A Foundation on Teaching Imagery

INTRODUCTION				5) I can hear children
In the field of teaching language and literature,				playing and birds chirping. I can also hear the
teachers are often on the look-out for				crunch of the cone when I bite into it.
appropriate literary texts to help students develop				The teacher now says: Do you have a better
their ability in using the English language				idea as to how imagery relates to the senses and
competently. Literary texts selected from any of				how imagery works with your mind? The
the four major genres (novels, short stories,				teacher can give another example to restate this
drama and poetry) are beneficial to the learner.				point: You don’t have to really see a duck in a
The English language translations of the meaning				pond to know what it looks like. You can create
of the Quran can be exploited in some of the				an image of a duck in a pond through words and
courses being taught in the English language				things not experienced directly may be presented
curriculum to teach both imagery and Islam. The				through imagery.
figurative language used in the Quran- its				The teacher can explain the two types of
metaphors, similes, symbols, etc.- can certainly be				imagery at this point. He/she can give the
looked at in more detail. Translators of the English				students a copy of these definitions.
language translations of the meaning of the Quran,				Alternatively, the teacher can write these
in striving to put across the closest meaning they				definitions on the blackboard.
can of the original Quran, do not neglect to use				1) Descriptive imagery
figurative language effectively.				comprises images conveyed literally and directly.
There are many techniques for teaching a				These images help clarify the picture of
language or aspects of the language in the				something through vivid descriptions like those
classroom. According to D.A. Wilkins, there is no				you just now created in the ice-cream exercise.
single best way of teaching a language. He says				2) Figurative imagery
that language teaching is a pragmatic business and				comprises images conveyed through the use of
what works is good, what does not work is bad.				figurative language, that is, language which
Nevertheless, he makes the statement that “				indicates how one thing resembles something
the ultimate aim of learning a second language				else. Figurative language is language containing
must generally be to achieve the same flexibility,				literary devices. In the case of figurative
the same linguistic creativity that the native				imagery, the three literary devices usually used
speaker possesses” (Wilkins, 1974:3).				are :
Using appropriate literary texts in the classroom				Simile :
can be beneficial to the learner from the				A pretty girl is like a melody.
perspective of both literature and language				Her skin is as smooth as silk.
studies. Literary texts provide examples of				A simile is created when two unlike things are
language in use and thus can reinforce language				compared with the use of “like” or
learning as well as help to sharpen students’				“as”. In the above (first) sentence,
aesthetic, intellectual and moral sensibilities since				“a pretty girl” is similar to “a
literature deals with life and issues in life, human				melody” because, perhaps, she is lively, has a
beliefs, values and concerns. Literature can also				lyrical personality, is in tune with life, etc. In the
help learners to develop or stimulate a reading				above (second) sentence, “her skin” is
habit.				similar to “silk” because, perhaps, she has
Selecting literary texts for the language and				skin that is smooth to the touch, cool, shiny, etc.
literature classroom is the first step in attempting				Metaphor :
to create a positive relationship between the text				My wife is a rose.
and the reader. Appropriate literary texts can help				A metaphor is created when two unlike things are
make language teaching and learning easier				compared without the use of “like” or
especially if these texts provide interest, context				“as”. The metaphor shows in what way
and variety for the learner. If the learner is				the two things are similar. In simple terms, a
interested in the text, he/she will be motivated to				metaphor can also be defined as something other
participate in class activities. The teacher will then				than what it is. For example, a rose means the
be better able to organize activities which provide				lady in the above sentence resembles a rose in
a context for the learners to get involved in the				certain ways, perhaps her beauty, sweetness,
literature. Here the teacher’s aim is to help				bright, fresh appearance, etc.
the learner understand the language and context				Symbol :
of the literary text. Once this is achieved, the				She saw the light of dawn and knew that there
learners will be confident about delving further into				was still hope.
the text for a deeper understanding which can				A symbol is a sign or object accepted as recalling,
stimulate their creativity and make them better				typifying or representing a thing, quality or idea.
able to analyze and evaluate the text itself. The				In simpler terms, a symbol is created when
learner will then be willing to read, explore and				something means more that what it is. In the
study other literary texts in the target language in				above sentence, “the light of dawn” is
and outside of the classroom. It is important that				what she really saw and the same light of dawn
the learner enjoys interacting with the text				also signifies hope.
because then learning reaches an optimal level.				The teacher asks students to guess the meaning
When selecting appropriate literary texts, several				of each example of a simile, metaphor and
objectives will have to be borne in mind. H.L.				symbol. The teacher can give more examples.
