LANGUAGE IS NOT LEARNED through words alone; images lie at the heart of language development.
This article suggests three essential guidelines for teachers as they create and use photographs for content learning, second-language development and image-reading. Each guideline is accompanied by content, visual literacy and language objectives. Photographs and sets of sample-levelled questions exemplify the use of the language objectives for content and visual learning in social studies, geometry or science. In sum, an informed use of visual imagery can enhance the exploration of curriculum content if based on teacher knowledge of content, of the language through which photographs speak, and of the language needed to talk about both content and image.
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