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Traditionally, the image has been considered a useful tool in language teaching. Today, educators worldwide overcome cultural barriers thanks to Google, YouTube, picture books, iPhones, cartoons and many other platforms. Through these, photographs, illustrations and videos contribute to making meaning from words. This article presents reflections emerging from my doctoral study about conceptualizations of visual literacy in adult English language teaching. It enquires into what the participating teachers understand as visual literacy, the role they assign to images in their pedagogies and their rationale to employ them, based on their beliefs and experiences. Findings suggest that the use of images as complementary to written texts limits their legitimacy as a communication medium and places them in a subordinate position. The common practice in adult English language classrooms appears to be teaching “through images” “rather than” “about images”.

Reflexiones sobre una investigación acerca del alfabetismo visual: El papel de la imagen en la educación adulta