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TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
TESOL 2010 Boston: Presentation
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TESOL 2010 Boston: Presentation

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Carrigan, T. and Viscardi, A. Pictures (and Words) Speak Louder: Using Graphic Novels in the ELL Classroom. TESOL: 26 March 2010.

Carrigan, T. and Viscardi, A. Pictures (and Words) Speak Louder: Using Graphic Novels in the ELL Classroom. TESOL: 26 March 2010.

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  • 1. Pictures (and Words) Speak Louder: Graphic Novels in the ELL Classroom TESOL 2010 Tom Carrigan, Library/Media Specialist Adrienne Viscardi, Coordinator of ESL Bedford Central School District Bedford, New York
  • 2. The graphic novel: Why and how Curricular value Classroom application
  • 3. Bedford Central School District, grades 6-12 8% Identified English Language Learners 21% Hispanic 6% African-American
  • 4. Collaborative Process ESL Coordinator and Library/Media Specialist Summer reading and research Conferences and workshops Classroom instruction Faculty book study
  • 5. Comics Juvenile delinquency McCarthy hearings Comics code “Ghettoization”
  • 6. Comics Adolescents who read comics are more likely to become serious readers (Krashen, 2004) Comics appeal to different cultures (Cary, 2004)
  • 7. Key Factors in Literacy Development for Adolescents Identity Engagement Motivation (Short and Fitzsimmons, 2007)
  • 8. Dilemma in Adolescent Literacy Prototypical human practices and conditions Varied, specialized text structures and complex literary elements Inter-textual links to prior knowledge (Lee and Spratley, 2010)
  • 9. Elements of effective adolescent literacy programs Diverse texts Motivation and self-directed learning Text-based collaborative learning Effective instructional principles embedded in content Direct, explicit comprehension instruction (Biancarosa and Snow, 2006)
  • 10. What we know about ELLs ELLs have limited and varied background knowledge Cognitive ability differs from linguistic proficiency Advanced ELLs understand 85-90% of the words in text (O’Keefe et al., 2007)
  • 11. What is a graphic novel? “A book-length sequential art narrative featuring an anthology-style collection of comic art, a collection of reprinted comic book issues comprising a single story line, or an original, stand-alone narrative” (Carter, 2007)
  • 12. Art Spiegelman’s Maus Published in 1986 Won Pulitzer Prize in 1992 Guggenheim Fellowship Nominated for National Book Critics Circle Award
  • 13. Excerpts from Maus by Art Spiegelman
  • 14. How do you read a graphic novel? Text features of a novel Storyline entirely illustrated in panels
  • 15. Variety within the form Manga Classics: Adapted and unabridged Comics journalism Original narrative
  • 16. Instructional benefits Appeals to multiple learning styles Encourages struggling readers – Visual scaffold – Sense of accomplishment Promotes wide reading (Krashen, 2004)
  • 17. Instructional benefits Provides vehicle for discussion of other texts and issues Increases accessibility of unfamiliar settings and themes Promotes heterogeneous grouping Facilitates differentiated instruction
  • 18. Promising applications English courses ESL courses Social Studies courses Building-wide text
  • 19. Promising applications Pairing graphic novel and other genre Models for integration of art and writing
  • 20. American Born Chinese National Book Award Finalist The Monkey King, Jin Wang and Chin-kee Universal themes that appeal to ELLs and adolescents
  • 21. Themes Cultural conflict Enlightenment Identity Love and friendship Loyalty Reconciliation Transformation
  • 22. Literary language Allusion Narrator Characterization Parable Climax Plot Conflict Prologue Dialogue Resolution Flashback Setting Foreshadowing Symbol Motif Theme
  • 23. Turn and talk What instructional opportunities do you see in these pages from American Born Chinese? How would the graphic novel enhance instruction for ELLs?
  • 24. (Yang, 2006)
  • 25. (Yang, 2006)
  • 26. (Yang, 2006)
  • 27. (Yang, 2006)
  • 28. Building background “The All-American Slurp” by Lensey Namioka The Monkey King: A Superhero’s Tale of China by Aaron Shepard YouTube clip and newspaper article on Gene Yang
  • 29. Iconic Images of Superheroes
  • 30. Caricature and stereotypes Provocative images Sensitive discussions Background knowledge
  • 31. Caricatures and Stereotypes
  • 32. During- and after-reading activities Shared reading Literary elements and devices Small group reading Recursive Image grammar vocabulary (Noden, 1999) instruction (Allen, 2007)
  • 33. During- and after-reading activities Journal writing PowerWriting (Fisher, Rothenberg, and Frey, 2007) Writing between the panels (Carter, 2007) Teachbacks (Kirshbaum, 2009)
  • 34. Publishing Trends • Decrease in trade book sales by 5.2% • 5% increase in sales of graphic novels (Publishers Weekly, 2006)
  • 35. The Fox Lane High School Library Website http://www.bcsdny.org/flhs.cfm?subpage=3881 Recommended titles and reviews Bibliography Links to instructional resources
  • 36. Thank You tcarrigan0173@bcsdny.org aviscardi1133@bcsdny.org

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