Abstract:

Pictures and other visual aids have long been incorporated effectively into second language acquisition (SLA) classrooms. Images give a focal point for learners to generate ideas for communication and have been shown to increase motivation and reduce the affective filter (Krashen, 1984). With proper scaffolding, student artistic output provides a foundation for dynamic spoken and written output as well as functioning as a confidence booster. Incorporating elements of Vygotski’s constructivist learning theory (Zuengler & Miller, 2006), this project focuses on student created images with the hopes of reproducing the aforementioned benefits along with developing a critical reflection of the topic at hand. In this manner, students establish their agency onto the coursework and thus create opportunities for transformative or critical pedagogy to take place.

Exemplars that educators could easily replicate or adapt for classroom use will be featured, including student artwork projects that were used to expose particular unconscious biases toward gender roles in the workplace and the realities of militarism. An additional example will showcase how artistic output played a substantial role in boosting motivation and led to student participation in the construction social justice events outside the classroom. Finally, artwork produced within the framework of Talking Drawings will demonstrate how this can be used to obtain a formative assessment of classroom learning. Talking Drawings is a simple method that allows educators to collect information from students concerning their understanding of the content (Scott & Weishaar, 2008). Ongoing throughout this presentation will be a discussion of the conclusions and data attained from qualitative written reflections and post activity interviews as well as some quantitative token analysis. An additional third thread of how student drawings can increase agency, enthusiasm and engagement with real world topics and foster critical understandings will also be weaved throughout this session.

The activities for this project have been incorporated into undergraduate level content-based classes for English majors at a Japanese university. The methodology for these classes incorporates Toh’s (2007) holistic framework for peace education featuring six interlinked pathways. This presentation hopes to show how student generated artwork has the power to develop learners who are critically self-aware while also offering educators insights into student knowledge and development and thus provides opportunities for formative assessment of the courses objectives. Under the right circumstances, the students’ innovative output can then become the focal point of further activities and lessons, which can provide beneficial points for both the students and the language facilitator.

References:
[1] Krashen, S. (1984). Bilingual education and second language acquisition theory. Schooling and language minority students: a theoretical framework. CA: California State University, 63-91.
[2] Scott, V. & Weishaar, M. (2008). Talking drawings as a University classroom assessment technique. The Journal of Effective Teaching, 8 (1), 42-51.
[3]Toh, S. H., (2002). UNESCO-APNIEVE Source Book No.2: Learning to be. Bangkok, UNESCO.
[4] Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: two parallel SLA worlds?. TESOL Quarterly, 40 (1), 35-58.

Keywords:

Language acquisition, Critical pedagogy, student agency, peace education.