Graphic novels, which are closely related to comics and manga/anime, are today a fast growing medium in the U.S. and a new focus in literacy and language education. There is already a broad variety of Graphic Novels and they enjoy great popularity. As Callahan (2009) puts it, this medium is „exciting, with variety, controversy, diversity and literary merit“. Moreover, the topics range from history and wars via politics to civil rights and also personal issues are picked out as central themes, which could serve as a great advantage in the EFL-Classroom.
Additionally, reading is one of the most important skills students need to acquire when they learn a language. Reading comprehension as information processing is a steady act of meaning construction. We are constantly confronted with various reading situations, for example, in every-day life, school, work, leisure or in self-education. Thinking of the question about what can be read, a multitude of reading situations might be enlisted. Here are just a few examples: one can read any kind of book, magazines, newspapers, manuals, subject specific and scientific literature, online-articles, medical instruction leaflets as well as letters and even any signs. Looking at those situations, there are three different functions of reading. First, one might read to get information, for instance, to find out about a specific person by using wikipedia. Second, reading because of psychological-emotional driven intentions, for example, reading a novel that one is interested in. And third, one might read to acquire a foreign language. Anyway, wouldn't it be great to combine at least two of those functions reading a novel in the EFL-Classroom?
Students always try to identify themselves with topics and they are self-motivated if they can deal with things they are interested in and that concern them, but at the same time they need to acquire various competencies in the EFL-Classroom. As Graphic Novels fulfil both criteria from my point of view, this paper wants to enlighten this medium more closely. Therefore, I would like to describe the history of Graphic Novels and the term itself first (chapter 2). The third chapter deals with changing times and changing literacies, followed by my fourth part that takes a closer look onto several advantages of using Graphic Novels in the EFL-Classroom. Finally, I would like to sum up the most important aspects in my conclusion.
Inhaltsverzeichnis
1 Introduction
2 The History and Definition of Comics and Graphic Novels
3 Changing Times and Multiliteracies for the EFL-Classroom
4 Advantages of Using Graphic Novels in the EFL-Classroom
4.1) Motivating learners to read with Graphic Novels
4.2) Developing Critical Literacy with Graphic Novels
4.3) Developing Multimodal Literacy with Graphic Novels
4.4) Developing Functional Literacy with Graphic Novels
5 Conclusion
Zielsetzung & Themen
Die vorliegende Arbeit untersucht das Potenzial von Graphic Novels als modernes und effektives Lehrmedium im Englischunterricht (EFL-Classroom), um die Lesekompetenz von Schülern zu fördern und den Anforderungen an moderne Multiliteracies gerecht zu werden.
- Historische Einordnung und Definition von Comics und Graphic Novels
- Veränderte Anforderungen an Lese- und Medienkompetenz in der modernen Welt
- Förderung der Lesemotivation durch visuelle und narrative Elemente
- Entwicklung von Critical Literacy, Multimodal Literacy und Functional Literacy
Auszug aus dem Buch
4.1) Motivating learners to read with Graphic Novels
Generally, in leisure time one tends to read out of personal interest. In contrast to that, in school, students often read about topics they are not actually interested in. Both situations describe two different intentions for reading: 1) reading because one is interested (intrinsic motivation) and 2) reading because one is forced (extrinsic motivation). As I have already mentioned before (chapter 1), students always try to identify themselves with topics and they are self-motivated if they can deal with things they are interested in or that concern them. Moreover, only intrinsic motivation leads to long-term learning success in school.
Concerning Graphic Novels it can be stated that students and especially the risk group (boys 12-15) are attracted by them. Graphic Novels are more interesting than 'normal' school books, because they are different, funny, exciting, scary and what is most important: they are accessible because of the pictures. Also Gorman (2003: 11) says that Graphic Novels appeal to adolescent readers, because visual messages alongside minimal print help ease frustrations of beginning or struggling readers. The reason for this phenomenon is that the comic strip usually repeats or at least underlines the information presented in the text and therefore, it is easier for students to understand the story. Graphic Novels help students to visualize the text in their heads which encourages them to understand the message. A substantial body of evidence asserts that using graphic novels and comics in the classroom produces effective learning opportunities over a wide range of subjects and benefits various student populations, from hesitant readers to gifted students. (Carter 2007b: 1). They can teach students new perspectives on better grasping plot, character, theme and other story elements through visual cues that aid comprehension.
