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Advances in Social Sciences Research Journal – Vol.7, No.8
Publication Date: August 25, 2020
DOI:10.14738/assrj.77.8639.
Sanchez, A. C., & Arias-Zelidon, M. E. (2020). Using The Picture Word Inductive Model, Art And Actfl 5 C’s To Learn A Second Or Foreign
Language. Advances in Social Sciences Research Journal, 7(8) 35-48.
Using The Picture Word Inductive Model, Art And Actfl 5 C’s To
Learn A Second Or Foreign Language
Ana Cristina Sanchez
West Chester University, PA
Maria Elena Arias-Zelidon
Temple University, PA
ABSTRACT
This paper will examine how art can be used as a visual aid and a
primary input to teach and learn Spanish language and culture. Art will
be limited to the use of photographs and paintings that will be combined
with the Picture Word Inductive Model [PWIM] and the 5C goal areas on
the teaching of a foreign language as recommended by the American
Council on the Teaching of Foreign Languages [ACTFL]. The five C goals
stand for Communications, Culture, Connections, Comparisons, and
Communities.The Picture Word Inductive Model [PWIM] was developed
by the Language Arts Specialist, Emily Calhoun in 1998 to help children
expand their vocabulary repertoire and develop reading and writing
skills using pictures. Art is a meaningful input that promotes vocabulary
acquisition, listening, speaking and literacy skills. It can be incorporated
to any curriculum regardless of the language methodology to build
background knowledge, scaffolding as a bridge from existing knowledge
and new information. Art also promotes motivation on the students
‘part, which is a key aspect to successful learning. The researchers will
provide a unit plan that can be incorporated in a fourth or fifth semester
Spanish course.
Keywords: Picture Word Inductive Model, PWIM, word and image, art to
teach language and culture.
INTRODUCTION
Second and foreign language methods and approaches have been evolving since the 1900’s when
the grammar translation method prevailed until the 1950’s. It is important to go over some of the
most salient methods over the years, since the approach proposed in this paper, can be incorporated
as a unit regardless of the methodology and/or approach, that many language institutions use as
part of their teaching/ learning process. Most of the methods fall into four main theoretical
frameworks, which range from interpersonal, structuralism, cognitivism, behaviorism, and the
communicative approach. In the next section, these methods and pedagogical affordances will be
examined before exploring how Art, PWIM and ACTFL 5 cultural C’s can be a pedagogical tool that
can be incorporated into any curriculum.
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 8, August-2020
OVERVIEW OF METHODS AND APPROACHES
Throughout the history of second language learning and teaching, many theories have been
proposed based on the research in applied linguistics. We have seen many changes from an
emphasis on structures and behavior, such as the Grammar Translation and the Audiolingual
Methods, which focused on repetition and memorization, to the new Cognitive Theory, which
opened the door to the differentiation Chomsky made between competence and performance in his
research Aspects of the Theory of Syntax [quoted in Tejada Molina et al. N. pag.].
The Cognitive Theory takes us to the notion of communicative competence and the communicative
teaching approaches. One example is the Natural Approach, which is based on Krashen’s Monitor
Theory, in which meaning is more important than the structures of the target language. However,
this method also had its problems, especially when it comes to students’ output and interaction with
their peers.
There were also a series of approaches and methods that focused on the humanistic aspect of
language learning. Curran [1970] developed the Counseling language learning based on religious
and psychological principles, and he has described his approach in terms of an "incarnate- redemptive process," whose goal is "to incorporate teachers and learners together in a deep
relationship of human belonging, worth and sharing” [Curran,1969, p.211]. Other methods in this
category are the Silent Way and Suggestopedia. Even though, the three approaches are student- centered, they did not accomplish what they intended to do, which was a successful language
learning process.
Then, from the 70’s on, we had a revolution called The Communicative Approach or the
Communicative Language Teaching [CLT], which became so popular and had such good reviews by
the experts, that to be a good language teacher; it was necessary to use the Communicative Language
Teaching, [CLT]. This was, indeed, a revolution in the teaching of languages that lasted several
decades, until a few experts started to point out some of its weaknesses. It is important to mention
that we made progress with the communicative approach and the contributions it made to language
learning are undeniable. As stated by Swan [1985]
“Syllabus design has become a good deal more sophisticated, and we are able to give our
students a better and more complete picture than before of how language is used. In
methodology, the change has been dramatic” [p. 2].
However, some scholars [Swan, 1985; Ur, 1996] have also expressed some of the deficiencies of the
CLT, one of which is the avoidance of students’ native language in class. The above scholars have
stated that “students’ first language” plays an essential role in language learning:
it is useful for clarifying, for instructions, for awareness-raising through contrastive
analysis, and even for testing. Translation is furthermore inevitable and it is precisely
this continuing comparison between the FL and the mother tongue that allows students
to put into use the knowledge they already possess and prevents them from having to
re-categorize the world all over again” [Tejada Molina et all. 1985, p. 34].
