USING COMICS TO IMPROVE LITERACY IN ENGLISH LANGUAGE LEARNERS BY AMY BAKER

USING COMICS TO IMPROVE LITERACY
IN ENGLISH LANGUAGE LEARNERS
by
Amy Baker
An Abstract
ofa research paper submitted in partial fulfillment
ofthe requirements for the degree of
Master ofScience in Library Science and information Services
in the Department ofEducational Leadership and Human Development
University ofCentral Missouri
May 2011

ABSTRACT
by
Amy Baker
As English Language Learners enter the mainstream classroom, they face numerous
challenges. Many English Language Learners struggle with literacy and often enter the
classroom setting with literacy skills below their peers. One literary tool that may help
bridge this gap is the comic. Students who may be intimidated by the amount oftext
found in traditional books or students who may be quite capable of reading each word but
are unable to comprehend the themes, plots, or characterization in the story can tum to
comics for aid.

by
Amy Baker
A Research Paper
presented in partial fulfillment
of the requirements for the degree of
Master of Science in Library Science and Information Services
in the Department ofEducational Leadership and Human Development
University of Central Missouri
May 2011

© 2011
Amy Baker
ALL RIGHTS RESERVED

by
Amy Baker
May 2011
APPROVED:
Research Paper Advisor
UNIVERSITY OF CENTRAL MISSOURI
WARRENSBURG, MISSOURI

Acknowledgement
I would like to thank my family for their unyielding support. My husband,
Jeremy, and my sons, Kylan and Nolan, have shown me unconditional love,
patience, and encouragement throughout this process. My parents, Jim and Ann
Hester, nourished my love of reading and encouraged me every step ofthe way on
this journey. I am honored to have them all in my life.
I would also like to thank Jan Castle, Franklin Smith Elementary
Principal, and Jason Woolf, Chapel Lakes Elementary Principal, for giving me the
amazing opportunity to be a Library/Media Specialist. Each school day is an
andventure that I embark on gladly. I treasure my students and what I see in them
everyday. I am grateful for my collegues at both schools who make work
everyday a pleasure.
Finally, I would like to express my gratitude to Dr. Patricia Antrim and
Mr. Floyd Pentlin. I appreciate their professionalism and caring throughout my
time in this program. Their dedication has inspired me to make my library
innovative, exciting, and a place my students want to be.
vi

TABLE OF CONTENTS
Page
CHAPTER 1: INTRODUCTION ............................................................................ !
Statement of the Problem.............................................................................!
Purpose of the Study ....................................................................................4
Research Questions......................................................................................5
Limitation of the Study ................................................................................5
Definition ofTerms......................................................................................6
Research Design··············································:···········································?
Summary......................................................................................................?
CHAPTER 2: REVIEW OF THE LITERATUR£ ..................................................9
English Language Learner ...........................................................................9
Comics and Graphic Novels ......................................................................11
Bringing Comics and Literacy Together....................................................IS
CHAPTER 3: CONCLUSIONS & RECOMMENDATIONS ..............................21
What Challenges Do ELLs Face ...............................................................21
How Do Comics Help Literacy..................................................................22
How Can Comics Benefit English Language Learners .............................22
Recommendations......................................................................................23
REFERENCES ......................................................................................................24
vii

Comics and ELL Students 1
CHAPTER ONE
INTRODUCTION
Statement ofthe Problem
The population ofschool-age English Language Learners in the United
States is growing at a rapid pace. The U.S. Department ofEducation's Office of
English Language Acquisition, Language Enhancement, and Academic
Achievement for Limited English Proficient Students conducts an annual survey
of state educational agencies. This survey, the Survey ofStates ' Limited English
Projicient Students andAvailable Educational Programs and Services, collects
data in three areas: "(1) the enrollment levels oflimited English proficient (LEP)
students; (2) the educational condition of reported LEP students; and (3) the
services received by LEP students" (Office ofEnglish Language Acquisition,
Language Enhancement and Academic Achievement for Limited English
Proficient Students 4). The authors of this study reported that
LEP enrollment levels in the U.S. continued to increase in 2000-2001,
both in absolute numbers and as a percentage ofthe total student
enrollment. An estimated 4,584.946 LEP students were enrolled in public
schools, representing approximately 9.6% of the total school enrollment of
students (47.665.483) in Pre-Kindergarten (PreK) through Grade 12. Over
67% of all LEP students were enrolled at the elementary level, where they
accounted for more than 11% ofthe total school enrollment. (Office of

