作者：杜红亚
　　【Abstract】This essay aims to analyze one Australia English class that is designed to aged immigrate people. The target learners are aged people and this lesson aims to help learners engaged into Australia society. At the beginning， four investigators of how to teach effectively will be analyzed. Then the class will be elaborated and explained.
　　【Key words】immigration； visual pedagogy； Non-verbal aspect； EAL immigrant adult program； dual coding theory； photo-novel approach； comic strips/cartoon； advertisement； calendars and informational picture books
　　【作者簡介】杜红亚，商丘师范学院外语学院。
　　Introduction
　　As the development of globalization， an increasing number of people immigrate to other language speaking countries due to different reasons. After people immigrate because they are the first one in their family move to the new country， they will be called “first generation immigrant” in this essay. Most of them are willing to take their parents or partner to immigrate to the new countries with them. This is understandable， whereas， the language obstacle occurs in their parents or partner （mostly） after they move to the new countries. Considering the second-generation immigrant， whose are the offspring of the first generation immigrants， is another issue， this article will exclude them. However，， most of the first generation immigrants will meet some problems of their parents or partners. Learning the language not only can increase the economy but also can contribute the society （Soto Huerta and Pérez， 2014）. This essay aims to explore the how to use visual pedagogy to help adult immigrant learn English in Australia. The visual pedagogy includes photo-novel， comic strips/cartoon， advertisement， calendars and informational picture books.
　　Literature review
　　The first article is that Nimmon （2007） aims to use photo-novels to help immigrants and using photo-novels as a tool to educate immigrants. Photo-novels resemble like a comic books except they can tell readers something more specific. Moreover， photo-novel gives the readers the opportunities to create their own photo-novels. Thus， using photo-novel is more creative and making learners engage with the learning than traditional approach. Learners are not considered as a “message receiver” but a “creator and receiver” in photo-novels approach. Through the research， Nimmon （2007） used a few steps to ask immigrants （they are acting as students/ learners） accomplish this photo-novel. The first step is that using possible methods to make sure students understand the content. The second step is that asking students to analyze the data under teacher’s observation. The third step is that students create their own characters and script. The last step is that teacher judge students’ work and make comments. One additional profit of photo-novel is that the whole group unit together to complete the photo-novel increases the relationships among students. Students need to partake in the work and be familiar with others. One problem of some immigrants cannot involve in the new country or culture due to students lack of social activities. Accomplish the photo-novel in-group can do some benefit of this problem. However， instead of having a job， they have to stay home and take care of their home， due to these students followed their children or partner immigrant to other country and some of them even cannot speak the new country’s language. It is extremely hard to make them feel confidence or important. Implementing the photo-novel project in-group will increase their self-esteem and confidence. Moreover， immigrants will have more positive consciousness through photo-novel project. In conclusion， Nimmon （2007） suggested more funds need to be used on helping immigrant， whose are speaking English as second language， to improve their new language proficiency levels. Through the investigation， asking students to do group work of making photo-novels can be used as an assignment after class.