Additionally, the information gap activities, characteristic of the CLT, may lead to disinterest on the
student’s part, specially the information gap activities. Many times, these types of exercises do not
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URL: http://dx.doi.org/10.14738/assrj.78.8639 37
Sanchez, A. C., & Arias-Zelidon, M. E. (2020). Using The Picture Word Inductive Model, Art And Actfl 5 C’s To Learn A Second Or Foreign Language. Advances
in Social Sciences Research Journal, 7(8) 35-48.
get the student’s interest and attention. In addition, the neglect of the CLT to grammar accuracy can
lead to fossilization of linguistic features of the target language.
After scholars exposed some of the weaknesses of the CLT, other approaches to language teaching
proliferated. These new pedagogies leaned towards eclecticism, where elements from various
approaches are combined to meet the needs of the learners. The model proposed in this paper, is
one of the eclectic approaches that combine art, ACTFL 5 C’s, and a modified version of the PWIM.
This method and its components are explored in the next sections.
BENEFITS OF USING ART TO LEARN A SECOND OR FOREIGN LANGUAGE
Art, in this study, will be defined as a “visual message that “tells the audience something about the
artists, about ourselves, or about society in general” [Havé, 2013, p.15]. Art is a broad concept, and
its use will be limited to the use of photographs and paintings. Using Art to learn a language also
means to provide learners not just with meaningful but also authentic input, or realia. Some scholars
[Miquel, 1997; Prada, Lombardo, Medrano, 2012] have supported the use of realia in the classroom
arguing that the material is “adecuado para tratar aspectos socioculturales de la lengua; acerca de
la lengua y la cultura de la L2 al discente mostrándole aspectos de la vida real del país donde se
habla la lengua que se estudia; despiertan mayor expectación e interés y nos ofrecen la oportunidad
de enseñar lengua y cultura desde una perspectiva pragmática” [Miquel, 1997, p.4]. In English, it
means that
it is adequate to cover sociocultural aspects of the language and culture of the target
language by showing students real aspect of the country where people speak the
language they are learning; it awakens interests and expectations that offer us the
opportunity to teach the language and culture from a pragmatic perspective.
Meaningful Input
Stephen Krashen developed the Input Hypothesis in 1985, which states that the input is one of the
most important elements for students to acquire a language, learners must receive input that is
relevant for language acquisition to take place.
“The best methods are therefore those that supply 'comprehensible input' in low anxiety
situations, containing messages that students really want to hear. These methods do not
force early production in the second language, but allow students to produce when they
are 'ready', recognizing that improvement comes from supplying communicative and
comprehensible input, and not from forcing and correcting production” [Krashen, 2019,
p.2].
Therefore, Art is a critical visual meaningful input since visual communication is part of our daily
lives. We are constantly looking at other people’s faces and trying to read their movements,
behavior, even body language because all of them have a message to convey. Along the same line of
research [Farokhi & Hashemi, 2011] concluded that the use of art in the classroom makes the
learning experience more pertinent and fun for students.
Background Knowledge
Other scholars [Havé, 2013; Jordan & DiCicco, 2012] have added to the benefits of using Art to learn
a language by emphasizing the activation of students’ background knowledge. A painting can serve
as the main input to connect the experiences students already have, to new information displayed
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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 8, August-2020
in the picture. It can take students to other times in history and they can learn about important
events that have taken us to the present time. Furthermore, art can also teach students about
literature topics that are sometimes difficult to grasp, especially for younger learners, “such as
beauty, perseverance, friendship, and man’s struggles against nature are frequently reflected in
works of art” [Jordan & DiCicco, 2012, p.29]. This bridge between background knowledge and the
acquisition of new knowledge, guided by the teacher is what leads us the zone of proximal
development in language learning.
THE ZONE OF PROXIMAL DEVELOPMENT
The zone of proximal development [ZPD] was coined by the psychologist Lev Vygotsky “in the
1930’s to describe the sweet spot where instruction is most beneficial for each student just beyond
his or her current of independent capability” [Knestrick, 2012, p. 1]. The graphic below is a
representation of the ZPD, according to Vygotsky.
Figure 1. Vygotsky Zone of Proximal Development.
The graphic representation above is important when teachers work with Art and language learning.
It becomes essential since there may be aspects depicted in the Painting shown to the students that
they don’t know about, especially if it is related to history or concepts they don’t know. Therefore,
to bridge the known to the unknown, students need to be aided by the teacher so that they can
understand and express themselves without the help of peers and teachers.
Scaffolding
It is through scaffolding that the teacher and peers can help each other until they become
independent learners, who can accomplish the tasks with the help of others. We can define the
scaffolding process as “an approach in which the language used in instruction is made more
understandable by the display of drawings, pictures or photographs that allow learners to hear
English words and connect them to the visual images being displayed” [Herrell & Jordan, 2008: 20].
One of the first goals of teachers should be to form independent learners and the ZPD and
scaffolding, as pictured below, are excellent tools to that end.
