1. Unleashing the power of images
Ceri Jones
IATEFL Brighton 2011

2. A snapshot of the session - images, the play between digital images (on an IWB, on a computer screen, on a mobile phone) and the images in our minds. Exploring these relationships and how they engage and motivate – how they activate language and lead to «teachable moments» moments when we stop a moment and look at how language works – we will also explore the interplay between language and identity and the role images play in strengthening the bonds between English language use and learning and a positive self-image

3. Take a closer look at the background image – thanks to Michelle Worgan for sharing it with us – look at it for a moment – answer the questions in your mind – where was it taken? What is your first response to it? How does it make you feel? Share with a partner
Share my impressions –any echoes? Any surprises?
When did you first visit Brighton? What were/are your first impressions? Choose a snapshot from your mental album – describe it to a partner

4. Was it like any of these?
Note: this mosaic was made by uploading photos from Michelle and Vladka onto a site called mosaic maker – link on HO and on blog
More about mosaics later
How I use this activity in class …

5. This is an iconic image (for me) of my hometown – I’m going to explain why – but first discuss it with a partner – what do you think is the link between the image, my hometown and how I feel about it
Listen – make notes about anything that needs explaining - one of the most difficult things to do – but also one of the most motivating to be able to do – is talk about something that is deeply embedded in your L1 in a second language – very demotivating when you can’t do it – incredibly motivating when you can – and motivating in a very deep sense – Zoltan Dörnyei – identity – if we can forge strong links between our identity and the L2 – so that the L2 and using the L2 becomes part of our identity – sth that it is in here and not out there – then the motivation to learn becomes so much stronger
Talk about yr own mental snapshots of home – engaging? Motivating? Difficult? (plurilingualism – we do not live in a monolingual world, mixing and explaining and sharing L1s is sth that inhabitants of multi-lingual communities do)

6. more mental snapshots
First place of work – tell anecdote about doing this as a conscious habit – in pairs – how to exploit in class? Great for stopping to look at emergent language – but not then need to consolidate – recast as a writing task – a blog post maybe? Or ask ss to take photos of significant details, in their classroom, in their office, at work, at uni, wherever and bring them in to class to explain to their classmates – this encourages planning, rehearsal, mental «drilling» - which in turn enhances performance

7. close-ups
Model the activity starting small and opening out – including people in the scene – imagining events and conversations

8. More uses for close-ups – speed writing / stream of consciousness writing – or simply brainstorming - use the five senses
Sand works for us in Cádiz – autumn leaves, cut grass, snow …. These might work better depending on your context

9. Capturing some of the discussion in class (my favourite plus of having an IWB in class albeit a portable ebeam) – simple images can be a great starting point – everyone on the same page, everyone has something to say, allows everyone to perform at their level of challenge, engagement encourages stretching themselves, looking for new language, pushing to communicate (learning takes place when we try to use language to create meaning Kerr)

10. eltpics photo sets on flickr : by teachers for teachers
Want to introduce a great initiative on flickr – set up by initially by three teachers, Victoria Boobyer, Vicky Loras, Carol Goodey – currently curated by Carol, Sandy Millin and Fiona Mauchline – this is a mosaic taken from one of the sets (mosaic maker again – this time using the URL option) – look at them all, which one do you find most interesting, striking, unusual? Why? Explain your reactions to a partner, but without saying which image it is (I model) can they guess? Great as a blog task too
When I used it in class, as the ss were talking I made a note of all the deduction language they were using correctly (rather than making a note of erros I wanted to point out to them that they were systematically using language well)

11. This can then be shared – by , on a wiki, on a class blog – as a reminder for ss of useful language when they complete the writing task

12. shadows
Shadows can work like close-ups too –they give a little, a starting point, but the big picture needs to come from the students and their imaginations – a great starting point for a photo project for your students – set it up by asking qs about this photo (introduce idea of brainstorming wh questions words and ss brainstorm the questions) – shout some out and I’ll answer – then ss go away do the same and we question them about their shadow later

13. Light and shade – what kind of room is it
Light and shade – what kind of room is it? What furniture can you see lurking in the shadow – who do you think lives here? How do you know?
What about the rest of the room? What else is in there? Walk over to the window – look outside – what can you see? Someone walks into the room. Who is it? What are they doing? They start talking – what are they saying? Who are they talking to? Themselves? Someone in another room? Someone on the phone? Write what they’re saying . Compare. What can you tell about the person from their words?

14. aerial shots
We’re going to look outside the living room window – in pairs – on has to turn around and look away – the other person will look at the image for 20 seconds and try and take a «mental snapshot» -
[click for animation] Now it’s the turn of the 2nd person to do the same

15. How I did it in class: localised, personalised, this is the view from the window – students recognise it and can place themselves in the scene – they can work out where exactly on the street it is – what time of day it is (from the shadows) what the weather’s like ie is it calm or windy – (from the trees) – they can talk about what the street means to them – personal landmarks on it etc

16. We can do the same with the night time/day time pictures – or take a series of pictures –the students can order them through the day – again a great project – take photos in the same place at different times over the length of a day – talk about how it changes – busy times and quiet times

18. aerial shots – do you know what your hometown looks like from the air
aerial shots – do you know what your hometown looks like from the air? Could you draw an outline? Have you ever seen it? Use google maps (online or saved as a screenshot beforehand) to show them – get students to identify landmarks – let the ss take control, zoom in or out - tell each other about places that are important to them (if you want you can zoom in using google street view but I prefer to let students paint and share images in their minds)

19. Coming full circle – have we covered all the pieces in the jigsaw?

20. Summing up – which image has stuck most in your mind. Why
Summing up – which image has stuck most in your mind? Why? Tell a partner

21. Twitter @cerirhiannon