@article{oai:hirosaki.repo.nii.ac.jp:00005146,
 author = {Birdsell, Brian},
 journal = {弘前大学教養教育開発実践ジャーナル},
 month = {Mar},
 note = {Although much is known about the importance of using visual aids in the foreign language classroom, awareness of what relationship these images have with the text and how they provide teaching opportunities for the lesson is severely limited. In this article, I first review research that assesses how images are used in language learning textbooks. Research points out for the need to find ways to use images in more pedagogically meaningful ays. One potential area that needs to be further explored, as a possible way to accomplish this, is the use of visual metaphors. Metaphors are an essential part of written and spoken language, but also extend to other modes like images (Lakoff & Johnson, 1980; Forceville, 1996). I then address previous research into pictorial and multimodal metaphors. Finally, I argue that using these types of visual metaphors in a language-learning context provide learning opportunities for the students to discuss social issues and also enhance their creative and critical thinking skills. In summary, I present a model that outlines the process of creative and critical thinking used for interpreting visual metaphors, 弘前大学教養教育開発実践ジャーナル, 1, p.9-18, 2017},
 pages = {9--18},
 title = {The Role of Images in ELT (English Language Teaching) Textbooks: A Case for Visual Metaphors},
 volume = {1},
 year = {2017}
}