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

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Recine 40 Fig. 2.5.2. Beetle Bailey, by Mort Walker (Walker “Beetle”). © King Features syndicate. Used with permission. Fig. 2.5.3. A grammar worksheet in comic strip form.
Recine 41 Fig. 2.5.4. A TOEFL preparation comic that I designed, based on student input. less of a focus and I am simply trying to maximize my students’ comfort with the reading material as they struggle to learn a new language, I will often use comics associated with the regional styles of the students’ home cultures. In these cases, when teaching Asian students I am likely to use Japanese comics, which stylistically exemplify Asian cartooning conventions. In similar interactions with European ESL/EFL learners, I frequently use English language translations of the Francophone comics Asterix and Tintin, two series that are strongly symbolic of European cartooning and European popular culture. I have often seen my students’ eyes light up when presented with a comic strip or cartooning style associated with the comforts of their home language and culture, and I have found that such
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 and 16: Recine 11 2. The Definition of Comi
Page 17 and 18: Recine 13 Fig. 2.1.3. A photo colla
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: Recine 39 language needs (fig. 2.5.
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
Page 67 and 68: Recine 63 teachers not only find co
Page 69 and 70: 4. Maximizing the Effectiveness of
Page 71 and 72: Recine 67 Fig. 4.1.2. Ancient cave
Page 73 and 74: Recine 69 Fig. 4.1.4. Mesoamerican
Page 75 and 76: Recine 71 Fig. 4.1.7. A comic strip
Page 77 and 78: Recine 73 Fig. 4.1.8. Ninrteenth ce
Page 79 and 80: Recine 75 successor, picture writin
Page 81 and 82: Recine 77 4.2. Constructivism and t
Page 83 and 84: Recine 79 Fig. 4.2.3. Sequences fro
Page 85 and 86: Recine 81 by onomatopoeias, lexical
Page 87 and 88: Recine 83 Fig. 4.2.8. An educationa
Page 89 and 90: Recine 85 While constructivism was
Page 91 and 92: Recine 87 say that the human abilit
Page 93 and 94: 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
Page 109 and 110:
Recine 105 W. Howard Levie compiles
Page 111 and 112:
Recine 107 that may seem distinct a
Page 113 and 114:
Recine 109 of visual distinctness,
Page 115 and 116:
Recine 111 and have greater utility
Page 117 and 118:
Recine 113 Fig. 5.1.8. Instructions
Page 119 and 120:
Recine 115 Goldsmith groups the vis
Page 121 and 122:
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
Page 131 and 132:
Recine 127 input. Per Krashen, the
Page 133 and 134:
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
Page 139 and 140:
Recine 135 Fig. 5.4.5. Splash panel
Page 141 and 142:
Fig. 5.4.7. Page 13 of “Creekbed
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Fig. 5.4.9. A comic strip I designe
Page 145 and 146:
Recine 141 Fig. 5.4.11. An alcohol
Page 147 and 148:
Recine 143 advanced section of this
Page 149 and 150:
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
Page 159 and 160:
Recine 155 Bibliography Abel, Jessi
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Recine 157 Bousquet, Mark. "In Defe
Page 163 and 164:
Recine 159 Reading Association & NC
Page 165 and 166:
Recine 161 Frost, Ram. “Orthograp
Page 167 and 168:
Recine 163 Ibrahim, Mohammed. “Tr
Page 169 and 170:
Recine 165 U.S. Fish & Wildlife Ser
Page 171 and 172:
Recine 167 2005. Web. 5 Sep. 2012.
Page 173 and 174:
Recine 169 Web. 13 Oct. 2012. Retal
Page 175 and 176:
Recine 171 Web. 06 Oct. 2012. “St
Page 177:
Recine 173 Wildman, George, and Kar
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