English Language Acquisition, Language Enhancement, and Academic
Achievement for Limited English Proficient Students 6)
This report also states that California, New Mexico, Arizona, Alaska, Texas, and
Nevada were the states with the largest ELL enrollment (8).
As these millions of students enter the classroom they are faced with many
challenges. These challenges can seriously affect language acquisition and
learning. Issues with pronunciation are immense barriers to learning English. The
English language has no concrete set of rules for what sound each letter
represents. For example, the letter a can be pronounced as a, ah, or uh. Verb tense
can also hinder learning. In Spanish, there is a past, present, and future tense, but
Spanish verb tense also goes beyond that:
The present tense: the first form used when learning the word.
The future tense: not only used to indicate events that have not
happened, but also for current events in which there is ambiguity.
The past tense: includes these forms, the imperfect and the preterite. The
imperfect refers to a time period that is not exact or known, while the
preterite refers to an exact point in time.
The conditional tense: also known in Spanish as elfuturo hipotetico, the
future hypotheticaL refers to futw·e events that are conditional or
hypothetical. (Erichsen I )
Cultural differences also play a role in language acquisition. Someone learning
English may have difficulties understanding certain actions, such as dress. body

language. and the teacher's role. that are played out in everyday life. For example.
..the frequency and length ofeye contact changes a lot from country to country. as
does the times when eye contact is and isn"t considered suitable. One frequently
misunderstood example is that East Asian students often close their eyes when
concentrating·· (Case 2).
Many have debated the most effective methods ofsecond language
instruction, and numerous models are being utilized. One philosophy of
instruction is dual immersion, which is partial-day English instruction and partial-
day native language instruction. The faculty and staffof Chapel Hill-Carrboro
Schools in North Carolina suggest that,
Immersed in both languages, students will immediately embark on
competency in both languages, ultimately developing bilingual and hi-
literate skills at or above expected grade level proficiencies. Dual
Language programs are favored for their unique success in enhancing
academic performance while establishing a student's ability to be
comfortable in two languages. (Chapel Hill-Carrboro Schools l)
Others argue for early-exit or late-exit bilingual programs. In early-exit bilingual
programs, for the benefit ofearly reading instruction, students are immersed in
their native language for two to three years before being mainstreamed into
completely English-speaking classrooms (Hunemorder 1). Late-exit programs
provide students with gradually increasing amounts ofEnglish instruction
(Hunemorder 1).

Many different models and tools are available to aid English Language
Learners. This paper addresses the use ofcomics and graphic novels as a literary
tool to aid second language acquisition.
Purpose ofthe Study
The purpose of this study is to examine the benefits of using comics with
English Language Learners (ELLs). Many experts in the field of literacy have
acknowledged the comic to be a wonderful tool to engage the reluctant reader and
to have important literary benefits, such as attracting reluctant readers and
teaching literary themes. In Graphic Novels as Educational Heavyweights,
Jonathan Seyfried describes the current trend oflosing readers to electronic
gadgets. He then states, "Yet, almost as if responding to a distress call, a new type
of book has come onto the scene: the graphic novel. This revitalized genre has not
only saved the day for recreational reading, it has also turned out to be a
heavyweight in the teaching ofadvanced themes in literature and visual literacy"
(45). With their bright colors and familiar characters, comics are more appealing
than traditional text. The comic represents something different and exciting
without sacrificing plot, vocabulary, and other important components of reading
comprehension. For these reason and many more, comics might also play an
important role in ELLs acquisition of literacy.

Research Questions
The topics related to this research are multifaceted. English Language
Learners, language acquisition, literacy, and literary preferences are just a few of
the topics explored. Within these topics, the following questions emerged:
1. What challenges do English Language Learners face?
2. How do comics help students develop literacy skills?
3. How may comics benefit English Language Learners?
Limitations ofthe Study
The major limitation ofthis study was the lack of research about the use of
graphic novels with English Language Learners. Thousands of resources are
available about ELLs and graphic novels (comics) respectively. The limitation
occurs when attempting to obtain information merging the two subjects. Stephen
Cary states, "There are relatively few studies and articles ... that look specifically
at the intersection ofthe two areas: using comics as a vehicle for second language
acquisition"(25). Therefore, this review of literature is a synthesis ofthe research
related to teaching strategies used with English Language Learners and the use of
comics in the classroom.

