Picture this! Choosing illustrations for ESL assessment and teaching purposes
Marian Rossiter & Vivienne Jones, University of Alberta
Enriching Our Environment Presentation Summary
Picture stories have long been used for purposes of developing and assessing the speaking proficiency of second language (L2) learners. In our research with English as a second language learners, Tracey Derwing and the first presenter have used several picture stories to elicit speech samples from participants from a wide range of cultural backgrounds and English language proficiency. We have also collected first language (L1) narratives from individuals whose native language is English.
The picture sequences that we chose for research purposes all seemed to be relatively clear and unambiguous at first glance. However, an examination of the transcripts of over 100 L2 and 40 L1 participants narrating five picture stories later revealed a number of factors in the stories that contributed to the relative ease or difficulty with which both native- and nonnative speakers could narrate the events depicted.
Several aspects of some of the illustrations appeared to affect participants' ability to interpret and give a clear account of the picture stories. Story difficulties were due to narrative complexity (unclear story lines and events, illogical sequence of events), temporal complexity (flashbacks or flash-forwards, uneven flow of time), and/or disturbing content (e.g., violence). Cultural content problems were related to the use of text, symbols and cartoon conventions (e.g., arrows, word balloons, motion lines), gestures, body language, and representations of emotion; and/or customs or rituals. Drawing issues included layout (size, shape, order of panels), drawing style (inaccurate proportions, indistinct lines), and picture content (inconsistent/indistinguishable characters, objects, and locations; and extraneous detail).
None of these issues affected the studies for which we used these illustrations; however, in other circumstances they might have created problems (e.g., if knowledge of specific vocabulary was being assessed). In the workshop, participants critiqued a number of picture stories and Vivienne made further suggestions to reduce potential problems. We also discussed the importance of choosing illustrations for classroom instruction that were relevant to the learners' real-life needs and experiences.
Marian J. Rossiter, PhD
Associate Professor and TESL Coordinator
President, Alberta Teachers of English as a Second Language
Department of Educational Psychology
6-119B Education North
University of Alberta
Edmonton, AB
Canada T6G 2G5
Telephone (780) 492-5478
Fax (780) 492-1318