Workshop about using graphic novels in English language teaching. See related website at https://sites.google.com/site/eltwithgraphicnovels/home
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Engaging Students with Graphic Novels
Dr. Deborah Healey American English Institute/Linguistics University of Oregon
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Owly, Trace Effects, Clannad, Asterix the Gaul, Naruto, Tintin, Stargazer There are all kinds of graphic novels… some of these were mine, others are ones you’ll see again
Who’s here?
Introduce yourself to 2 or 3 people around you • Student age/level/type • Number of students in your class • How motivated are your students?
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Group discussion – then polling
What’s another term (or two) for graphic novel?
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How many have read graphic novels? How many have used graphic novels in teaching? Out of curiosity: How many have heard about Trace Effects, the game? Background: The term “graphic novel” has been around for over 35 years, but only recently becoming popular. Some say it’s just a way of making you pay more for a comic book. Others point out possible differences in binding, and that it tends to be a whole story at once rather than an installment of a story. The concept is much older, from the late 1800s according to some – and of course Tintin, from 1943 and Asterix the Gaul from 1961 (some images from my collection)
What’s in a name?
• Graphic novel • Comic book • Manga
Related concepts • Comic strip • Sequential art
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What do you associate with each? Discuss for 5 minutes. Do you have a preference? Are they the same? I’ll be using graphic novel and comic book more or less interchangeably, as in common usage
mage: 'Day 245 - Seize The Carp!' �http://www.flickr.com/photos/12917962@N00/2817161488�Found on flickrcc.net
Age-appropriate Popular
51,482 paperbacks
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Age-appropriate and popular – 132,591 results on Amazon; 51,484 paperbacks Image from www.amazon.com Jan 18, 2014; image from www.barnesandnoble.com January 14, 2014
Conversational language • Too bad we
didn’t catch Rachel.
• Sounds like a plan.
• Let’s keep our eye out for neckties.
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Trace Effects, Chapter 7 Graphic Novel – no subjects a lot of the time, idiomatic language, talking over each other Authentic language in graphic novels for native speakers U.S. Department of State. (2012). Trace Effects Chapter 7 Graphic Novel.
Often not a lot of text
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Not off-putting for lower-level learners; images tell a lot of the story Allan, V. (n.d.). Stargazer, p. 12. Retrieved from http://stargazer.vonallan.com/2012/02/stargazer-ebooks-pdfs-cbrcbz-and.html
Visually rich
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Visuals clarify the actions; engage visual-graphical learners; a picture is worth 1000 words => motivating Lots for teachers to exploit! U.S. Department of State. (2012). Trace Effects Chapter 5 Graphic Novel.
So what can I do with it?
Reading – Intensive and extensive – Pre-reading (activate schema) – During reading (form or fluency) – Post-reading (remembering, analyzing, evaluating) – Colloquial vocabulary and grammar – Colloquial spelling – Onomatopoeia
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Extensive reading for all the reasons we just mentioned – fun, motivating, lowers the affective filter
Writing
– Describe the background and the characters in detail
– Write the story in paragraphs
– Add the motivation of the characters
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Describe the background and characters - adjectives, nouns, adverbs Reconstruct the story – add transitions, cohesive elements; add more details Motivation of the characters – why are they doing this? What does the reader need to know when you can’t see the images? U.S. Department of State. (2012). Trace Effects Chapter 5 Graphic Novel.
Speaking/Listening
• Role-play – Add intonation and expression – Audience: Has the content changed? – Are the characters “right”?
• Pronunciation practice – Wanna, gonna, other conversational forms – Fluency rather than form
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Role-play – they have the dialogue; add intonation and expression – change from the graphic novel to human
Discussion
• Surface level – Enjoyment, story ideas
• Critical thinking – What was surprising? – What more do you “see”? – How is it different from reading text? – What happens with the order?
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David Fay’s article in Forum: Student Storytelling Through Sequential Art
Why is the picture slanted? Why is the top picture so small?
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Allan, V. (n.d.). Stargazer, p. 12. Retrieved from http://stargazer.vonallan.com/2012/02/stargazer-ebooks-pdfs-cbrcbz-and.html
Non-linear text
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Where does the conversation start? U.S. Department of State. (2012). Trace Effects Chapter 2 Graphic Novel.
Tweaking the text
– Bubbles without text – Text without bubbles – Selective deletion – Strips to reassemble
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Not “twerking” Selective deletion of adjectives, prepositions, articles U.S. Department of State. (2012). Trace Effects Chapter 2 Graphic Novel.
Creating…
– Add your own text to images – Add your own images to text – Create a local version of the
story – Personalize the story – Build a story from scratch