Day 2: The pros and cons of video use in the language classroom

Being a visual learner myself, I understand the importance of addressing the needs of different types of learners in our language classrooms.  Having the visual accompany the aural is very important in any learning environment or context. In my L2 and L3 contexts, I always look for visual cues to support speech perception. In addition, by watching movies in my L2 and L3 I managed to enhance my communicative abilities with the addition of vocabulary not available in textbooks.  If questions arise regarding the usefuleness of video materials in the language classroom, I believe that they pertain to questions that teachers may have with regard to using video materials most effectively in order to enhance students' listening and communication skills.  Since language teaching programs usually do not address strategies in using video based materials, teachers may be reluctant in integrating them in their teaching repertoire.  At the same time, the concern that simultaneous processing of visual and auditory information may be overburdening for the students is quite valid.  In any case, I believe that authentic video materials are very important in the language classroom where interactions with native speakers are limited.  They can help expose students to cultural contexts, values and attitudes, varied language, such as voice and dialects other than their teacher's, and also provide a rich source for classroom discussion and communication. That is not to say that video can replace all other types of language exposure.  Reading, writing and communicative activities with peers are equally important.  However, given the fact that students have been using visual based technology in their everyday lives more extensively, the use of video in the language classroom should become an integral teaching component.