Integrating Visual Literacy Teaching Into The English For Specific Purposes Course

The purpose of the study is to design a model of integration of visual literacy (VL) teaching into the English for specific purposes (ESP) course at university. The research has focused on the systemic characteristics of the structural components of the integrative model: learning objectives, learning outcomes, content and methodology of a VL-oriented ESP course. Integrative learning objectives of the ESP course are formulated as development of VL and improvement of English communication skills in university students in profession-related contexts. Visual literacy is defined as a combination of cognitive abilities to understand communication of visual messages, express ideas visually and think critically about visual messages. For assessing VL (learning outcomes) in students, the criterion-based scheme has been designed. The ESP course content integrates three basic components: VL-related content, theme-based content and language content. Integrative content instruction has been designed on the basis of several visual education approaches: full-spectrum visual learning, active and performance-based learning, critical thinking and visual mapping approaches. The methodology of the ESP course includes visual-based instructional strategies: “deep viewing” method, “reading circles” strategy, sketchnoting method and visual thinking tools. These strategies engage students in both visual literacy and communication practices in profession-related contexts. Integration of VL teaching into the ESP course brings additional benefits: development of students’ creativity, critical thinking skills and open-mindedness.