In the following chapters definitions and a short scientific reflection on graphic novels are provided, as well as the research study poster and the book presentation which were conducted in the seminar.
Graphic novels – a term that is used diligently by educators, teachers, parents and their children in recent years. It is indisputable that graphic novels have an increasing fan base. One can find graphic novel supporters advocating the use of it as a new text format in the classroom and opponents who are taking a skeptical view towards graphic novels. I personally have never been a fan of comics or graphic novels, because I never really got in touch with them during my school career. "Graphic Novels and Research" was the second seminar about graphic novels I attended at university to enhance my knowledge and especially on how to use comics in the EFL classroom.
Graphic novels do not necessarily need text to be understood, the reader can freely interpret and analyze what the depicted story means to him. In the EFL classroom graphic novels should be used more often and well-considered, because students are animated to think about the content from another point of view. Some topics might be about sociology, history, gender or culture, many of those topics might be easier understood if adapted as a graphic novel. Students improve their reading competence, transcultural competence and their visual literacy. Hence, graphic novels are a creative, visualized way of approaching and teaching in the EFL classroom.
Table of Contents
1. Introduction
2. Definition of “Graphic Novels”
3. Research Study Poster
4. Book Presentation
5. Scientific Reflection of Graphic Novels in the EFL classroom
5.1 Advantages of Using Graphic Novels in the EFL classroom
5.2 Challenges of Using Graphic Novels in the EFL classroom
5.3 Motivating Learners for Reading Graphic Novels
6. Seminar Reflection
7. Bibliography
Research Objectives & Key Themes
This paper explores the integration of graphic novels into the English as a Foreign Language (EFL) classroom, aiming to assess their potential in fostering reading motivation, literacy, and transcultural competence among students. It addresses the pedagogical challenges and opportunities associated with this medium while investigating student perceptions and the teacher's role in curriculum implementation.
- Theoretical definitions and pedagogical value of graphic novels.
- Methods for quantitative research on student reading motivation.
- Benefits of graphic novels for various types of learners (struggling, reluctant, and advanced).
- Overcoming implementation challenges such as material selection and funding.
- Reflective analysis of graphic novel integration within the modern educational framework.
Excerpt from the Book
5.1 Advantages of Using Graphic Novels in the EFL classroom
The main task of teachers is to prepare their students for their future lives in society. Technological innovations have started to change today's society, and with this, people's discourse behavior is changing, too. This is why a new term is established in order to define our new generation of students: Digital natives. Just as a native speaker who knows his mother tongue with cultural aspects and is able to speak fluently like no other language, a digital native has, in a figurative sense, his home in the digital world of modern information technology (cf. Spitzer 2014: 205). This change of students is important for teachers to know, because the educational system has to adapt to the students’ needs.
Students read more and more non-print texts containing visual support in form of images, so reading has become a “hybrid textual-visual experience” (Tabachnick 2010: 4). Due to the ongoing changes in people's behavior, traditional literacy taught in German classrooms does not meet society's requirements anymore (cf. Elsner & Viebrock 2013: 18ff.). Therefore, the teachers of this generation need to take these technological changes into consideration when planning their teaching aims. As Elsner and Viebrock state, teachers need to ask themselves “What should pupils learn in a foreign language in order to become active citizens who take part in (...) multilingual, multimodal, and global discourses?” (2013: 19). Students ideally need to be multiliterate, having developed functional, mulitmodal, visual and digital literacies, critical thinking and transcultural awareness (cf. ibid.).
Chapter Summaries
1. Introduction: Introduces the topic of graphic novels in education, providing an overview of the shifting perception of the medium and the author’s personal motivation for exploring it in the EFL context.
2. Definition of “Graphic Novels”: Examines various definitions of graphic novels and sequential art, highlighting the lack of a singular, universally accepted definition in current academic discourse.
3. Research Study Poster: Details a group project focused on measuring student motivation to read graphic novels, including the research design, participant demographics, and methodology.
4. Book Presentation: Provides a critical assessment of the graphic novel Flink by Doug TenNapel, discussing its suitability for different age groups and its potential application in the classroom.
5. Scientific Reflection of Graphic Novels in the EFL classroom: Analyzes the pedagogical impact of graphic novels, detailing their specific advantages for diverse learner types, the challenges of integration, and strategies for boosting student motivation.
6. Seminar Reflection: Reflects on the author’s personal learning process during the university seminar and discusses future goals for implementing graphic novels in their own teaching practice.
7. Bibliography: Lists all academic sources and teaching materials referenced throughout the term paper.
Keywords
Graphic Novels, EFL Classroom, Reading Motivation, Multimodal Literacy, Digital Natives, Intercultural Competence, Pedagogy, Sequential Art, Visual Literacy, Teaching Methods, Student Engagement, Educational Research, Classroom Integration, Language Acquisition, Comics.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines the integration of graphic novels as a legitimate and effective teaching tool within the English as a Foreign Language (EFL) classroom, focusing on their benefits for modern students.
What are the central themes of the work?
The central themes include reading motivation, the development of multimodal literacy, the role of graphic novels in fostering critical thinking, and the practical challenges of classroom implementation.
What is the core research question?
The research is driven by the question: "Is there any motivation for students to read graphic novels?" and whether they are more attractive to read than traditional novels due to their visual nature.
Which scientific method is utilized?
The paper outlines a quantitative research approach, utilizing surveys and questionnaires to collect statistical data regarding student reading habits and preferences.
What does the main body of the paper cover?
It covers theoretical definitions, a specific case study (research poster), a critical book presentation, a thorough reflection on the advantages and challenges of graphic novels, and motivation strategies.
Which keywords best describe the paper?
Key terms include Graphic Novels, EFL Classroom, Reading Motivation, Multimodal Literacy, Digital Natives, and Intercultural Competence.
Why does the author consider Flink unsuitable for older students?
The author argues that Flink's black-and-white art, sparse dialogue, and condensed storyline lack the depth required to keep older teenagers engaged, suggesting it is better suited for younger learners.
How does the author propose funding for graphic novel collections?
Suggestions include requesting financial support from the Parent-Teacher Association (PTA) or hosting a "Graphic Reading Night" to raise funds from the community.
What is the "Triangle of Reading"?
The "Triangle of Reading" is a conceptual model referenced in the text that highlights the intersection of reading literacy, reading socialization, and reading motivation as essential components for student success.
- Quote paper
- Nicky Jan (Author), 2017, Challenges and Advantages of Graphic Novels in the Classroom, Munich, GRIN Verlag, https://www.grin.com/document/488869
