Cilt 3, Sayı 8, Sayfalar 298 - 309 2017-08-31

ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION

Erika Edith Clark [1]

3 40

In spite of the arguments teachers, parents, librarians, and critics have raised against students reading comics, research has demonstrated the effective use of comics in the classroom. This paper is a review of the literature that justifies how comics have been used to spark student motivation, heighten vocabulary acquisition, enhance multiple literacies, and improve multimodal skills during the learning process. These multimodal skills are essential for reading comics, since readers are required to make meaning of the visual, audio, and narration features of a comic. Even though the idea of using comics in the general education classroom is becoming more accepted, these discoveries still do not answer a vital question in the field of English Language Learning Pedagogy, which is “Are comics effective materials to use with English Language Learners (ELLs)?” This question helps professionals and researchers further explore the legitimacy of using comics as a tool for teaching and improving language skills. Using James W. Brown’s (1977) research as a theoretical foundation, experiences that language learners encounter while reading comics in the target foreign language are clarified. In addition, further language pedagogical practices, based on fieldwork and teaching experience with ELLs in public grade schools and universities in New York City and abroad, are proposed at the conclusion of this literature review. Such proposed practices are instructional practices from the following locations: New York, United States; Tsinghua University in Beijing, China; Chon Buri, Thailand; Traduc Inc. in Santiago, Chile; and Puerto Bolivar, Ecuador. 

ENL,EFL,comics,motivation,vocabulary,multimodal texts
  • Arlin, M. & Roth, G. (1978). Pupils’ use of time while reading comics and books. American Educational Research Journal, 15 (2). Bitz, M. (2004). The comic book project: The lives of urban youth. Art Education, 57 (2). Bitz, M. (2009). Manga high: Literacy, identity, and coming of age in an urban high school. Massachusetts: Harvard Education Press. Bramlett, F. (Ed.). (2012). Linguistics and the study of comics. New York: Palgrave Macmillan. Brown, J. W. (1977). Comics in the foreign language classroom: Pedagogical perspectives. Foreign Language Annals, 10. Brown, H. D. (1994). Teaching by principles: An inter- active approach to language pedagogy. New Jersey: Prentice Hall Regents. Bruton, A. & Marks, E. A. (2004). Reading texts in instructed L1 and FL reading: Student perceptions and actual selections. Hispania, 87 (4). Carter, J. B. & Evensen, E. A. (2011). Super-powered word study: Teaching words and word parts through comics. Florida: Maupin House. Deasy, R. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership. Eisner, W. (1996). Graphic storytelling and visual narrative. Florida: Poorhouse Press. Fiske, E. (Ed.). (1999). Champions for change: The impact of the arts on learning. Washington, DC: Arts Education Partnership.
 Frey, N., & Fisher, D. (Eds.). (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. California: Corwin Press. Glasgow, J. N. (2002). Radical change in young adult literature informs the multigenre paper. The English Journal, 92 (2).
 Gorman, M. (2003). Getting graphic: Using graphic novels to promote literacy with preteens and teens. Ohio: Linworth Publishing, Inc.
 Horst, M. & Meara, P. (1999). Test of a model for predicting second language lexical growth through reading.The Canadian Modern Language Review/La Revue canadiennne des langues vivantes 56 (2). Jacobs, D. (2007). More than words: Comics as a means of teaching multiple literacies. The English Journal, 96 (3). Jones, E. (2010). The use of comic books style reading material in an EFL extensive reading program: A look at the changes in attitude and motivation to read in English in a Japanese university. Language Education in Asia, 1 (1). Liu, J. (2004). Effects of comic strips on L2 learners’ reading comprehension. TESOL Quarterly, 38 (2). McCloud, S. (1993). Understanding comics: The invisible art. New York: HarperPerennial. Milton, J. (2008). Vocabulary uptake from informal learning tasks. The Language Learning Journal, 36 (2). Monnin, K. (2011). Teaching early reader comics and graphic novels. Florida: Maupin House. Morrison, T., Bryan, G., & Chilcoat, G. (2002). Using student-generated comic books in the classroom. Journal of Adolescent & Adult Literacy, 45 (8). Norton, B. (2003). The motivating power of comic books: Insights from Archie comic readers. The Reading Teacher, 57 (2). Oller, J. W. (1983). Story writing principles and ESL teaching. TESOL Quarterly, 17 (1). Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart & Winston. Rourke, J. (2010). The comic book curriculum: Using comics to enhance learning and life. California: Libraries Unlimited. Samuels, S. J. (1967). Attentional processes in reading: The effect of pictures on the acquisition of reading responses. Journal of Educational Psychology, 58. Schwarz, G. (2006). Expanding literacies through graphic novels. The English Journal, 95 (3). Singer, H., Samuels, S. J., & Spiroff, J. (1974). The effect of pictures and contextual conditions on learning responses to printed words. Reading Research Quarterly, 4. Swain, E. H. (1978). Using comic books to teach reading and language arts. Journal of Reading, 12. Thomas, J. L. (1983). Cartoons and comics in the classroom: A reference for teachers and librarians. Colorado: Libraries Unlimited, Inc. Thorndike, R. L. (1941). Words and the comics. Journal of Experimental Education, 10. Wertham, F. (1954). Seduction of the innocent. New York: Rinehart & Co., Inc. Witty, P. (1941). Children’s interest in reading the comics. Journal of Experimental Education, 10 (2).
Konular Sosyal ve Beşeri Bilimler
Dergi Bölümü Makaleler
Yazarlar

Yazar: Erika Edith Clark
E-posta: eec2147@tc.columbia.edu
Ülke: United States


Bibtex @araştırma makalesi { ijaedu336260, journal = {International E-Journal of Advances in Education}, issn = {}, address = {OCERINT International Organization Center of Academic Research}, year = {2017}, volume = {3}, pages = {298 - 309}, doi = {10.18768/ijaedu.336260}, title = {ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION}, language = {en}, key = {cite}, author = {Clark, Erika Edith} }
APA Clark, E . (2017). ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION. International E-Journal of Advances in Education, 3 (8), 298-309. DOI: 10.18768/ijaedu.336260
MLA Clark, E . "ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION". International E-Journal of Advances in Education 3 (2017): 298-309 <http://ijaedu.ocerintjournals.org/issue/31031/336260>
Chicago Clark, E . "ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION". International E-Journal of Advances in Education 3 (2017): 298-309
RIS TY - JOUR T1 - ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION AU - Erika Edith Clark Y1 - 2017 PY - 2017 N1 - doi: 10.18768/ijaedu.336260 DO - 10.18768/ijaedu.336260 T2 - International E-Journal of Advances in Education JF - Journal JO - JOR SP - 298 EP - 309 VL - 3 IS - 8 SN - -2411-1821 M3 - doi: 10.18768/ijaedu.336260 UR - http://dx.doi.org/10.18768/ijaedu.336260 Y2 - 2017 ER -
EndNote %0 International E-Journal of Advances in Education ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION %A Erika Edith Clark %T ARE COMICS EFFECTIVE MATERIALS FOR TEACHING ELLS? A LITERATURE REVIEW ON GRAPHIC MEDIA FOR L2 INSTRUCTION %D 2017 %J International E-Journal of Advances in Education %P -2411-1821 %V 3 %N 8 %R doi: 10.18768/ijaedu.336260 %U 10.18768/ijaedu.336260