Images are rarely neutral. In the language classroom, a single picture can invite curiosity, empathy, discomfort or resistance; sometimes even all of these at once. While images are often chosen for their linguistic affordances, their emotional impact is just as powerful, especially for learners who may be carrying stress or uncertainty, and those who may be affected by past experiences we cannot see.
As I have developed as a teacher, my approach to selecting and using images has been increasingly shaped by principles from social and emotional learning (SEL) and trauma-informed teaching. This does not mean avoiding emotional content . . .
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