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The Graphic Novel in the Foreign Language Classroom: A Review Julia Ludewig Binghamton, State University of New York Department of Comparative Literature.

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Präsentation zum Thema: "The Graphic Novel in the Foreign Language Classroom: A Review Julia Ludewig Binghamton, State University of New York Department of Comparative Literature."—  Präsentation transkript:

1 The Graphic Novel in the Foreign Language Classroom: A Review Julia Ludewig Binghamton, State University of New York Department of Comparative Literature 1 Binghamton University‘s 2nd Annual Conference Foreign Language Teaching September 20-21, 2014

2 1.Introduction 2.One text – Many competencies 2.1. Linguistic 2.2. (Inter-)Cultural 2.3. Multimodal 3.Possible Pitfalls 4.Internet Resources 2


4 What is a GN? “sequential art” (Eisner 1985) o long(er) o advanced topics o fleshed-out characters o visually ambitious 4

5 The fun factor authenticity popular culture young adult literature foreign culture/language as attraction 5


7 Reading reading aloud (Ranker 2007) for beginners’ reading comprehension: yes/no-questions (Monnin 2009) vocab building >> vocab lists (David-West 2012) 7

8 8 the hat the fan the hairband inspired by Monnin 2009

9 9 happy joyful sad curious eager bored surprised shocked calm inspired by Davis 1997

10 10 Henseler 2012

11 Writing 11 summaries creative first-person narratives expository papers

12 12 Panknin & Wieland 2012

13 13 The Good Ol’ Reading Log Hermann & Schröter 2012

14 14 First, they take a walk … Then, they talk about … Finally, Jobs agrees to...

15 Präteritum vs. Perfekt 15 war > ist gewesen sah > hat gesehen kamen > sind gekommen lag > hat gelegen inspired by Davis 1997

16 16 tu as >> vous avez ta >> votre inspired by Bridges 2009

17 Speaking 17 read aloud >> practice pronunciation retelling >> use own words special emphasis: dialogue & spoken language

18 18 I’m ain’t ya inspired by Davis 1997

19 19 (Davis 1997)

20 Meta-cognitive/linguistic abilities (Chun 2009) 20 How does language change according to o Situation o Participants o Function o Time o Culture different discourses, registers, different ‘masks’

21 21 Chun 2009


23 23 “An important benefit of graphic novels is that they present alternative views of culture, history, and human life in general in accessible ways, giving voice to minorities and those with diverse viewpoints.” Schwarz 2002: 264

24 24 Reading your own culture rich in cultural stereotypes (Davis 1997, Vanderbeke 2006) o professional stereotypes o family roles o gender roles o …

25 25

26 26

27 27 GN as genre (Bridges 2009) culturally and temporarily remote topics changes in the genre, e.g. growing violence (Vandebeke 2006)

28 28

29 29 Genres within the GN inspired by Bridges 2009

30 30 Reading the ‘other’ culture

31 31 Business Culture Ousselin 1997

32 32

33 33 Immigrants’ experiences

34 34 Kimes-Link & Steininger 2012

35 35 Humor (not so) funny situations pragmatic failures puns


37 37 critical & media literacy “critically engage with and reflect on the politics of […] representations” “link personal experiences with socio- historical and institutional power relations” (Chun 2009 after Morgan and Ramanathan)

38 38 racial profiling and stereotyping African Americans, Latinos compare with other GNs on similar themes

39 39 Multimodality many semiotic codes verbal, visual, aural “Comics are not illustrations of a text, but a certain medium for the combined representation of text and picture. “ (Jüngst 2002)

40 Visual literacy: content read and interpret o gesture, o facial expression, o movement o clothing, o perspective, o typography, o use of color (Templer 2009) 40

41 41 Henseler 2012

42 42 Visual literacy: Panels and Sequences How does the sequence influence meaning? Which clues help the reader to determine a reading order? Why did the artist structure the page this way? How do books employ different sequence patterns?

43 43 Schäfers 2012

44 44 Schäfers 2012

45 45 Kimes-Link & Steininger 2012

46 46 Kimes-Link & Steininger 2012

47 47 ?

