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Hecke, Carola. "Graphic Novels as a Teaching Tool in High School and University English as a Foreign Language (EFL) Classrooms." Amerikastudien 56. (2011): 653–68. Added by: joachim (10/28/12, 1:59 PM) |
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| Resource type: Journal Article Language: en: English Peer reviewed BibTeX citation key: Hecke2011 Email resource to friend View all bibliographic details  |
Categories: General Keywords: Didactics, Language Creators: Hecke Collection: Amerikastudien |
Views: 8/877
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| Attachments | URLs http://www.jstor.org/stable/23509434 |
| Abstract |
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The didactic potential and pedagogical value of graphic novels have caught the attention of American Studies and EFL teaching methodologists, who have realized that graphic novels can, as teaching and learning tools, foster creative communication and intercultural learning. While such advantages of graphic novels have been highlighted repeatedly, these texts have not yet become an integral part of high school and university curricula. Against the backdrop of these reflections, this essay explains how graphic novels can be used to achieve major institutional objectives of foreign language education, facilitate the teaching of intercultural communicative competence (ICC), and increase reading motivation in EFL classes from grade 7 to grades 12 or 13. Since understanding images is a prerequisite for interpreting graphic novels, this essay further emphasizes the importance of developing students’ and future teachers’ visual literacy, and offers an innovative teaching methodology for courses in the new MA curricula, the ‘learning through teaching’ approach, according to which students learn matters of relevance—declarative knowledge and procedural skills—by teaching other students.
Added by: joachim Last edited by: joachim |