Developing Oral Language: Picture Cues

Language is a complex phenomenon and process. It is indeed multidimensional – there is the language that we understand but can not use actively, such as when we listen or read. There is the language that goes on in our minds that sometimes comes out like we planned, but sometimes does not, such as in writing or speaking. There is the emotional delivery of a message which shows kindness, consideration or anger along with words. Sometimes we have the right words but do not deliver the message in the way that we wanted, like when we make a faux pas or wish that we had not said something. Of course, because messages always involve more than one person, we learn that we may have delivered the message how we intended but discover that the recipient did not interpret our message the same way.

To help us understand a bit of the complexity of language and communication we must see that language is composed not only of sounds, grammar and vocabulary but also of functions, purposes and intentions. When we can understand the underlying purpose of a message and its parts we can better respond and communicate.

To enable second language learners to move beyond vocabulary and grammar to the functional dimension of messages it is helpful for them to learn the parts of a text. This can be done through an activity called Picture Cues.

Traditionally teachers help students analyze a sentence according to its parts: subject, verb, object, conjunction, etc. OR article, adjective, noun, verb, question marker, etc. Every sentence in a paragraph could be analyzed this way. However, if we take the same series of sentences (instead of words in each sentence) and analyze them for their purpose we see something different.

Take the following message as an example. Imagine that Olivia is giving a self introduction at a volleyball camp:

Hi! My name is Olivia. I am 12 years old. I live in Edmonton with my parents and brothers. I am in grade 6. I like social studies and math. After school I take dancing lessons, swimming and violin. I like cats and monkeys. My favorite colour is pink and my favorite food is tortillas. I want to learn how to play volleyball better.

Each of the sentences in Olivia’s self introduction is composed of words. Each sentence has a grammatical structure. But, her message is more than just subjects, verbs and objects. Each sentence has a purpose or topic.

Using Picture Cues, this self introduction can be taught in a step-by-step process that will ultimately help students to develop oral language that can be transferred to new situations.

Click here for a full article on how to use Picture Cues with this example of a Self Introduction.

 

Examples of Picture Cues

Copyright © Olenka Bilash May 2009 ~ Last Modified January 2011