Abstract

In developing countries like Nepal, where basic resources for teaching are not in an easy reach, modern tools of technology like the use of ICT in teaching and learning may not be the feasible factors. In this context, the notion of locally available materials in effective language learning have great potential in language classroom. Hence, the focus of this article is on unpacking the importance and processes that are at play when developing locally available materials including pictures. The locally available materials including pictures can be used in English language teaching. The question-answer form presented in this article will help teachers discover ways to develop and use locally available materials and pictures in language teaching.

Keywords: locally available materials, pictures, language learning

Albert Einstein once said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” To awaken joy in language learning does require art on the part of the teacher. The use of different visual aids can create joy, curiosity and enthusiasm in the learners. Visual aids are even considered to be a cornerstone in teaching a foreign language that help the learners to learn a wide range of activities, from speaking and writing to enhancing grammar skills (Mamaliga, 2020).

Research over the years have shown positive evidence on visual learning. Scholars have found out that visual learning helps to learn vocabulary better (Rokni & Karimi, 2013). Among different visual aids, pictures/picture books are widely in use. There is ample evidence on the use of pictures or picture books for language learning. For example, studies have shown that pictures or picture books can be used to teach metaphorical expressions (Altakhaineh & Shahzad, 2020), writing (Hajar & Mahartika 2019; Navidinia et al., 2018; Ali & Hassah, 2014), vocabulary (Jazuli et al, 2019; Yulia, 2019; Darabi et al., 2017), speaking (Okar & Shahidy, 2019; As’ad, 2019), developing reading skills (Oktavianto & Susiati, 2019), motivating students (Muflihatun, Usman & Erdiana, 2017), helping students in comprehension and memory (Ellis, 1993), teaching English idioms (Mehrpour & Mansourzadeh, 2017), prepositions (Kloasone,2013) and reading comprehension (Erfani, 2012). Not only that, Sert (2006) opines that picture books can help bridge the gap between native culture and target culture.

Furthermore, a research study of Gilakjani (2012) shows that students prefer visual learning over auditory and kinesthetic learning. Mamaliga (2020) says that when students can see symbolic representation of something, it is very easy for them to concentrate. However, sophisticated visual aids may not be available in low-resourced country like Nepal. In this case, locally available materials can be substitutes to high-tech teaching materials. Paudyal (2020) asserts that the use of locally available materials makes English language teaching and learning “more interesting, engaging and interactive”.

Despite overwhelming evidence on usefulness of visual aids (locally available materials and pictures), their use seems to be secondary in priority in developing countries like Nepal. For instance, child-friendly school framework for quality education asserts that “seldom are teaching and learning materials that can be made available at the local level utilized (p.7).” Therefore, even locally available materials are not utilized let alone pictures or picture books.

Not using even local resources seems to have adversely affected literacy skills in Nepali children. The School Sector Reform Plan (SSDP, p.47-48) of Nepal maintains that many children are not acquiring adequate literacy skills in the early grades of schooling; especially primary-level students of Nepal seem to be struggling in understanding the text. One survey (RTI 2014) found that when third-graders children were assessed on their understanding of the text, 50% of the children were unable to understand half of what they were reading. Though they were third-graders, their reading level was equivalent to those of first-graders. The same study found that 19% of grade three students and 37% of grade two students could not read even a single word!

Among many reasons, one obvious reason seems to be the lack of knowledge on the part of the teacher regarding visual materials. Another important factor might be the lack of abundant learning materials including visual aids. SSDP confirms that supplementary, age-appropriate, self-reading materials to help children develop reading habits and interests are mostly not available. Furthermore, “many community school teachers do not have the requisite capabilities for teaching English as a subject, and very few schools, including even those with English as the medium of instruction, have teachers who can effectively teach in English” (SSDP, p.30). Hence, in a country where teachers are less equipped and students struggle to read even a single word, visual materials can be helpful in increasing literacy.

