Facilitating the Integration of Culture and Vocabulary Learning: The Categorization and Use of Pictures in the Classroom

Abstract

Culture and vocabulary are widely accepted as important elements for language courses, and pictures (photographs, slides, drawings, pictures jrom magazines, etc.) have long been afavorite tool of language teachers at all levels. Although pictures provide an excellent means of integrating culture with vocabulary acquisition, their use is not only impractical at times but also can be more superficial than Substantive. This article discusses these issues, which are both logistical and pedagogical, and their potentially significant impact on classroom implementation. A literature review regarding the integration of culture with the teaching of vocabulary precedes a discussion of how pictures can benefit language Instruction. Finally, the article describes an efficient approach for the collection, categorization, and storage of images that will facilitate their classroom use.

EFL Students’ Attitudes towards Integrating Teaching Cross-Cultural Issues and Teaching Listening Skill

“…Over the last few decades, a rich understanding of the relationship between language and culture has emerged, which is believed to be both interactive and mutually dependent (Bush, 2007). Many countries, such as Canada, Australia, the United States of America, and some European countries, have a diverse cultural population that prompts the need for intercultural understanding and communication.…”

Changes in Diversity and Inclusion in Textbook Images Over Time

“…Even when not being used directly to teach language, images support learning in various ways by activating schema, conveying context (Romney, 2017), and transmitting culture. Bush (2007) argued, "As students see and use visuals that represent the day-to-day cultures where the target language is spoken, they can contemplate in their mind's eye the contexts in which the lives of the people take place" (p. 730). This is an important element of language learning as it allows learners to find commonalities, contrast differences, and imagine themselves as English speakers; therefore, images in ELT coursebooks should reflect an accurate and balanced depiction of English speakers and not just the Anglophone stereotype of being white and predominately male.…”

Strategi Pembelajaran Kolokasi Bahasa Arab dalam Kalangan Pelajar Universiti Awam Malaysia (Arabic Collocation Learning Strategies among Students of Malaysian Public Universities)

“…Manakala penggunaan teknik sosial dan imejan merupakan teknik yang paling rendah penggunaanya dalam kalangan pelajar universiti awam. Teknik imejan dikatakan dapat membantu pelajar untuk mengingati dengan lebih baik apabila divisualkan dalam bentuk imej (Bush, 2007). Namun, dapatan kajian ini menunjukkan sebaliknya apabila pelajar tidak cenderung menggunakan teknik ini ketika mempelajari kolokasi.…”