Published book: Why I Wrote Reading Pictures By David J. Mitchell

Front cover of Reading Pictures: A visual Approach to Language Teaching

I wrote Reading Pictures: A Visual Approach to Language Teaching because I saw the same thing happening again and again in my lessons: students—especially beginners—struggling with traditional grammar methods, but suddenly lighting up when we worked with images. It was as if the pressure dropped, and the language started to flow.

My background in photography and semiotics helped shape this method. I began using pictures not just as decoration or warm-up, but as the core of the lesson. A single image could spark vocabulary, grammar, storytelling, even emotional expression. Over time, I developed a structure around this—what I now call the "Reading Pictures" method.

This approach is deeply rooted in theory but driven by practice. I draw on the work of Krashen, Vygotsky, Swain, and others who emphasize the importance of input, output, and social context in learning. But I also wanted to show how these ideas translate into actual classrooms—so I included detailed case studies from learners around the world. Each one shows how an image can open a door: to confidence, to grammar, to real communication.

What makes this method special is its adaptability. It works with young learners and adults, one-to-one or in groups, online or in-person. And it’s especially powerful for students with learning differences, like dyslexia, who often struggle with text-heavy methods. With visuals, the language becomes accessible—something they can see, interpret, and build from.

If you teach English—or you're just interested in how people learn—it’s my hope this book offers a fresh, practical approach that puts learners at ease and lets language grow naturally. Because language isn't just about rules. It's about seeing, feeling, and finding your own voice.