’s words ‘a photograph is usually looked at–––––seldom looked into’. The quote supports the tittle of the article because it makes the audiences to understand the article easily. The author has defined the term ‘visual literacy’ very well with some supported sources. Moreover, she gave a brief purpose in the introduction, so the audiences have ideas what will be discussed in the article. She organized each part in a logical way.  

3.     Weaknesses

Baker, Lottie (2015) have written an important and timely article on integrating visual literacy in language learning with photographs. Despite its may strengths there are a number of small, but important, weaknesses. The author stated four mains strategies about using visual images. However, the strategies are lack of experiment evidences, so they seems be based on her opinions. Her strategies might not be applicable in some circumstances. Example, most low-level students’ parents do not allow their children to use smart phone.     

4.     Usefulness

Except young English learners, her strategies are very useful for adult English learners and teachers. Images can be integrated with different content areas and activities. First, images can be used to create meaningful oral interaction. Example, the teachers can provoke students by asking them to express their feeling about the images. Second, images can help students to develop critical thinking. For example, the teachers can ask reasoning questions to foster students’ thinking skills. Third, images open up the students’ perspectives not only from the local perspectives, but also to understand visual from different global perspectives. Fourth, images can be used as a potential for scaffolding. For example, new English learner can start from labeling items in photographs. The last, images can be linked content with language. For instance, we use images to complement content learning goal

Reference:

Baker, Lottie. How Many Words Is a Picture Worth? Integrating Visual Literacy in         Language Learning with Photographs (n.d.): n. pag. American English. US, Department   of State, 2015. Web. 11 Jan. 2016.

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