It allows learners to see facial expressions and body language at the same time as they hear the stress, intonation, and rhythm of the language (Bello, 1999). Video can be controlled (stopped, paused, repeated), and it can be presented to a group of students, to individuals, or for self study. For English language learners, video has the added benefit of providing real language and cultural information (Bello, 1999 Stempleski, 1992). Video combines visual and audio stimuli, is accessible to those who have not yet learned to read and write well, and provides context for learning (Fazey, 1999 Johnston, 1999). There are a number of good reasons to use video in adult classrooms. It provides a rationale for using video with these learners, presents guidelines for selecting and using videos in instruction, discusses some commercial videos used in adult ESL programs, and concludes with a discussion of the future of video use in instruction. This digest focuses on using video with adults learning English as a second language (ESL). Teachers or students can create their own videotapes as content for the class or as a means to assess learner performance (Taggart, 1996). It can be used in teachers' professional development (see, for example, Savage & Howard, 1992) or with students as ways of presenting content, starting conversations, and providing illustration for concepts. Video can be used in a variety of instructional settings-inĬlassrooms, in distance-learning sites where information is broadcast from a central point to learners who interact with a facilitator via video or computer, and in self-study situations. National Center for ESL Literacy Education Digests Using Video with Adult English Language Learners

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