Comics Aren't Just For Fun Anymore: The Practical Use of Comics ...

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Recine 12 textual analysis of the nature of comics as a TESOL instrument. Fig. 2.1.1. Excerpt from my comic “The Magic Flying Monkey”. Fig. 2.1.2. An illustrated grammar lesson. 2.2. The Definition of Comics in Current TESOL and Linguistics Literature Some linguists and language instructors take a prescriptive approach when defining and characterizing the English language (Pinker). A prescriptive definition of a language’s grammar explains how a language should be used, according to prevailing notions of propriety. These notions of “proper” grammar are often set by a society’s educated upper class rather than by the general public of a language speaking community (Canada). Prescriptive definitions of North American English grammar include a ban on double negatives, as seen in the sentence “I didn’t say nothing to nobody.” Other rules
Recine 13 Fig. 2.1.3. A photo collage from the South Korean national curriculum (Park “Book 1” 95; “Teach and Learn”). Public domain. include never ending a sentence with a preposition, a rule broken in the sentence “These are the times we live in,” and never beginning a sentence with and, as seen in the question “And then what happened?” Although the three examples above are all comprehensible to the average English language user, from a prescriptive perspective, they are not true instances of the English language. In modern times, prescriptive characterizations of grammar are viewed by many scholars as arbitrary and limiting. Prescriptive parameters for language have gone out of vogue in favor of definitions that reflect the structure of language in actual usage. Modern TESOL professionals tend to embrace more flexible descriptive grammars defined by that can vary geographically and fluctuate
Page 1 and 2: Comics Aren’t Just For Fun Anymor
Page 3 and 4: Recine I Table of Contents 1. Intro
Page 5 and 6: Recine 1 1. Introduction 1.1. The P
Page 7 and 8: Recine 3 Fig. 1.1.2. Left: Sample f
Page 9 and 10: Recine 5 1.2. Some Apparent Advanta
Page 11 and 12: Recine 7 instruction. Clearly, comi
Page 13 and 14: Recine 9 highlight one aspect of TE
Page 15: Recine 11 2. The Definition of Comi
Page 19 and 20: Recine 15 teachers have actively em
Page 21 and 22: Recine 17 Fig. 2.2.2. Lions, Tigers
Page 23 and 24: Recine 19 as the primary or sole me
Page 25 and 26: Recine 21 Fig. 2.2.7. From left to
Page 27 and 28: Recine 23 Fig. 2.2.9. Journey: The
Page 29 and 30: Recine 25 variation of line widths
Page 31 and 32: Recine 27 Fig. 2.2.14. The cover im
Page 33 and 34: Recine 29 TESOL, the comics scholar
Page 35 and 36: Recine 31 Fig. 2.3.2. The See With
Page 37 and 38: Recine 33 language from another is
Page 39 and 40: Recine 35 identify mediums that are
Page 41 and 42: Recine 37 know their options and ma
Page 43 and 44: Recine 39 language needs (fig. 2.5.
Page 45 and 46: Recine 41 Fig. 2.5.4. A TOEFL prepa
Page 47 and 48: Recine 43 condescending. TESOL prof
Page 49 and 50: Recine 45 integral to the professio
Page 51 and 52: Recine 47 3.2. TESOL Professionals
Page 53 and 54: Recine 49 (“Peabody”), North Ca
Page 55 and 56: Recine 51 Fig. 3.2.2. Make Beliefs
Page 57 and 58: Recine 53 focus on extensive readin
Page 59 and 60: Recine 55 Fig. 3.3.1. An out-of-seq
Page 61 and 62: Recine 57 activities, my engagement
Page 63 and 64: Recine 59 proficiency students and
Page 65 and 66: Recine 61 Fig. 3.4.3. Sample from m
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Recine 63 teachers not only find co
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4. Maximizing the Effectiveness of
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Recine 67 Fig. 4.1.2. Ancient cave
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Recine 69 Fig. 4.1.4. Mesoamerican
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Recine 71 Fig. 4.1.7. A comic strip
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Recine 73 Fig. 4.1.8. Ninrteenth ce
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Recine 75 successor, picture writin
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Recine 77 4.2. Constructivism and t
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Recine 79 Fig. 4.2.3. Sequences fro
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Recine 81 by onomatopoeias, lexical
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Recine 83 Fig. 4.2.8. An educationa
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Recine 85 While constructivism was
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Recine 87 say that the human abilit
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Recine 89 Fig. 4.3.1. Timbertoes Co
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Recine 91 reinterpret. Similar expl
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Recine 93 Fig. 4.3.6. A political c
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Recine 95 similar children’s comi
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Recine 97 Fig. 4.4.2. A simply draw
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Recine 99 mindful of the fact that
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Recine 101 simplified or highly car
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Recine 103 5. Maximizing the Effect
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Recine 105 W. Howard Levie compiles
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Recine 107 that may seem distinct a
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Recine 109 of visual distinctness,
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Recine 111 and have greater utility
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Recine 113 Fig. 5.1.8. Instructions
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Recine 115 Goldsmith groups the vis
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Recine 117 visual cohesiveness and
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Recine 119 these areas, teachers wo
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Recine 121 When selecting comics, c
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Recine 123 found to promote memory
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Recine 125 Fig. 5.2.1. A comic stri
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Recine 127 input. Per Krashen, the
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Recine 129 In short, while comics c
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Recine 131 look like in comparison
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Recine 133 verbalize about in a var
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Recine 135 Fig. 5.4.5. Splash panel
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Fig. 5.4.7. Page 13 of “Creekbed
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Fig. 5.4.9. A comic strip I designe
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Recine 141 Fig. 5.4.11. An alcohol
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Recine 143 advanced section of this
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Recine 145 with European learners,
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Recine 147 of the narrative or mess
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Recine 149 can build on TESOL comic
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Recine 151 classroom, even if they
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Recine 153 be rare to find a comic
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Recine 155 Bibliography Abel, Jessi
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Recine 157 Bousquet, Mark. "In Defe
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Recine 159 Reading Association & NC
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Recine 161 Frost, Ram. “Orthograp
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Recine 163 Ibrahim, Mohammed. “Tr
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Recine 165 U.S. Fish & Wildlife Ser
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Recine 167 2005. Web. 5 Sep. 2012.
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Recine 169 Web. 13 Oct. 2012. Retal
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Recine 171 Web. 06 Oct. 2012. “St
Page 177:
Recine 173 Wildman, George, and Kar
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Comics Aren't Just For Fun Anymore: The Practical Use of Comics ...

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