Zusammenfassung der Kapitel
1 Introduction: Die Einleitung führt in das Medium Graphic Novel ein und begründet deren Relevanz als aktuelles Bildungsmedium zur Förderung von Lesekompetenzen.
2 The History and Definition of Comics and Graphic Novels: Dieses Kapitel liefert eine historische Einordnung sowie die theoretische Definition von Comics und Graphic Novels, inklusive ihrer Abgrenzung zur klassischen Literatur.
3 Changing Times and Multiliteracies for the EFL-Classroom: Hier werden die veränderten Anforderungen an die moderne Sprachbildung und das Konzept der „Multiliteracies“ vor dem Hintergrund einer technologisch geprägten Welt diskutiert.
4 Advantages of Using Graphic Novels in the EFL-Classroom: Dieser Hauptteil analysiert die didaktischen Vorteile von Graphic Novels, insbesondere hinsichtlich Lesemotivation, kritischer Analysefähigkeit und multimodaler Textinterpretation.
5 Conclusion: Das Fazit fasst die Bedeutung von Graphic Novels als wertvolle Ergänzung im Englischunterricht zusammen und betont das Potenzial für die moderne Schulpraxis.
Schlüsselwörter
Graphic Novels, Comics, Englischunterricht, EFL-Classroom, Lesekompetenz, Lesemotivation, Multiliteracies, Multimodale Literalität, Critical Literacy, Funktionale Literalität, Sprachunterricht, Bildungsmedium, visuelles Lernen.
Häufig gestellte Fragen
Worum geht es in der Arbeit grundlegend?
Die Arbeit untersucht den Einsatz von Graphic Novels als Lehrmedium im Englischunterricht zur Steigerung der Lesemotivation und Kompetenzentwicklung.
Welche zentralen Themenfelder werden behandelt?
Die Schwerpunkte liegen auf der Definition des Mediums, den Anforderungen der digitalen Zeit an die Literalität sowie den pädagogischen Vorteilen von Graphic Novels.
Was ist das primäre Ziel der Arbeit?
Das Ziel ist es, den Nutzen von Graphic Novels als ergänzendes Medium aufzuzeigen, um Lernschwierigkeiten zu überwinden und Kompetenzen wie kritisches und multimodales Lesen zu fördern.
Welche wissenschaftliche Methode wird verwendet?
Es handelt sich um eine theoretische Arbeit, die auf Literaturanalyse und der Auswertung aktueller pädagogischer Studien zu Multiliteracies und Lesekompetenz basiert.
Was wird im Hauptteil behandelt?
Der Hauptteil konzentriert sich auf die spezifischen Vorteile: Steigerung der Lesemotivation, Förderung der Critical Literacy, Entwicklung der Multimodal Literacy und der Functional Literacy.
Welche Schlüsselwörter charakterisieren die Arbeit?
Wichtige Begriffe sind Graphic Novels, Lesekompetenz, Multiliteracies, Critical Literacy, Lesemotivation und EFL-Classroom.
Wie unterscheiden Graphic Novels sich laut der Arbeit von traditionellen Schulbüchern?
Sie bieten durch die Kombination von Text und Bild eine höhere Zugänglichkeit, wirken motivierender auf Schüler und erleichtern das Verständnis komplexer Inhalte durch Visualisierungen.
Warum ist das Konzept des "Gutter" für das Verständnis wichtig?
Der "Gutter" ist der Raum zwischen den Panels, der die Vorstellungskraft des Lesers anregt, da er die Einzelbilder im Kopf zu einer zusammenhängenden Idee transformieren muss.
- Arbeit zitieren
- Danielle Ackermann (Autor:in), 2011, Changing Times and Multiliteracy. The Use of Graphic Novels in the EFL-Classroom, München, GRIN Verlag, https://www.grin.com/document/336622
