Using objects with English language learners

I work at the National Museum of American History in Washington, D.C. But I spent last year teaching English as a Foreign Language (EFL) in a public elementary school in rural Taiwan. Why would a self-proclaimed museum nerd leave the Smithsonian to spend a year in a classroom?

Museum educators love to use objects, artworks, and live collections to make connections to the past, with a different location, or to get a glimpse into the mind of another person. Trained as such, I was really curious how I could use objects to cross cultural and linguistic divides. I loved how the tangible solidness of objects could tell stories in America, so why not see how far I could stretch it?

I imagine that what I learned about using objects for English as a Foreign Language would apply to English as a Second Language (ESL) and English for Speakers of Other Languages (ESOL) students in America, as well.

• A picture’s worth a thousand words: When having a shared vocabulary is a problem, photographs can serve as important springboards for conversation and sharing content. I know many ESOL/ESL teachers are challenged with conveying subject content (like history or science) to students who are behind in English language skills and images are one way to share information without having words as a boundary. For my students, this meant using photographs of my childhood Christmas celebrations to give them a cultural introduction to me, rather than needing to translate a description of what Christmas was like for me. 
• Inspiring questions: Whenever I used objects in my EFL classroom, I was surprised by how many questions I would get. I was especially excited when students who usually sat quietly in the classroom were tempted to ask a question based on my object. With an object in hand, a student could ask a question with a limited vocabulary. For example, without a flower in hand, a student wondering “What do you call the green part on the bottom of a flower?” would have to have the gumption to ask a long question and the grammar to make it happen. With a flower in hand, the student can point and ask “What’s that?” and communicate with only two words. Objects provide an alternative to questions with a lot of vocabulary, which can be helpful in some situations.



• Real stuff and really useful words: By starting with a real object, there is a really practical application for your vocabulary. I felt that using real objects, I was able to build extra motivation for my students because the vocabulary was being applied to something in the real world instead of a clipart flashcard, a vocabulary list in a book, or a cartoon character in the textbook. Take the word “shoes,” for example. If you use a flashcard with the word and a clipart image of shoes, the student will only see the flashcard during your class period. But if you use the shoes on her feet, she might think about her new English vocabulary when she’s taking them off at night, or pouring the sand out of them after recess.

For all the fully-trained ESL/EFL/ESOL teachers out there, what do you think? Do my ideas bear out in your own classrooms? Are there other advantages or disadvantages to using objects in your classroom?

Jenny Wei is an education specialist at the National Museum of American History.

Comments

[Maureen]

I am a certified ESOL teacher. You are exhibiting one of the most valuable strategies used when teaching ELL (English Language Learners.) Even the students who can already speak english need visual aides. By the way, I found your blog through my dad's blog. He is a Merchant Marine. I hope this is helpful, it sounds like you are doing great work.

[Jenny]

I got an e-mail about this article which reminded me of another related strategy: Using songs to teach culture and language! Another former teacher specifically recommended "Under the Boardwalk" as the best song for teaching prepositions. And I have fond memories of singing with my students, too. American Christmas carols was a great cultural and linguistic experience (though "partridge" isn't really a critical vocabulary word).

[Karen]

Your instincts are right on target! You are a natural teacher.

In fancy grad school terminology, it's called using visuals and "realia." :)

[Kevin Slaten]

Many good points here. In my classes -- Kaohsiung, Taiwan, 4th and 5th grade -- objects , pictures, and sounds are critical to connecting language and concepts.

Although I use objects daily, there is sometimes at least one disadvantage in the second subtopic: no matter how awesome your object, some students will not be compelled to ask questions. Of course, this is hardly a fault of objects; rather, it is the reality of teaching and variant personalities -- even more so in an ESL classroom in a culture (China) in which students aren't usually asking questions in the classroom.

[Jane]

I worked as an ESOL teacher myself (in Cambodia) and experienced the use of handouts, grammar worksheets & printables as very useful. The kids were incredibly diligent and some were improving incredibly fast. I think not only visuals are very useful in that regard, but also audio material!

