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.

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TESOL 2010 Boston: Presentation

  1. 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. 2. The graphic novel: Why and how Curricular value Classroom application
  3. 3. Bedford Central School District, grades 6-12 8% Identified English Language Learners 21% Hispanic 6% African-American
  4. 4. Collaborative Process ESL Coordinator and Library/Media Specialist Summer reading and research Conferences and workshops Classroom instruction Faculty book study
  5. 5. Comics Juvenile delinquency McCarthy hearings Comics code “Ghettoization”
  6. 6. Comics Adolescents who read comics are more likely to become serious readers (Krashen, 2004) Comics appeal to different cultures (Cary, 2004)
  7. 7. Key Factors in Literacy Development for Adolescents Identity Engagement Motivation (Short and Fitzsimmons, 2007)
  8. 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. 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. 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. 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. 12. Art Spiegelman’s Maus Published in 1986 Won Pulitzer Prize in 1992 Guggenheim Fellowship Nominated for National Book Critics Circle Award
  13. 13. Excerpts from Maus by Art Spiegelman
  14. 14. How do you read a graphic novel? Text features of a novel Storyline entirely illustrated in panels
  15. 15. Variety within the form Manga Classics: Adapted and unabridged Comics journalism Original narrative
  16. 16. Instructional benefits Appeals to multiple learning styles Encourages struggling readers – Visual scaffold – Sense of accomplishment Promotes wide reading (Krashen, 2004)
  17. 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. 18. Promising applications English courses ESL courses Social Studies courses Building-wide text
  19. 19. Promising applications Pairing graphic novel and other genre Models for integration of art and writing
  20. 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. 21. Themes Cultural conflict Enlightenment Identity Love and friendship Loyalty Reconciliation Transformation
  22. 22. Literary language Allusion Narrator Characterization Parable Climax Plot Conflict Prologue Dialogue Resolution Flashback Setting Foreshadowing Symbol Motif Theme
  23. 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. 24. (Yang, 2006)
  25. 25. (Yang, 2006)
  26. 26. (Yang, 2006)
  27. 27. (Yang, 2006)
  28. 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. 29. Iconic Images of Superheroes
  30. 30. Caricature and stereotypes Provocative images Sensitive discussions Background knowledge
  31. 31. Caricatures and Stereotypes
  32. 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. 33. During- and after-reading activities Journal writing PowerWriting (Fisher, Rothenberg, and Frey, 2007) Writing between the panels (Carter, 2007) Teachbacks (Kirshbaum, 2009)
  34. 34. Publishing Trends • Decrease in trade book sales by 5.2% • 5% increase in sales of graphic novels (Publishers Weekly, 2006)
  35. 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. 36. Thank You tcarrigan0173@bcsdny.org aviscardi1133@bcsdny.org

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