Using Images in Foreign Language Teaching

Jun 22nd, 2015
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This study is more of a first-hand inquisitive look into the relevance of using images in the foreign language classroom than a statement of fact or reality. The source of inspiration is the field of Foreign Language Didactics, and is intended to be an open discussion on the representation of English among people with various and varying degrees of physical and/or

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Using Images in Foreign Language Teaching: An EFL case study in a Swiss French Vocational Training Centre for people suffering from various physical and/or psychological impairments by Vincent Vandersluis, EFL teacher, Switzerland Introduction: This study is more of a first-hand inquisitive look into the relevance of using images in the foreign language classroom than a statement of fact or reality. The source of inspiration is the field of Foreign Language Didactics, and is intended to be an open discussion on the representation of English among people with various and varying degrees of physical and/or psychological difficulties. In keeping with our research, we have come to appreciate that the value of a language which is usually not intrinsic, finds meaning only in the interaction of its status, role and its image in any given situation. This last element is of primary interest in this article. Linguistic context: In the French-speaking part of Switzerland, it is generally accepted that French is the dominant language in respect to other national and foreign languages. However, we would like to suggest that there exists a triangular-type relationship, with French as the dominant language and two other languages, one being national Swiss German - and the other international English. The Swiss German population, due to their numbers and economic, political and cultural influences, are undeniably the principal actors among the countrys four

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