Another unique challenge some ESL adult literacy learners experience as part of learning how to read relates to their visual literacy, or their ability to
understand pictures and other visual messages such as film and body language (Arbuckle, 2004). When I first started teaching ESL adult literacy, I was informed by more experienced colleagues that using photographs was better than using drawings, and colour images were better than black and white images. While I
did not know this at the time, this knowledge comes from research that found that low-literate individuals are better able to understand two-dimensional images (e.g., pictures) when the images are realistic and coloured than when they are stylized, iconic, or symbolic (Reis, Faísca, Ingvar, & Petersson, 2006; Reis, Guerreiro, & Castro-Caldas, 1994). As a new teacher equipped with this
knowledge, I bought packages of theme-appropriate images from a teachers’ store and created a photo reference binder that I filled with images cut out of magazines and flyers.
I knew that these colourful and realistic images were ideal for ESL adult literacy learners, but I did not know why. Over time, I came to understand that learners who grew up with no or limited exposure to print often were confused when looking at some images. This confusion arose because they were unfamiliar with interpreting more stylistic elements of images such as the use of wavy lines to indicate heat, shading to indicate shadows or that containers are full, or that sizes of objects may vary due to the use of perspective (Arbuckle, 2004; National Institute for Literacy, 2010; Hvitfeldt, 1985).
Within my own classes, I found that learners at all levels of literacy development have the potential to struggle with interpreting stylistic images. One example of a mid-level literacy learner who exhibited some confusion over a stylized image can be seen when I was conducting a summative speaking assessment with her. The task was to look at a drawing of a woman and role-play a conversation with her. The image in this particular book was a black and white line drawing of a woman from the waist up. The bottom of this image was stylistically angled from the woman’s right hip up to her upper left arm. The student whom I was
assessing said to me, “Teacher, no arm?” She was concerned that this woman was missing a limb and was not aware that the arm was missing due to artistic license.
As instructors, we need to consider the purpose and clarity of images in
the resources we select or create.
resources we select or create. Images are frequently used in adult ESL resources to activate background knowledge, provide context for reading, build comprehension, and clarify meaning. Images can be used to promote oral
communication and vocabulary
development, and can aid in text comprehension (Adams, 1990; as cited in Torcasio & Sweller, 2010). However, when individuals are unable to interpret
images, or when images are confusing, learners may focus too much on trying to read the picture. This can distract learners and limit the cognitive energy available for other reading tasks such as decoding words and comprehending the text (Torcasio & Sweller, 2010). Therefore, it is essential that instructors pay attention to images that are within resources, and intentionally discuss the images, including stylistic considerations, with ESL adult literacy learners as often as possible.
We know that visual literacy skills are developed through exposure to images and are learned in school as students learn to draw. Like metalinguistic awareness, visual literacy skills are taught and do not emerge naturally (Arbuckle, 2004; Castro-Caldas, 2004; Kolinsky et al., 1987). Many ESL adult literacy learners benefit from spending class time discussing images on our handouts in ways that examine the compositional design, purpose of the image, and at higher levels deconstructs the images and critically examines them. For example, at lower-levels, discussions and activities about images might start with understanding that images represent real items by matching photographs to real items (realia). Mid-level learners might benefit from learning that design elements that carry meaning such as that angled eyebrows indicate anger. Instructors could have learners produce their own images to reinforce their understanding of these design elements (McConnell, 2014). For example, in the context of discussing landlord-tenant issues, learners could use symbolic elements to indicate housing problems. Wavy lines above an air conditioner
could represent ‘heat’, meaning that it is broken. Tear drops at the bottom of a window could indicate a leaky window. Learners could then use their images in skill-building activities to practise describing their housing problems. In addition, high-level literacy learners could examine the prevalence and prominence of individuals with diverse genders, sexualities, (dis)abilities, ethnicities, ages, socio-economic statuses in resources and consider if and how these aspects promote stereotypes or power imbalances (St. Joseph Immigrant Women’s Centre, 2006).