What I cannot do What I can do
even with help. by myself.
Z
P
D
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URL: http://dx.doi.org/10.14738/assrj.78.8639 39
Sanchez, A. C., & Arias-Zelidon, M. E. (2020). Using The Picture Word Inductive Model, Art And Actfl 5 C’s To Learn A Second Or Foreign Language. Advances
in Social Sciences Research Journal, 7(8) 35-48.
Out of reach
Zone of Proximal development
Learns through scaffolding
Current understanding
Can work unassisted
Figure 2. Zone of Proximal Development
Critical Thinking skills
Using Art in language teaching is also a tool to promote critical think skills. Students need to analyze
the art work and put as much effort as they would when reading and analyzing a literary work. To
make meaning out of a painting, for instance, students need to evaluate, summarize, interpret,
critique, and theorize about the piece of art as much as they would, when reading a text, and making
sense of the words, punctuation marks, sentences, cohesive devices among others. [Jordan &
DiCicco, 2012].
Motivation and attend
Another benefit of using Art to learn a language, is the power it has to motivate students. In fact,
lack of interest and motivation are two critical factors that can lead to either failure or success in
learning the language. Students are exposed to visual materials on a daily basis, and they can
interpret most of them, therefore; once they are exposed to written material in formal classroom
settings, they tend to lose interest and motivation. “Providing visual images gives students the
opportunity to learn in a medium more familiar to them or, if nothing else, it is something different
that they may not be getting in their other classes” [Jordan & DiCicco, 2012, p. 28]. Additionally,
motivated students will improve attendance to class, another challenge teachers face nowadays.
Art is also an excellent tool to work with students with special needs since it provides a visual means
of communication. Moreover, it allows students to create mental imagines that they can associate
with words, sentences and paragraphs. Art affords students to learn vocabulary, language and
culture through images that promote cognitive development and literacy skills. Furthermore
“students from highly diverse linguistic and cultural backgrounds with varying
academic needs thrive in programs that incorporate the universal language of art
elements and images; access multiple intelligences; and encourage critical and
conceptual thinking along with technical and creative problem-solving skills” [The New
York State Education Department, 2010, p.3].
Along the same line of thought [Lyster, 2011; Card, 2012; Eisner, 2009] have acknowledged the
benefits of using Art to increase motivation, lower the affective filter that can inhibit students’
participation in class. The aforementioned scholars have also recognized how art can built a relaxed
environment conducive of students taking risks, either asking or answering questions without fear
of making mistakes.
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THE PICTURE WORD INDUCTIVE MODEL
The model was first introduced by Emily Calhoun to teach vocabulary building to enhance beginning
reading and writing to native English speakers. According to Calhoun, “...the PWIM is a strategy that
uses an integrated language arts approach to teaching beginning reading and writing, and it includes
the component skills of phonetic analysis, structural analysis, spelling, and mechanics” [v]
We modified this approach by using Art [paintings] as authentic teaching material to promote
inductive cultural learning. Teachers often rely on a textbook, workbook, video clips and other
pedagogic resources at no avail to make the class interesting and to increase students’ motivation
to learn the language, which is a main aspect for successful learning.
Instead of using common pictures as the main input, this model proposes the use of painting of
famous artists as the main source for teaching, which is not only meaningful, but it motivates,
provokes and sensitizes the learner.
The painting, pictorial image, serves as the main input that can teach not only linguistic skills but
also the culture of the language they are learning. Students can describe, name the objects in the
painting, the colors, classify, link their experiences to new things they are learning through the
painting. Students can also describe what they believe the characters are saying in order to create
conversations with their peers. These conversations can then be act out in front of the other
classmates to bring to life the characters and events pictured in the paintings.
The more students learn about the art and the artist, the more they are equipped to make
connections between the target and the native culture and language. The professor can build units
based on the needs of the learners and use the paintings as the main didactic source to develop
linguistics, socio-cultural, semantic, and phonological skills necessary to become proficient in a
language.
Some researchers [Schmitt & McCarthy, 1997] believe that PWIM can be useful for English Language
learners to learn new vocabulary. It is also more productive in terms of retention, for ELL to
associate a new word with a picture, rather than matching it with a definition. Other scholars
[Kipstein &Roshal, 1954] have arrived at the same conclusions with Indonesian English language
learners. They argued that it is more pedagogically sound to pair words with pictures than first
language words or definitions.
THE ACTFL, 5 C GOALS FOR FOREIGN LANGUAGE LEARNING
As part of this eclectic approach, we will incorporate the 5 C’s suggested by ACTFL, which are briefly
explained below:
1. Communication in the target language: Once students can produce sentences in the target
language, they can further communicate and describe to other in the class what they see in
the picture.
2. Cultural Understanding: The picture itself tells a story about a place and time in history.
Students can learn about the target culture by studying who the painter is, where is he/she
from, what was happening in the country when the picture was painted, what is the message
he/she wants to convey. The degree of difficulty will depend largely on the level of
proficiency of the learners.