Moody discusses at length the selection of literary				The teacher listens to the students’
texts which revolves around three aspects-				responses. After explaining and going through the
language, psychology and background (Moody,				definitions, the teacher gives a written assignment:
1971:14). Briefly, what can be expected from the				Make sentences using three literary devices and
teacher is that he/she should be able to estimate				explain how and why the simile, metaphor and
the language capacity or proficiency of any group				symbol are used, state the senses that are
of students and make his/her selection on that				affected by each image.
basis. In terms of psychology, Moody states that				If the students are able to complete the written
the teacher should select texts that will appeal to				assignment within the remainder of the class time,
the stage of psychological development which a				these assignments will be collected at the end of
particular class has reached. For example, at the				the period. If not, these assignments can be
generalizing stage (from16 years of age onwards),				collected at the beginning of the next lesson.
students are not only interested in practical details,				The written assignment will be used as the basis
but are prepared to abstract, generalize, to				for gauging whether or not the students have
search for the underlying causes of phenomena				understood the lesson.
to make moral judgements, and generally, to				A CASE STUDY
philosophize. Concerning the background aspect of				Five different groups of students with various
selecting literary texts, Moody makes the point				English proficiency levels at the undergraduate
that literature offers one of the best possible				level in an Islamic institution participated in the
ways for people living in one environment to learn				case study. The students were taught for one
something of the lives and problems of people in				hour of the introductory lesson on imagery.
other parts of the world; and it is the				Observatory comments were taken and
teacher’s responsibility to be able to guide his				reproduced in this paper. The breakdown of the
her students through the changing scenes of life in				marking scheme for the written assignment
whatever text the teacher chooses.				after the lesson was taught, is dealt with.
METHODOLOGY
There is no general consensus on which				EVALUATION OF ASSIGNMENTS
translations of the meaning of the Quran are the				The Introductory Lesson on Imagery
“closest” or best. Each scholar may				Assignment:Write a simile, metaphor and symbol,
have his or her own reasons for preferring or				stating the senses that are affected.
rejecting a particular translated version of the				For simile : Total - 5 marks.
meaning of the Quran, as with others, has been				4 marks for correct answers
subject to varying opinions of its quality. Abdullah				(-) 1 mark for spelling error
Yusuf Ali’s English language translation of the				(+) 1 mark for creativity
meaning of the Quran has numerous footnotes				(-) 1 mark for grammatical error
which provide one with helpful explanations and				For metaphor : Total - 5 marks
background information. Furthermore, the English				4 marks for correct answers
language used in his translation, The Holy Quran				(-) 1 mark for spelling error
– English language translation of the meaning				(+) 1 mark for creativity
of the Quran, is especially suitable in style for the				(-) 1 mark for grammatical error
teaching of imagery because it is considered more				For symbol : Total - 5 marks
poetic than others.				2 marks for each part of the symbol
There are many types of figures of speech but				(-) 1 mark for spelling error
one type of figure of speech, imagery, is focused				(+) 1 mark for creativity
on and images of Heaven and Hell can be used as				(-) 1 mark for grammatical error
literary texts in the classroom. Usually, these
two images appear one after another in the				Group Proficiency Level: Intermediate
Quran. Thus, for teaching purpose, not only can				Maximum Possible Score:15 marks
each image be exploited but it is also possible to				No. of Participants Scores
compare and contrast the two images. Then				� 15
Quranic images of Heaven and Hell can be				7
accommodated into techniques used to teach				�14
imagery.				7
Using Abdullah Yusuf Ali’s English language				�13
translation of the meaning of the Quran, several				2
steps were taken to select suitable exemplary				� 12
images of Heaven and Hell.				1
This writer looked through two Index				� 9
Categorization books – Tafsil Ayat AlQuran
AlHalkim by Jol Labom (Labom, 1963) and				Comments
AlMustadrak by Edward Montet (Montet, 1963).				Generally, the scores show that the lesson was
Both books were translated into Arabic by				well-understood. The students lost points mainly
Mohamed Fouad Abdul Baqui. These books have				for grammatical flaws. The student who scored
a systematic listing of the Quranic verses				9 marks had serious grammatical flaws in all three
according to topics, for example, Heaven, Hell,				parts of the question which aggravated the
Justice, etc.				problem of writing his/her own metaphor or
All the verses which are listed under Heaven and				symbol effectively.
