Essay On Visual Literacy

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A KALEIDOSCOPIC REPRESENTATION OF VISUAL LITERACY IN AN EFL CLASSROOM OF AN ARAB WORLD

Ms. Maria Zaheer

Lecturer
Prince Sultan University mzaheer@psu.edu.sa Preface
English is predominantly Lingua franca in the Arab world. However the importance of being proficient in a language that is a vehicular connection in order to communicate, and to be successful in diverse set of fields helps opportunities to knock. This paper will examine the inclination towards Visual Literacy (VL) in the Second language (L2) classrooms of Saudi Arabia. Briefly shed light on the theoretical back ground that stipulates the effectiveness of visuals on Second language learners (SLLs). As well as suggest some useful implications for teachers. This action research explores one of the key factors that reflect upon effective language-learning situations which is ‘Visual Literacy’. Moreover, this paper will also look at how effective is Visual literacy in the context of Preparatory Year Programme (PYP) at Prince Sultan University (PSU). Data was collected with help of a survey for teachers and 100 samples of learners’ writings collected from
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1.2.1. Visual “A visual is any projected or non-projected image that can be classified into illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likeness, replicas, reproductions or anything that would help a learner see an immediate meaning” (Canning 1997; 2000).
1.2.2. Visual literacy
The term “Visual Literacy” was first devised in 1969 by John Debes, ”Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Images and visual media may include photographs, illustrations, drawings, maps, diagrams, advertisements, and other visual messages and representations, both still and moving." (Source: The Association of College and Research Libraries Image Resources Interest
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