1 x 2-hour lecture weekly
1 Admission into MTESL-Master of Teaching English as a Second Language
1a Admission into MEDLE-Master of Education (Languages Education)
1b Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
1c Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1d Admission into MEDUOS-Master of Education
1e Admission into GDPTESL-Graduate Diploma in Teaching English as a Second Language
1f Admission into GDPTESOL-GradDip in Teaching English to Speakers of Other Languages (TESOL)
1g Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1h Admission into MEDHE-Master of Education (Higher Education)
1i Admission into MEDHEP-Master of Education (Higher Education) [1.5 years]
1j Admission into MED-Master of Education
1k Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1l Admission into GCE-Graduate Certificate in Education
1m Admission into GCLE-Graduate Certificate in Languages Education
1n Admission into MLE-Master of Leadership in Education
2 Admission into MTEC-Master of Teaching (Early Childhood)
2a Admission into MTS-Master of Teaching (Secondary)
2b Admission into MTSE-Master of Teaching (Special Education)
2c Admission into GCEWS-Graduate Certificate in Education
2d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
2e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
2f Admission into MEDGE-Master of Education (Gifted Education)
2g Admission into MEDIB-Master of Education (International Baccalaureate)
2h Admission into MEDLM-Master of Education (Leadership and Management)
2i Admission into MEDSA-Master of Education (Studies of Asia)
2j Admission into MEDSE-Master of Education (Special Education)
2k Admission into MEDEC-Master of Education (Early Childhood Studies)
2l Admission into MEDWS-Master of Education
2m Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
2n Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
2o Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
2p Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
2q Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
2r Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
2s Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
2t Admission into MEDWSP-Master of Education [1.5 years]
2u Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
2v Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
2w Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
2x Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n or 2o or 2p or 2q or 2r or 2s or 2t or 2u or 2v or 2w or 2x)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
EDUC9200 has been successfully completed
Topic description

This topic provides an introduction to the field of visual literacy and associated meaning making through visual modalities in learning and teaching of languages. This topic examines the role of mental imagery and of the use of images in languages education. It also offers opportunities to critique the use of visuals and to examine visual literacy in mini research studies.

Educational aims

This topic aims to:

  • Develop an understanding of the role of mental imagery and images in foreign language education
  • Develop curriculum knowledge of visual literacy and the potential importance of image and text in meaning making in languages education
  • Review and evaluate visual strategies for language learning including the keyword method
  • Develop understanding of the cultural and situational contexts of print and visual messages and their potential impact on readers and/or viewers
  • Critique the need for critical visual literacy skills in an increasingly digital world
  • Foster research-informed enquiry, critical analysis, evaluation and reflection as essential educational practices
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Identify and critique key elements of visual strategies for learning and teaching languages
  2. Design learning activities in which students explore the purpose and intent of integrated image and text
  3. Critique constructivist teaching principles and pedagogical models with the aim of developing critical visual literacy skills in language learning and teaching contexts
  4. Undertake a mini research study aimed at investigating and critiquing the role of visual modalities in meaning making in the foreign language education

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.