• ISSN: 2382-6282 (Print); 2972-3108 (Online)
    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
    • Frequency: Bimonthly
    • DOI: 10.18178/IJLLL
    • Editor-in-Chief: Dr. Jason Miin-Hwa Lim
    • Managing Editor:  Jennifer X. Zeng
    • Indexed by:   CNKI, Google Scholar, Crossref,
    • E-mail: ijlll_Editor@126.com
IJLLL 2019 Vol.5(2): 51-61 ISSN: 2382-6282
DOI: 10.18178/IJLLL.2019.5.2.204

Utilizing Visual Literacy as A Communicative Discourse in the English Classroom: A Case Study

Nicole Haddad

Abstract—When utilized within a classroom space, visual literacy can prove to be an effective communicative tool, particularly in instances where there may be language barriers. Visual literacy can play a substantial part in eradicating these barriers in its application of symbol to word, and thus symbol to meaning, so as to allow for the coalescing of a non-English speaking student into an English classroom. Visual literacy’s presence in an English classroom proves its ability to modify modes of communication, making the acquisition of meaning accessible to all persons involved, thereby providing opportunities for varied interpretations of mainstream English to allow for the inclusion of non-English speaking students. Visual literacy demonstrates that it deserves a place in the English classroom, and could work to benefit both the English teacher and the non-English speaking student.

Index Terms—Communication, discourse, education, languaging, linguistics, semiotics, syntax, visual literacy.

Nicole Haddad is with the Melbourne Graduate School of Education, University of Melbourne, Australia (e-mail: nicolehaddad1991@gmail.com).


Cite:Nicole Haddad, "Utilizing Visual Literacy as A Communicative Discourse in the English Classroom: A Case Study," International Journal of Languages, Literature and Linguistics vol. 5, no. 2, pp. 57-61, 2019.

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