Images of Struggle: Teaching Human Rights with Graphic Novels

Carano, Kenneth T.; Clabough, Jeremiah

doi:10.1080/00377996.2015.1094723

Cited by 19 publications

(9 citation statements)

References 7 publications

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“…Visuals accompanying texts can provide clues that shed light on the meaning of an unfamiliar word or grammatical structure" (Krashen, 1989, p. 402). Carano and Clabough, (2016) suggest that "most graphic novels contain rich and accurate content material about a topic" (p. 14), which may have facilitative effect on the comprehension of the information presented in the text. In other words, a marriage or harmony between visuals and texts through the use of graphic novels may, therefore, help language learners to increase the comprehension of information presented in the text.…”

Section: Benefits Of Using the Graphic Novelmentioning

confidence: 99%

Teaching Vocabulary with Graphic Novels

Başal¹,

Aytan²,

Demir³

2016

ELT

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Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. The most frequent and useful forty figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) were used in a script and the script was converted to a graphic novel with the use of a computer software. The results revealed that participants in the experimental group who had learned idioms through the graphic novel performed significantly better on the post-test, indicating the efficiency of the graphic novel in vocabulary teaching. The study also offers recommendations for the use of graphic novels in the teaching of vocabulary.

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Section: Benefits Of Using the Graphic Novelmentioning

confidence: 99%

Teaching Vocabulary with Graphic Novels

Başal¹,

Aytan²,

Demir³

2016

ELT

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“…With respect to the teaching of graphic novels, various studies that promote the use of graphic novels in education have intensely emphasised the significance of a balance between visual imagery and written words so that comprehension can be attained (Brozo, Moorman & Meyer 2013, Cakir 2015, Carano & Clabough 2016, Murukami & Bryce 2009). Basal et al (2016) also emphasised that "the quality of illustrations as well as how they are used in relation with the text are among the several criteria which determine their effectiveness in the language classroom" (p. 526).…”

Section: Discussionmentioning

confidence: 99%

Teacher Trainees’ Perspectives of Teaching Graphic Novels to ESL Primary Schoolers

Yusof

Lazim

Salehuddin

2017

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“…As multimodal texts, graphic novels are of high interest to students because they engage sensitive and difficult topics through visual art and the written word (Carano and Clabough 2016;Decker and Castro 2012). This dynamism captures reader attention and can engender an emotive response and critical thinking (Cook and Kirchoff 2017).…”

Section: Religious Literacy Through Graphic Novelsmentioning

confidence: 99%

Teaching Jihad: Developing Religious Literacy through Graphic Novels

et al. 2020

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This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims’ extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly, this critical content analysis explored the depiction of jihad in three graphic novel memoirs, an increasingly popular medium of instruction in secondary classrooms. Our analysis identified three forms of jihad conveyed through the graphic novels, specifically: jihad for education, jihad for gender justice, and jihad for identity. These representations provide robust counternarratives and suggest the value of teaching religious concepts through graphic novels as a way to develop deeper understandings and counter misinformation. The article concludes with six recommendations for educators to consider when teaching religious content through contemporary graphic novels.

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Images of Struggle: Teaching Human Rights with Graphic Novels

Cited by 19 publications

References 7 publications

Teaching Vocabulary with Graphic Novels

Teaching Vocabulary with Graphic Novels

Teacher Trainees’ Perspectives of Teaching Graphic Novels to ESL Primary Schoolers

Teaching Jihad: Developing Religious Literacy through Graphic Novels

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