48 48 Jaeckel & Süreyya Er 2010

49 visual symbols comics o smell, o movement, o thinking, o sound effects etc. visual grammar partly international, partly culture-specific (Derrick 2008) 49

50 50 Manga iconography

51 Possible Pitfalls 51

52 52 overemphasizing form (Hallet 2012) inaccessible or pricy material (Vanderbeke 2006) abstract language (Vanderbeke 2006) unintelligible humor (Ousselin 1997) patronizing students (Ousselin 1997) ‘interference’ of words and text (Liu 2004) ethnocentricity (Templer 2009)


54 54 parts of speech idioms comics + worksheets

55 55 Create your own comics

56 56 mics.com/comicsedu/re sources/rubric.doc

57 57 Schäfers 2012

58 58 syllabi of existing courses, instructional units, message board

59 Terminology 1102/terms.pdf 59

60 bibliography 60

61 Mainstream comics DC Comics Garfield Comics.com OneManga.me 61

62 Sources Bridges, Elizabeth. “Bridging the Gap: A Literacy-Oriented Approach to Teaching the Graphic Novel Der erste Frühling.” Die Unterrichtspraxis/Teaching German 42.2 (2009): Print. Chun, Christian. “Critical Literacies and Graphic Novels for English-Language Learners: Teaching Maus.” Journal of Adolescent & Adult Literacy 53.2 (2009): 144–153. Print. David-West, Alzo. “Comics, Contractions, and Classics: At the Sign of the Lion in the University EFL Classroom.” The Journal of the Faculty of Foreign Studies. Aichi Prefectural University. Language and Literature 44 (2012): Print. Davis, Randall. “Comics: A Multi-dimensional teaching aid in integrated-skills classes.” ESL-lab, Web. 6 Jul Derrick, Justine. “Using Comics with ESL/EFL Students.” The Internet TESL Journal 11.7 (2008): n.p. Web. 19 Jun Eisner, Will. Comics and Sequential Art. New York: Norton, Print. Hallet, Wolfgang. “Graphic Novels. Literarisches und multiliterales Lernen mit Comic-Romanen.“ Der Fremdsprachliche Unterricht Englisch 117 (2012): 2-9. Print. Henseler, Roswitha. “Story-orientiere Aufgaben zu einer graphic novel stellen.” Der Fremdsprachliche Unterricht Englisch 117 (2012): Print. Hermann, Frank, and Anne Schröter. “Sophisticated Suspense. Fremdverstehen anhand einer graphic novel trainieren.” Der Fremdsprachliche Unterricht Englisch 117 (2012): Print. Jaeckel, Ralph, and Mehmet Süreyya Er. “ Faruk Geç’s A Letter from Germany. An interactive module for self- study and classroom use. Adapted for students of Turkish.” CIS University of Chicago, n.d. Web. 15 Septemeber 2014.

63 Sources (ctd.) Jüngst, Heike. “ Textsortenrealisierung im Comic-Format. Comics zum Fremdsprachenlernen." Lebende Sprachen 47 (2002): 1-6. Print. Kimes-Link, Ann, and Ivo Steininger. “American Born Chinese. Sich anhand einer graphic novel mit dem Leben zwischen zwei Kulturen auseinandersetzen.” Der Fremdsprachliche Unterricht Englisch 117 (2012): Print. Liu, Jun. “Effects of comic strips on L2 learners’ reading comprehension.” TESOL Quarterly 38.2 (2004): Print. Monnin, Katie. Teaching Graphic Novels. Practical Strategies for the Secondary ELA Classroom. Gainsville: Maupin House, Print. Ousselin, Edward. “Ils sont frais, mes menhirs”: Comic strips in the business French class. Journal of Language for International Business, 8.2 (1997): Print. Panknin, Christian, and Björn Wieland. “Let’s get outta here. Die Handlung einer graphic novel nachvollziehen.” Der Fremdsprachliche Unterricht Englisch 117 (2012): Print. Ranker, Jason. “Using comic books as read-alouds: Insights on reading instruction from an English as a second language classroom. The Reading Teacher, 61.4: Print. Schäfers, Monika. “This is not a diary. Narrative Strategien von grafischer Literatur untersuchen.” Der Fremdsprachliche Unterricht Englisch 117 (2012): Print. Schwarz, Gretchen. “Graphic novels for multiple literacies.” Journal of Adolescent & Adult Literacy 46 (2002): Print. Templer 2009 in Humanising Language Teaching 11; Issue 3; Vanderbeke, Dirk. “Comics and graphic novels in the classroom.” Cultural Studies in the EFL Classroom. Ed. Werner Delanoy, and Laurenz Volkmann. Heidelberg, Winter Print. 63

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