The purpose of this paper is to propagate the inclusion of visual texts such as pictures, photographs, and charts into the curriculum of the national language class and clarify and present the underlying theory behind such inclusion. The text environment surrounding learners is significantly changing. One of such changes is the incorporation of visual text learning into the character text learning that has long formed the core of the Japanese language class. To promote this incorporation properly, it is indispensable to develop a theory that especially supports the learning of visual texts as a meta learning approach of these texts. To that end, this paper focuses on the study by G. Kress et al., who employed M. Halliday's systemic functional grammar in their research. It also discusses specific practical possibilities, including the kind of new perspectives that can be gained toward learning and educational material analysis by the introduction of this theory.