Hell were examined. Under Heaven, there are
258 verses mentioned in 39 surah (chapters of				Group Proficiency Level: PreIntermediate
the Quran). Under Hell, there are 144 verses				Maximum Possible Score: 15 marks
mentioned in 35 surah.
All these verses were looked up in Abdullah Yusuf				No. of Participants Scores
Ali’s English language translation of the				� 14
meaning of the Quran. A judgement sample of				� 13
verses was taken from a few different surah.				� 12
The verses which give the most vivid images of				� 11
Heaven and Hell were chosen, avoiding				� 9
repetitions. For example, many verses
mentioned rivers in Heaven, but only the verses				Comments
which give the longest detailed description of the				Generally, this class of participating students lost
rivers were taken and included in the sample.				points due to the fact that they had problems
These selected verses can be accommodated				with grammar and word order. The students
into techniques used to teach imagery. The				could not write their own symbols. Some wrote
techniques used to accommodate these Quranic				another metaphor for a symbol. It is also clear to
images of Heaven and Hell can be advantageous				see that the students have found similes and
in these aspects:				metaphors easier and symbols the most difficult.
1. Accessibility – The teacher needs only				Group Proficiency Level: Intermediate
to make copies of specific verses from Abdullah				Maximum Possible Score: 15 marks
Yusuf Ali’s English language translations of the				No. of Participants Scores
meaning of the Quran that are intended for use				� 15
for that lesson.				� 14
2. The techniques for teaching imagery are				� 13
easy to organise.				� 12
3. The techniques can generate a good				� 11
amount of English language use and				� 10
communication among students.				Comments
4. Quranic images would appeal to the				The majority of the student participants did well
interests of Muslim students, in particular, since				except for five students. These students lost
studying them in the language and literature				marks mainly due to the fact that they could not
classroom is new.				write a symbol effectively because of the serious
5. Quranic images would also spark interest				grammatical flaws in their sentences.
among students since the Quran is a familiar book
to Muslim students and for many, it is an				Group Proficiency Level: Advanced
important part of their lives.				Maximum Possible Score: 15 marks
				No. of Participants Scores
THE SELECTION AND DISCUSSION OF QURANIC				� 15
IMAGES OF HEAVEN AND HELL				� 14
Quranic images of Heaven and Hell are				� 10
appropriate vehicles for teaching imagery in the
literature classroom because these images are				Comments
presented vividly in the Quran and it is useful for				It is evident from the above scores that the
Muslims, especially young Muslim adults, to visualize				lesson was well understood by the participating
Heaven and Hell since doing so may encourage				students. The scores show an excellent
them to do good and avoid evil. The passages				performance. The student who scored 14 marks
referring to Heaven and Hell usually appear one				had one mark deducted for a serious grammatical
after another in the Quran. These Quranic				flaw, while the student who scored 10 marks did
images of Heaven and Hell are presented in close				so due to the fact that the said student did not
proximity in the Quran so that the intensity of the				attempt one part out of the three- part question
contrast between Heaven, which is an				for the assignment.
unsurpassable and unimaginable state of suffering
that life after death may entail for wrongdoers,				Group Proficiency Level: High Intermediate
can be easily discernible.				Maximum Possible Score: 15 marks
Muhammad Asad explains how Quranic images of				No. of Participants Scores
Heaven and Hell reach the minds of the readers.				� 15
Asad writes in Appendix I entitled “Symbolism				� 14
and Allegory in the Quran”:				� 13
Imagine the most joyous sensations,bodily as well				� 12
as emotional,accessible to man : indescribable				� 11
beauty,love physical and spiritual, consciousnessof
fulfillment, perfect peace and harmony;and imagine				Comments
these sensations intensifiedbeyond anything				The performance in this class is generally very
imaginable in this world –and at the same time				good. The students who scored 11 marks did
entirely differentfrom anything imaginable : and				so due to the fact that they were not too sure
you havean inkling, however, vague, of what				about the difference between a metaphor and a
ismeant by “paradise” and on the				symbol. Also, grammatical errors were
otherhand : “Imagine the greatest suffering,				discernible.
