A Look at Sketching in a Japanese University English Conversation Class

Abstract

It can be argued that Second Language Acquisition (SLA) classes are more visual that at any other time in history. Textbooks, worksheets, and even lectures are now often full of illustrations. Illustrations help learners form connections between the target language and the learner’s experience which enhances acquisition and usage (Canning-Wilson, 1999). Sketching, which is quickly drawing simple images with thick lines in order to illustrate an idea or object, may be a valuable tool in the classroom for three reasons: 1) sketching activates the Reticular Activating System (RAS) in the brainstem which increases alertness and retention of information, 2) sketching increases learner agency through active participation, and 3) sketching accommodates a variety of learning styles (Castillo, 2007). This paper has four objectives. 1) Analyze the previously mentioned benefits of sketching. 2) Briefly explore Horsburgh’s Four Central Guidelines for Class Illustrations and how teachers can use them to better utilize sketching in the classroom. 3) Offer sketching activities that students can use to better learn vocabulary. 4) Share examples of both student and teacher sketches are well as student feedback.