Having already completed a module with the Linguistic department of Ca Foscari University in Venice with Dr. Michele Daloiso,who specialises in writing texts books on second language learning for dyslexics .He has such insightful and practical reflections on language teaching and ways to understand how students perceive and respond to resource ESL material that can be applied to all students in my English ESL practice…..he writes for OUP and Loescher and his material is fascinating-a lot free and informative and he writes in English!! https://www.youtube.com/watch?v=hb0P99Fc9hU There is such useful and research -backed ESL resource material using visual material nowadays….not only the photos that graced my classroom many moons ago…… Today there is a wealth of more techy offerings but the favourites are videos eg.Sciweek I do include an element of CLIL in my lessons and this science series with “Hank” -a funny science geek from SCI Week about various interesting topics such as sleep …I find the students respond well to science -oriented stuff that is relevant to them and the presenter is important-this one here being a wise-cracker but maybe a little fast-paced as he is firing a lot of scientific terms …… All the same, the best visual simulation is real -life and no-one can deny the immediate reality of museums-and the not so traditional ones as well- being the Hard Rock cafe in London .Pictured is the harpsichord used by the Beatles song “”Lucy in the Sky with Diamonds” The guitar used by Jimi Hendrix was the students’ favourite- mine was Stings’ but the students did not know him..times like this when you ,as a teacher ,feel the generational shift.. This quote sums up the reality of the teaching experience with visual tools enhancing learning. Nowadays, one thing that cannot be denied is that our students live in a media world, in which most of the information is provided by visual input, through different technological devices. As scholars have always argued, in order to make the acquisition of the language more meaningful for the students, teachers must bring the real world into the classroom. Visual materials work as a powerful tool in this aspect, as far as they give teachers the opportunity to show the culture of the target language, the habits and the body language that lie behind the language transactions. All this makes students understand that the use of the target language has a purpose: the real purpose of real communication. Anglin, G. J., Vaez, H. and Cunningham, K.L., (2004) ‘Visual Representations and Learning: The role of Static and Animated Graphics’, in D.H. Jonassen (ed.) Handbook of Research for Educational Communications and Technology (pp. 865-913). New York: Simon and Schuster.