The visual representation: An instrument for research and instruction on the imaginative dimension of EFL

PORTO, MELINA Y BEACON, GRISELDA

Córdoba, Argentina

Conferencia; FAAPI Annual Conference: EFL & ART. Learning English with all our senses; 2010

FAAPI y British Council Argentina

“The visual representation: An instrument for research and instruction on the imaginative dimension of EFL”. En  En Fernández, D. (Ed.)  EFL & ART. Learning English with all our senses. e-Book. ISBN 978-987-26208-0-6. En co-autoría con Griselda Beacon. 2010 In this paper we argue that the visual representation is a form of textual intervention that is suitable for the investigation of cultural understanding in EFL college reading, in particular its imaginative dimension. This investigation is framed within CIC CONICET and the Program of teacher-researchers called “Incentivos” within UNLP. The paper has two sections. In the first one, research-oriented, we describe this research instrument and briefly say why it is suitable for our research purpose, i.e. the investigation of cultural understanding in this setting. In the second section, practice-oriented, we exemplify the visual representation with two student samples. This illustration shall reveal ways in which this instrument is useful for instruction. For reasons of space, details about this study can be found in Porto (2009). Suffice it now to say that participants read three literary narrative texts (fragments from Mi planta de naranja-lima, Cat’s Eye, Desert Wife) on different days and carried out a number of tasks based on them, among which was a visual representation. Participants were Argentine college students (9 female, one male), prospective teachers and translators of English, Caucasian, between 21-22 years of age. teacher-researchers called “Incentivos” within UNLP. The paper has two sections. In the first one, research-oriented, we describe this research instrument and briefly say why it is suitable for our research purpose, i.e. the investigation of cultural understanding in this setting. In the second section, practice-oriented, we exemplify the visual representation with two student samples. This illustration shall reveal ways in which this instrument is useful for instruction. For reasons of space, details about this study can be found in Porto (2009). Suffice it now to say that participants read three literary narrative texts (fragments from Mi planta de naranja-lima, Cat’s Eye, Desert Wife) on different days and carried out a number of tasks based on them, among which was a visual representation. Participants were Argentine college students (9 female, one male), prospective teachers and translators of English, Caucasian, between 21-22 years of age.