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

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Recine 46 Muslim superhero comic The 99 is internationally distributed, with a message that Islam possesses “values shared by the entire world” (“About Us”). With their ties to international popular culture, global politics, and world religions, comics are turned to by many people who want to glimpse into another culture or get a feel for a different language. Comics have certainly proven useful in out-of-school cross-cultural learning among for many individuals who find themselves faced with a new language and culture. Manas Sanyal, an Indian migrant to the American Midwest, reports that comics were instrumental in his cultural and linguistic adjustment. As a child in his home country, Manas and his peers learned English from English language editions of Tintin, Asterix, and locally created comics published by Amar Chitra Katha Media (M. Sanyal, personal communication, April 13, 2012). Ingeborg Wie Henriksen, a Norwegian national who studied in America and currently works as a teacher in Oslo, credits American comics not only for her English proficiency but also for her knowledge of and interest in American culture, a knowledge she shares with her students (I. Wie Henricksen, personal communication, October 31, 2011). Alex Hatheway, a bilingual instructor of ESL/EFL who teaches international students in the U.S., used Mandarin language comics to help himself learn Chinese during his years in China and Taiwan (A. Hatheway, personal communication, July 16, 2012). Erik Meyer, a bilingual substitute teacher who currently works with ESL/EFL students in the North Dakota’s public schools, also used comics to create a social and linguistic bridge between himself and his students. He turned to Walter Moer’s popular German language comic book series Das kleine Arschloch as he acclimated to German culture and language while he taught EFL in Germany (E. Meyer, personal communication, January 28, 2011). I myself have learned much about Korean language and culture by reading “Tiger the Long Tail,” a Korean language fantasy comic and “Nawi Manhwa Yusan Dapsagi,” a Korean language graphic novel series designed to educate readers about local geography and history.
Recine 47 3.2. TESOL Professionals’ Resources for Effective Comics Use Noting the use of comics by so many cross-cultural communicators and learners, TESOL professionals have come to regard comics as a useful tool. Stephen Krashen, one of the more prominent researchers in modern TESOL scholarship, offers personal testimonials on the usefulness of comics in language learning, creating a list of anecdotes similar to mine in 3.1. Building on anecdotal evidence for TESOL comics pedagogy, Krashen actively promotes comics as an important TESOL tool (The Power of Reading 106-109). Stephen Cary, author of the TESOL comics pedagogy book Going Graphic: Comics at Work in the Multilingual Classroom, showcases his own list of anecdotes from students and teachers alike who see comics as a useful tool in TESOL (5). Bonnie Norton, a Vancouverbased TESOL researcher, is generating ongoing TESOL comics pedagogy of her own and indexes the emerging comics-related work of other TESOL researchers (Norton & Vanderheyden 203-207). As teacher interest in TESOL comics pedagogy has grown, governmental support systems for teachers of ESL/EFL have responded, generating resources for this subiscipline. Supports vary in scope and depth and occur on the international, national, and regional level. The most visible international governmental resource for instructors of ESL/EFL who want to use comics in their classrooms is the “Educomics Project,” a joint effort by Greece, Cyprus, Italy, Spain and the U.K. to promote comics use in many areas of education, including TESOL. This project is directly sponsored by the European Union and publicly provides advice, sample lesson plans, and research findings to ESL/EFL teachers (“Comenius”). The United Nations also supports TESOL comics pedagogy through the United Nations Educational, Scientific and Cultural Organization (UNESCO). UNESCO has conducted and published studies that touch on the use of comics in TESOL settings in non-English speaking countries such as Senegal (Montagnes 4), Romania (Alexandru), and Myanmar (Middelborg 21). In addition, UNESCO endorses the use of comics in language education in its 2005 international teachers’ guide (N’Namdi 9). The Commonwealth of Nations, a collective of former British colonial countries, offers more specific
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 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: Recine 45 integral to the professio
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
Page 95 and 96: Recine 91 reinterpret. Similar expl
Page 97 and 98: Recine 93 Fig. 4.3.6. A political c
Page 99 and 100: 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
Page 159 and 160:
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
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Recine 173 Wildman, George, and Kar
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