Abstract:
In the modern world, people face a large flow of information daily. Over time, some of this
information is forgotten, while others may remain in memory for long. Teachers are increasingly
using creolized texts in their practice to help students learn new material better. Such materials
make learning more accessible, efficient, and convenient for students and teachers. A creolized
text is a message that combines two different components, verbal (linguistic) and non-verbal,
based on sign systems. Examples of such texts include advertisements, comics, posters, and
posters. This qualitative study aims to investigate the educational use of creolized texts and their
effects on the teaching of English at the school. The research design includes participant-based
case study methods to explore language teaching strategies together with teacher obstacles and
their impact on student learning outcomes from incorporating creolized texts into classroom
curriculum. Twelve educators from secondary educational institutions decided to take part in the
study. One hundred illustrations were assessed within the document study context. In two
different secondary school classrooms, researcher teams made four observations across two days.
The research data demonstrates instructors view creolized materials positively because they help
simplify tough topics and adapt to individual learning patterns. Study participants stated they
used these texts for reading-based activities and grammar instruction and vocabulary learning. A
document analysis revealed that textbooks primarily used fully creolized texts as their main
written material in English instruction. Students learned grammar and developed vocabulary
through these pedagogical materials effectively. This research provides teachers with enhanced
understanding of visual-verbal materials for language learning and presents methods to
effectively implement these materials in classroom teaching
