A picture is worth a thousand words: Using photo-elicitation within research and teaching

As ESOL teachers, we are all well aware of the importance of using visuals when supporting our student’s learning. This is regarded as common practice. Scrivener (2011) suggests using pictures as a starting point for writing; Harmer (2007) comments that teachers have always used pictures and photographs to facilitate learning; Harper (2003) comments that, photography can produce useful data, which sheds light on our understanding of sociological factors. It is thought that photography can become a way of expressing some ideas, feelings or emotions that may be subtle or that the participant/learner may be too sensitive to express. Are we therefore using this tool to its full potential? In my recently completed research project, a group of international students was asked to take photographs of aspects of life that hindered or helped them during their study. It was through this project that I developed some unanticipated insights surrounding the effectiveness of photo-elicitation within research. The depth of information gained, highlighted how important visuals are both within the classroom and as a research tool. In this presentation I will discuss the usefulness of photo-elicitation in research surrounding ESOL learners and as a tool within the classroom. I will firstly share some of my experiences of using photo-elicitation during a recent research project into the expectations and experiences of international students at a tertiary institution. Secondly I will outline some current literature surrounding the use of photo-elicitation within research. This will be followed by a discussion/ suggestions regarding how this tool can be used within the ESOL classroom