Creolized Texts as a Language Learning Strategy in the Classroom

Abstract

In the modern world, people face a large flow of information daily. Over time, some of this information is forgotten, while others may remain in memory for long. Teachers are increasingly using creolized texts in their practice to help students learn new material better. Such materials make learning more accessible, efficient, and convenient for students and teachers. A creolized text is a message that combines two different components, verbal (linguistic) and non-verbal, based on sign systems. Examples of such texts include advertisements, comics, posters, and posters. This qualitative study aims to investigate the educational use of creolized texts and their effects on the teaching of English at the school. The research design includes participant-based case study methods to explore language teaching strategies together with teacher obstacles and their impact on student learning outcomes from incorporating creolized texts into classroom curriculum. Twelve educators from secondary educational institutions decided to take part in the study. One hundred illustrations were assessed within the document study context. In two different secondary school classrooms, researcher teams made four observations across two days. The research data demonstrates instructors view creolized materials positively because they help simplify tough topics and adapt to individual learning patterns. Study participants stated they used these texts for reading-based activities and grammar instruction and vocabulary learning. A document analysis revealed that textbooks primarily used fully creolized texts as their main written material in English instruction. Students learned grammar and developed vocabulary through these pedagogical materials effectively. This research provides teachers with enhanced understanding of visual-verbal materials for language learning and presents methods to effectively implement these materials in classroom teaching