Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many…

This article, excerpted from "Storytelling: Art and Technique," describes the visual and auditory methods of learning stories. Guidelines are presented for learning a story, including suggestions about timing. This is followed by a discussion of the different methods of presentation with emphasis on seating arrangement, eye contact, and gesture.…

Offers secondary social studies teachers instructional strategies for using wordless picture books, or short, often complex books that tell a story or present a concept through illustrations. Includes a list of such books and offers four instructional strategies for their use. (JDH)

Concludes that many variables affect the effectiveness of visual illustrations in facilitating learning. (MS)

Discusses use of slides in second-language class and gives examples of teaching identification, abstract nouns, position and agreement of adjectives, personal pronouns, prepositions, objects of destination, and verbs. Suggests use of two slide projectors to teach sentence patterns that state a relationship between two entities. (BK)

Presents case in favor of using line drawings as one of the most effective and least expensive ways of recapturing imagination in the language classroom. (Author/BK)

Shows how visual property terms of spatial entities can be presented to technical writing students so that the students can find contrastive information about the subject-entity and develop it in their writings. (RL)

A specially designed mnemonic strategy was successful in teaching independent pronunciation skills to deaf college students. Examples of the cards showing key words (either a concrete object or dynamic action) are included. (CL)

A lesson focusing on the names of muscles but relating them to more common words is presented, as current research suggests that the best way to teach vocabulary is to group related words. Students create visual representations of word groups and teach the words to the class.

A look at the use of visuals in the teaching of social studies in Great Britain. (HB)

Advocates the use of the whole language method in writing instruction to emphasize communication rather than mechanical correctness in writing. Discusses the following whole language techniques: having children see themselves as authors, using predictable books, encouraging inventive spelling, and using and displaying student work. (DMM)

Visual imagery as a factor relating to spelling performance and retention was compared with auditory and kinesthetic factors among children in grades 4, 5, and 6. Results revealed that visual imagery was superior to auditory for both spelling and retention. (Author/MT)

This book provides a guide to visual instruction and assessment using the Unit Visual Framework (UVF). Combining pictures, color, and text for meaningful representation of the core concepts in a unit of study, UVFs result in a deepened understanding by all students, regardless of language level. The manual includes specific steps and suggestions…

Discusses how the art process and product combined to orient youthful perceptions to what was important, worthy of attention, expected, and fitting in their world. (Author)