Abstract
Images are an important resource in English language teaching (ELT) textbooks. Still, knowledge of how textbook images may support the development of the learner’s communicative competence is still scarce. This paper provides examples of how textbook images can support such a development. The theoretical framework consists of models of communicative competence, the notions of input and output, principles for communicative approaches, as well as key tools for image analysis. As examples relating to the phenomenon under study, Nicaraguan textbooks for the teaching of English in secondary school have been used.
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