bodilyas well as spiritual, which man
mayexperience : burning by fire, utter				CONCLUSION
lonelinessand bitter desolation, the torment				An introductory lesson on imagery is beneficial and
ofneither living nor dying; and imaginethis pain,				necessary before any technique used to teach
this darkness and this despairintensified beyond				imagery is applied. An illustration of a suggested
anything imaginablein this world – and at the				introductory lesson plan on imagery is done. A
same timeentirely different from anything				teacher may want to do it differently according
imaginable :and you will know, however				to the level of language competence of the
vaguely,what is meant by “hell” (Asad,				students. Having had this introductory lesson on
1980:991).				imagery, the students will then be better equipped
The Quran contains an abundance of imagery.				to have the actual lesson on imagery where
Imagery, as a general term, covers the use of				Quranic images can be accommodated into a
language to represent object, actions, feelings,				technique used to teach imagery. A teacher
thoughts, ideas, states of mind and any sensory				chooses a suitable technique for his/her class and
or extra-sensory experience. Many Quranic				replaces the text used with Quranic images.
images are conveyed literally. These constitute				Generally, these are the skills that a teacher using
descriptive imagery whereby they clarify or give				any technique used to teach imagery attempts to
a vivid picture of something. Then, there is				develop in his/her students.
figurative imagery whereby images are conveyed				1. An image is said to appeal to our senses
through figurative language, such as in metaphors,				and the number and kinds of images vary
similes, symbols etc. These images when				according to the effect that the writer wants to
projected, appeal to one’s senses. A				create.
Quranic image, like other images, may be visual				2. Ability to distinguish the two (2) main
(pertaining to the eye), olfactory (smell), tactile				types of imagery:i)
(touch), auditory (hearing) or gustatory (taste).				Descriptive imageryii)
				Figurative imagery
TECHNIQUES TO ACCOMMODATE QURANIC				3. Ability to state which of the senses are
IMAGES				affected and why.
A teacher can choose the techniques in which the				4. Appreciation of the devices/techniques used
text used could easily be replaced with exemplary				to create the image, that is, how the writer
Quranic images. Each technique can also be				manages to affect the senses of the reader.
modified where necessary.				5. An understanding of the meaning of the
There are many techniques available for the				image and the ability to explain the meaning
teaching of imagery. Some authors have similar				behind the image or what the writer wants to
techniques and it is noticeable that the names				convey through the image.
given to the techniques are also similar. The				6. The best test of understanding is left to
books which have techniques for teaching				creativity through set activities which require the
imagery are: The Inward Ear (Duff and Maley,				students to create their own image.
1989), Images and Options in the Language				The focus of all the above is, of course, the
Classroom (Stevick, 1986) and Pictures for				teaching of imagery, through a suitable technique.
Language Learning (Wright, 1989).				The text of the technique can certainly be
The techniques have activities suitable for				Quranic imagery. It is therefore also possible to
undergraduate students for example, discussions				generate a discussion on an aspect of Islam as
on life issues and problems. The techniques vary				well as correct grammar usage and point out new
in terms of activities, for example, one technique				vocabulary in the English language.
requires sketching and drawing. However, a				It is important for teachers to find as wide a
general introductory lesson is beneficial and				range as possible of literary texts to use in the
necessary before any technique is used. A				classroom. A rich variety of materials or
suggested introductory lesson on imagery is				literary texts can offer a wide range of activities
constructed since there are aspects of imagery				so that the students will find pleasure and
that the student need to know and understand				enjoyment in language and literature studies.
before they can fully participate in class
discussions or attempt any written assignment.				REFERENCES
				Abdullah Yusuf Ali. The Holy Quran. Brentwood,
SUGGESTED INTRODUCTORY LESSON PLAN ON				Maryland:Amana Corp., 1983.
IMAGERY				Adeyanju, Thomas K. “Teaching Literature
Objectives: Develop in students the ability to:				and Human Values in ESL: Objective and
1) Distinguish the 2				Selection”. English Language Teaching Journal.
types of imagery:i)				32.2 (1978): 113 – 8.
Descriptive imageryii)				Al Ghazali, Muhammad and Hasanah, Umar
Imaginative imagery				Ubayd. Kayfa Nata’amalu Ma’al Quran :
2) Distinguish the 3				Mudarasah Bayna Alshaykh. Virginia: International
literary devices usually used in figurative imagery				Institute of Islamic Thought, 1991.
:i)				Allison, D. & Carey, J. “What do university
Simileii)				language teachers say about language teaching
Metaphoriii) Symbol				research?”. TESL Canada Journal.
3) Recognize and use				24(2007):61-81.
the literary terms for the five senses that can				Al-Sha’rawi, Syaykh Muhammad Mitwalli. The
be affected through imagery				Miracles of the Quran. Baker Street, London: Dar
:i) see –				Al-Taqwa Ltd., 1980.
visualii) hear –				Asad, Muhammad. The Message of the Quran.
auditoryiii) touch –				Gibraltar: Dar al-Andalus Limited, 1980.
tactileiv) smell –				Borj, S. “Conditions for teacher research.”
olfactoryv) taste –				English Teaching Forum. 44(2006):22-27.
gustatory				Bowen, T. & Marks, J. Inside Teaching.