Janey

[Randall League]

Objects help put students into the "experience". I have a school in Japan and I use objects with adults and children. I find that children respond more and are easier to excite with "role-playing" type activities.

Be careful though, there's always one kid who will horde the objects to himself and not let anyone else use them .

[Cynthia]

I completely agree with the use of realia in the ESL classroom. When students learn vocabulary in context, they have a much easier time remembering the word and repeating it. Sometimes I choose a "mystery object" and the students have to guess what it might be. I'll only show a part of the object, or in a more advanced class, I'll keep it hidden until the class guesses accurately.

[Ellie Teachman]

This even works with the youngest of language learners. I teach English in Italy and have a preschool class for the first time this year. I've had a lot of success with "What's in the box?"- a fun activity we do at the beginning of every class. I'll put a stuffed animal or a model train or car in the box. Immediately upon entering, the students start asking (it's taken a while to get them to this point). "Is it big?", "Is it an animal?" and so forth. I change the size and color of the box or bag to keep them curious. It's been fun, and really effective.

[busy teacher]

Hello Jenny
I spent 5 years teaching ESL, but then somehow got tired of it.
From my experience, realia work best: bring in postcards, maps, movie tickets, whatever you can collect - it can all be used in all sorts of role-plays and pairwork activities.
Another thing I looooved doing with my Ss was treasure and scavenger hunts: even though they take a while to prepare, but you'll be amazed at how well they go!

Take care!

[Roberto]

The use of objects in language education is a great enhancement to the other lessons that are taught. I have found, from my own experience in teaching Spanish to Middle School students, that it speeds up the learning, and especially the recognition, process.

[Paul Hayes]

Fantastic, the use of visuals to improve your vocabulary is a great idea. Another great idea is to keep a diary or a journal! Practice everyday about something you are passionate about, yourself ;)

[Adam Tervort]

I wouldn't consider myself a "fully trained" EFL professional, but it seems that much of the research I have read, particularly in the area of acquisition, demonstrates that learners learn best when given as many different types of input as possible. From a personal perspective, I have found that to be true in my language learning as well.
By the way, where in "rural Taiwan" where you teaching. I live in not-so-rural-Taiwan, in Taoyuan county. I really enjoy teaching here in Asia!

[Hugo]

I am currently working in ESL and use some of these ideas, but it's great to find some new input. I've already tried some of the suggestions as to incorporating actual objects into a class, and had some good results. Thanks for a really interesting post!

[binatang peliharaan]

English is not my first language. not even my 2nd one. I remembered when I learned english long ago, I used pictures. And it's been great help for me.

[trains]

Approximately 20 to 30 percent of the school-aged population remembers what is heard; 40 percent recalls well visually the things that are seen or read; many must write or use their fingers in some manipulative way to help them remember basic facts; other people cannot internalize information or skills unless they use them in real-life activities such as actually writing a letter to learn the correct format." (Teaching Students to Read Through Their Individual Learning Styles, Marie Carbo, Rita Dunn, and Kenneth Dunn; Prentice-Hall, 1986, p.13

[vet]

I agree that children respond more and are easier to excite with "role-playing" type activities. My son loves interacting with kids his age and i have no worries with his speech and actions

[Jenny CLancey]

Great post! I agree that realia in the ESL classroom is definitely the easiest way for the student to relate to the lesson. When I taught English to Somali refugees, drawing pictures was the only way that we could communicate at first.

I find that using flashcards that come in color and 3 different sizes makes teaching easier. The Flashcards are divided into three steps: the Big set is great for vocabulary presentation, the Medium set is good for teaching small groups of students and playing language learning games. The Small sets of pictures are great for ESL games such as Down-Pass or Go Fish. Hope this helps!
Thanks for the great post!

[Jayson Guevarra]

I believe that visual aids must be part of the arsenal of every teacher, especially when teaching a subject matter as complex as a language. The discussions here have been helpful. Only, let me remind people that there are learners who cannot cope with changing modes of teaching. In one way or another, teaching is also like "finding a way" to impart knowledge and concepts. I have bookmarked this blog for future reference.