Using&Comics&in&the&English&...
Transcript of Using&Comics&in&the&English&...
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Using Comics in the English Language Classroom
James Whi6ng, Ph.D.
Plymouth State University, New Hampshire
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Ques6ons
• Do you like comics? • Have you used comics in your own classroom?
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Outline of Presenta6on
• Why Use Comics
• Classroom Uses
• Pragma6c Intelligence
• Cultural Competence
• Assessment
• Resources
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Why Use Comics: Affect
• Fun – Similar to using games or music – Posi6vely impacts mo6va6on – Lowers affec6ve filter
• Allows for crea6vity – with language and art
• Target-‐language culture
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Why Use Comics: Language
• Higher levels of linguis6c competence – pragma6c intelligence
• Expandable – role plays, wri6ng, etc.
• Small chunks of language
• Grammar and vocabulary in context
– Par6cularly good for colloquial language and register
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Why Use Comics: Pedagogy
• Promotes target language through student-‐ centered work
• Nego6a6on of meaning: target-‐language prac6ce through groupwork
• Promotes use of higher-‐level thinking skills – Analysis (comparing two panels) and Synthesis (crea6ng a comic) in Bloom’s Taxonomy
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Vocabulary & Grammar
• In context • Accompanied by visual support – Visuals promote meaning
• Colloquial language • Idioma6c speech • Reduced speech • Slang
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Vocabulary and Grammar Cloze Ac6vi6es
• Excellent way to highlight or prac6ce specific grammar or vocabulary items
• Remove words from one or more panels – Connected to specific grammar and/or vocabulary being taught
– Advanced levels: remove a sentence or group of words
– Less-‐advanced students: provide choices of poten6al words
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Fill in the three blanks with appropriate vocabulary
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Garfield Vocabulary Cloze
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Grammar in Context
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Calvin and Hobbes: Grammar in Context
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Class Ac6vi6es: Jigsaw
• Cut comic strip apart
• Ask students to put it back in “correct” order • Student jus6fy their ordering – Higher-‐level thinking skills (Analysis, Evalua6on, Synthesis)
• Promotes reading and vocabulary skills
• Sequencing • Use of target language if done in groups – Nego6a6on of meaning
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Jigsaw Put the Comic in the Correct Order
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Jigsaw
3 4 2 1
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Jigsaw Varia6on
• Varia6on for more advanced students – Each student gets one part of a comic and describes it to their groupmates but does not show it
– Aeer members describes their sec6on, the group, s6ll without looking, agree on the sequence
– Promotes directed target-‐language usage – student-‐directed speech with visual guide
– Can be done with comics that have only images, or with images and words
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Classroom Ac6vi6es
• Remove one character’s dialogue from a panel
• Students fill in this bubble – Can be done individually, in pairs, or as a group
• Can promote pragma6c intelligence – Appropriate response
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Fill in the Blank
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Calvin and Hobbes
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Pragma6c Intelligence
• Comics can promote the acquisi6on of L2 pragma6c intelligence as students discuss “appropriate” responses
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Pragma0c Intelligence: Politeness & Sarcasm
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Pragma0c Intelligence: Politeness & Sarcasm
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Pragma0c Intelligence
• What makes the previous slide funny, or not?
– Unexpected response, outcome or behavior
• Higher-‐level thinking skills (Analysis and Evalua6on)
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Classroom Ac6vi6es: Sequencing & Predic6on
• Give students a sequen6al comic strip with a panel missing
• Ask them to write the missing panel
• Can be done in a group to promote target-‐language use
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Sequencing and Predic0on
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Sequencing and Predic0on
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Added Panel: Sequencing and Predic6on
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Target-‐Language Culture
• Comics offer way to bring in target-‐language culture – Comics are oeen culturally contextualized
• Opportuni6es for collabora6on with other content-‐area teachers
• Editorial cartoons for higher-‐level students
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Target-‐Language Culture
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Target-‐Language Culture
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Classroom Ac6vi6es: Student-‐generated comics
• Students draw and write their own comics – A childhood memory, for example
• Small group or pairs write and draw together – Retell a story, visually, that they have read
– Students work in illustrator-‐writer pairs
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Student-‐Generated Comics, part II
• Students act out the comic
• Retelling a comic – with and without the visual aid of the strip
– Compare the retelling with the actual comic
• Predic6on skills – what’s coming next, aeer the last panel
– Nego6a6ng this with partners
– Wri6ng out and/or drawing the predic6ons
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Why Use Comics: Four Skills • Comics can help develop improved skills in:
– Reading – oeen small chunks of language
– Listening • Listening to themselves, their classmates and teacher read and discuss a comic
– Speaking • Reading the comic aloud, ac6ng the comic out, discussing and explaining
– Wri6ng • Wri6ng their own comics, finishing exis6ng comics
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Why Use Comics: Print Literacy
• Sequencing lee to right
• Thought bubble, dialog bubble, onomatopeia
• Punctua6on marks
• Italicizing, boldfacing, underlining, fonts, etc.
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Assessment
• Oral assessment
– Look at comic and explain what you see (also past and future) – no reading or wri6ng – needs to be a comic without text
• Listening (dicta6on)
• Focused wrifen assessments
– Cloze for grammar or vocabulary
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Adaptable for varying ages and
abili6es • Wordless books (add dialogue and text)
• Cartoons – Single panel – Mul6ple panel
• Follow a daily comic strip in class • Comic books • Graphic novels • Anima6on and gifs
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Advantages Summarized
• Fun, interes6ng and mo6va6ng for students
• Opportuni6es to incorporate target-‐language culture and pragma6c intelligence
• Student-‐directed and student-‐centered
• Real world and authen6c language
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Advantages Summarized • Promotes – L2 nego6a6on and communica6on
– All four skills – Crea6vity – Independence of thought – Diversity of opinion – Higher-‐level thinking skills
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Poten6al Drawbacks
• Not perceived as serious – Pushback from parents, administra6on, colleagues, or students themselves
• Requires buy-‐in
• Others?
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Resources
• Make Beliefs Comix – hfp://www.makebeliefscomix.com/
• Associa6on of American Editorial Cartoonists – hfp://nieonline.com/aaec/cec.cfm
• New Yorker Cap6on Contest – hfp://contest.newyorker.com/
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Make Beliefs Comix
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Make Beliefs Comix
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Associa6on of American Editorial Cartoonists
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New Yorker Cap6on Contest
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New Yorker Cap6on Contest
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Selected Literature
• Brown, J. W. (1977). Comics in the foreign language classroom: Pedagogical perspec6ves. Foreign Language Annals, 10(1), 18-‐25.
• Cary, S. (2004). Going graphic: Comics at work in the mul6lingual classroom. Portsmouth, NH: Heinemann.
• Chiasson, P. E. (2002). Using humour in the second language classroom. The Internet TESL Journal, 8(3).
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Literature
• Graham, S. (2011). Comics in the Classroom: Something to Be Taken Seriously. Language Educa6on.
• Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. TESOL quarterly, 38(2), 225-‐243.
• Mollica, A. (1976). Cartoons in the Language Classroom. Canadian Modern Language Review, 32(4), 424-‐444.
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Using Comics in the English Language Classroom
James Whi6ng, Ph.D.
Plymouth State University, New Hampshire