4) Write their own				Oxford: Macmillan, 1994.
similes, metaphors and symbols, stating the				Carter, R. & Long, M. Teaching Literature.
senses that are affected.				London: Longman, 1991.
5) Use the four skills				Duff, Alan and Alan Maley. The Inward Ear.
:i) Listening : Done in				Cambridge, England: Cambridge University Press,
listening to the teacher’s questions in the				1989.
imagination exercise.ii)				Frye, Northrop, Sheridan Warner Baker and
Reading : Done in reading the definitions from the				Geroge B. Perkins. The Harper Handbook to
handout or the				Literature. New York: Harper & Row, 1985.
blackboard.iii) Writing :				Khalifa, Mohammad. The Sublime Qur’an and
Done in the written				Orientalism. Essex, England: Longman Group Ltd.,
assignment.iv) Speaking:				1983.
Done in responding to the teacher’s questions.				Kramsch, C. Context and Culture in Language
The teacher can open the lesson by talking about				Teaching. Oxford: Oxford University Press, 1993.
the five major senses that people have and				Labom, Jol. Tafsil Ayat AlQuran AlHakim.
introducing the literary terms for each of the				Lebanon: Dar Alkitab Alarabi, 1963.
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(a mental picture)				Lazar, G. Literature and Language Teaching.
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hearing				Mawdudi, Abul A’la. Toward Understanding
3) tactile –				Islam. Leicester: Islamic Foundations, 1980.
touching				Montet, Edward. AlMustadrak. Lebanon: Dar
4) gustatory –				Alkitab Alarabi, 1963.
tasting				O’Malley, J.M. & Valdez, P.L. Authentic
5) olfactory –				Assessment for English Language Learners:
smelling				Practical Approaches for Teachers. New York:
The teacher can then give a simple example to				Addison Wesley, 1996.
explain how these senses play a role in imagery.				Oxford, R. Language Learning Strategies around
The teacher asks the students to imagine eating				the World: Cross-cultural Perspectives. Manoa:
an ice-cream cone while sitting a bench in a park.				University of Hawaii Press, 1996.
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answers down on paper to the following				and Learning in ESL. New York: Addison Wesley
questions:				Longman, 2001.
1) How does the				Perrine, Laurence. Literature – Structure,
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2) What does the				Pickthall, M. Marmaduke. The Meaning of the
ice-cream smell like?				Glorious Koran. New York: Mentor Books, 1963.
3) How does the				Richards, J.C. & Nunan, D. Second Language
ice-cream taste?				Teacher Education. Cambridge: Cambridge
4) When the				University Press, 1990.
ice-cream trickles down onto you fingers, how				Richards, J. & Rodgers, T.S. Approaches and
does it feel?				Methods in Language Teaching: A Description and
5) What can you hear				Analysis. (2nd ed.). New York: Cambridge
around you?				University Press, 2001.
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and says out loud his/her own answers to the				Language Classroom. Cambridge, England:
questions after collecting the students’ written				Cambridge University Press, 1986.
answers. The teacher can later see whether the				Von Denffer, Ahmad. Ulum Al-Quran, An
students have answered the way the teacher				Introduction to the Sciences of the Quran.
had expected them to. The teacher’s				Leicester: The Islamic Foundation, 1985.
answers could be:				Wallace, M. J. Training Foreign Language Teachers:
1) It looks thick,				A Reflective Approach. Cambridge: Cambridge
creamy and pink. The cone is brown and pointed				University Press, 1991.
at the lower end and the ice-cream swirls on the				Wilkins, D.A. [David Arthur] Second Language
cone about 8 cm high.				Learning and Teaching. London: Edward Arnold,
2) It’s a little hard				1974.
to smell until I go really near the ice-cream. I am				Woodward, T. Models and Metaphors in Language
able to smell strawberries – a sweet scent.				Teacher Training. Cambridge: Cambridge University
3) It tastes sweet				Press, 1991.
and yet a little sour – strawberry-like, milky.				Wright, Andrew. Pictures for Language Learning.
4) It feels cool and				Cambridge, England: Cambridge University Press,
sticky.				1989.

The Col

A Foundation on Teaching Imagery