A study done by Jazuli, Din, and Yunus (2019) showed that by the use of digital flashcards, even slow learners were motivated to learn vocabulary and there was significant improvement in pupils’ vocabulary acquisition. Therefore, visual materials that can be locally produced or pictures that can be either made or bought can help Nepali students improve their literacy skills and also help them learn language better. Following are a series of question answers that will help teachers know more about locally available materials and pictures in language teaching.

What kinds of visual materials to use?

The above literature has shown that Nepal doesn’t have a lot of teaching resources let alone visual aids in all parts of the country for teaching. There are a range of visual aids that can be used in a language classroom. Some of them are pictures, charts, diagrams, maps, films, realia, power point presentation, projector, digital flash cards and so on. All of these aids may or may not be available in rural areas of Nepal. Therefore, the best visual aids among these in our context are pictures and realia. Locally available materials fall under realia.

Pictures and locally available materials can be complementary to one another. For example, sometimes it might be difficult to build a mini bed, instead, a picture of bed can be drawn easily to give the concept. However, as pictures are stagnant, having real-like objects can help teachers design different hands-on activities. For example, with a mini house, the teacher can teach prepositions easily and can also ask the students to engage in Total Physical Response (TPR) by asking them to place their dolls in and out of that mini house.

What are locally available materials?

My definition of locally available materials is low-cost and/or no-cost materials that are found around us. For instance, stones, leaves, branches would be no-cost materials while drawing papers, crayons, sign-pen and the like would be low-cost materials that can be used to make additional teaching materials. Likewise, locally available materials also include some store bought materials. For example, clay pots bought from Bhaktapur, which is famous for producing ceramics locally. They can be bought by the local teachers to teach and hence the clay pots become a type of locally available materials.

How to develop materials for a language classroom?

Teaching materials whether it be locally available materials or pictures, should be attractive to look at, especially if the teachers are teaching basic level students. Norman (2003) in his article “Attractive Things Work Better” writes that the two Japanese scientists invented two automatic teller machines with identical functions, but one had buttons attractively arranged and the other unattractively. The Japanese found that the attractive ones were easier to use. Therefore, colorful pictures with bright colors would be better to use than black and white ones. Similarly, a straw-made house with colorful paints on them would look more attractive than a house built with cardboard paper with no painting.

A few things should be kept in mind while developing materials. The developer should think about the context and pedagogy and after using the materials, he/she should evaluate them (Jolly & Bolitho, 1998). The materials should also be interactive. Similarly, the materials should stimulate intellectual, aesthetic and emotional involvement in the learners (Tomlinson, 2009).

Where to start?

There is truth in the old adage “Start where you are, use what you have, do what you can.” The teachers can start with whatever they have. They can choose any lesson or topic that they feel confident in and start designing the materials. The teachers can start off by reading Paudyal’s (2020) article ‘Teaching English using locally made/available materials’ which demonstrates how materials can be used to teach English. Then they can design similar locally available materials and use them in the class.

Pictures can serve as a universal language, one that is accessible no matter what language is spoken (Olshansky, 2008). Aristotle once stated that “without image, thinking is impossible” (as cited in Benson, 1997, p. 141). Therefore, either drawing pictures or downloading pictures on mobile phones or cutting off pictures from magazines and newspapers can be the first step toward using pictures. Looking around us and remembering what we see can help us predict and deduce things (Klasone, 2013). Therefore, the teachers can also begin to observe other teachers who use pictures, picture books or locally available materials and learn from them.

Conclusion

The article has addressed the question like what kinds of visual materials can be used and has given some ideas on locally available materials and how they can be developed and executed to teach language interactively and effectively. Locally available materials including pictures are great resources for language teaching in low resourced countries like ours. This article has given ample evidence on effectiveness of visual materials in language learning. What is more needed in this regard is an enthusiastic teacher willing to explore his creativity in order to teach language effectively.

References

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About the author: Somy Paudyal is a 4th-semester M.Ed. student of major English studying at Tribhuvan University. Her areas of interest include second language acquisition, visual learning, reflective practice, and translation. She has been teaching English for the last five years. She has published over forty short pieces of writing and articles in different national dailies from Nepal. She can be reached at somypaudyal1@gmail.com