This article discusses the purposes for which slides may be used in the foreign language classroom and how they can be displayed. (CFM)

Various ways of using student-produced cartoons in the classroom are described. Examples from language and literature are used.

A detailed account of experiments conducted to determine whether speech "balloons" added to pictures and symbols in FL aided in conveying meaning. Conclusion: pictures without speech balloons were more effective. Conclusions are drawn regarding future design of picture materials. (Text is in German.) (IFS/WGA)

Discusses the use of drawings in foreign language courses for adults. Accompanying texts should be unambiguous--preferably reports of experiences or anecdotes. Also considered is the use of political cartoons. A list of expressions for use in discussing pictures is included. (Text is in German.) (IFS/WGA)

Finds that pictures are useful in communication-oriented foreign language teaching, though not in skill-oriented; however, attention must be given to "pragmalinguistic" and perceptual/psychological points of view when introducing visual materials. Examples are given, with concise suggestions for teaching. Political cartoons and comics are…

Cartoons can be a stimulating and motivational force in the language classroom and, used effectively, can become an indispensible tool in the acquisition of language and culture. (Author/DB)

Describes the use of the "cultoon," an informative cartoon depicting some aspect of a culture, to develop cultural understanding. (AM)

This essay deals with the use of cartoons and comic strips to teach English as a second language. It illustrates, through past professional literature written on the subject and through specific lessons, the various instructional uses to which cartoons and comic strips lend themselves. Cartoons and comic strips can be applied to the following…

The language teacher automatically teaches culture when he teaches language, but there are many ways in which the Italian teacher can specifically bring culture to the Italian classroom. Through use of vocabulary certain differences in culture can be made clear to students. Dialogues should be used to reveal major areas of contrast and similarity…