Definitions ofTerms
Basic Interpersonal Communication Skills (BICS): Refers to day-to-day social
language skills.
Cognitive Academic Language Proficiency (CALP): Refers to language
proficiency facilitating academic dialogue, also known as academic
language.
Comic: Literature that is a thin booklet composed of paper, bound with staples.
Comics usually are published with multiple stories or in a series.
English Language Learners (ELL): Active learners ofthe English language
who may benefit from various support programs. This term is mainly used
in the U.S. to describe K-12 students. (National Council ofTeachers of
English 1)
Graphic Novel: Literature that is published in comic book form, using panels and
dialogue bubbles. Graphic novels usually contain one story. Graphic
novels may be hardcover or paperback. Graphic novels are a subset ofthe
comic genre.
Multiliteracy: The ability to interpret texts that combine words, images. sound,
and movement.
Nonstandard English: Found mostly in dialogue and reveals a cultural or
regional dialect.

Research Design
To begin my research, I visited the James C. Kirkpatrick Library (JCKL)
online and used the databases through remote access. I accessed Academic Search
Complete: Information Science and Library Issues Collections; Library.
Information Science and Technology Abstract: and Library Literature and
Information Technology Full Text. I then searched the JCKL catalog for books
concerning ELLs, as well as graphic novels. I also visited the Mid-Continent
Public Library Website. In all searches I used the following search terms: ELL,
ELL graphic novel, ESL graphic novel. ELL literacy acquisition, graphic novel,
and comic.
Graphic novels are a subset ofthe comic genre. Both terms will be used in
this research. Comics and graphic novels both use graphics and text to tell a story.
Both often feature popular characters that students identify with and are attracted
to.
Summary
The population of school-age ELLs is growing at a rapid pace. ln 2000-
2001, over 4.5 million ELLs were enrolled in public schools. These students face
many challenges to learning and language acquisition, such a pronunciation, verb
tense, and cultural differences.
Dual immersion, early-exit, and late-exit are a few ofthe educational
models used with these students. ln dual immersion programs. students receive
partial-day English instruction and partial day native language instruction. In

early-exit programs, students are immersed in their native language before being
mainstreamed into completely English-speaking classrooms. Late-exit programs
provide students with gradually-increasing amounts ofEnglish instruction.
This chapter introduces the research questions, vocabulary, and search
process used to shape this study. The next chapter provides a review ofthe
relevant literature. In the concluding chapter I will answer the research questions
presented here using the materials reviewed in chapter 2.

CHAPTER2
REVIEW OF THE LITERATURE
English Language Learners
Due to the ever-increasing number ofEnglish Language Learners (ELLs),
it is vital to understand who ELLs are and the obstacles they face. In 2007, The
National Center for Educational Statistics reported that there were over 11 million
ELLs in the United States, with 7.3 million ofthese students in kindergarten
through eighth grade. Over 7 million ofthese students are Hispanic; 1.7 million
are White; 1.3 million are Asian; 450,000 are Black; and just under 100,000 are
Native Hawaiian/Pacific Islander or American Indian/Alaska Native. "Despite
the diversity of this population, ELLs as a whole remain economically and
educationally disadvantaged compared to their English-speaking counterparts.
ELL students are more likely to live in a low-income household: in 2007, 66% of
ELLs had a family income below 200% of the federal poverty level, compared to
37% of non-ELL youths" (American Youth Policy Forum l).These students must
acquire both social and academic language. Closing the gap in achievement
between ELLs and native-speaking students is imperative. Time and support are
necessities to shrink the gap. One tool that may bridge this gap is the comic. This
chapter reviews the research literature related to these topics.
"A picture is worth a thousand words." This adage is especially true
when the words being read are printed in a language not understood or that is not
a native language. Imagine being surrounded by sounds and text that do not match

the sounds and words beard and read internally. Imagine being confused and
frustrated on a daily basis when attempting to perform basic tasks at school. This
is what many English Language Learners face on a daily basis.
English Language Learners (ELLs) are considered to have limited English
proficiency. These individuals have a native language other than English
Whose difficulties in speaking, reading, writing, or understanding the
English language may be sufficient to deny the individual the ability to
meet the State's proficient level ofachievement on State assessments, the
ability to successfully achieve in classrooms where the language of
instruction is English, or the opportunity to participate fully in society.
(Missouri Department of Secondary and Elementary Education 1)
The number ofELLs has grown dramatically in the last 20 years. According to
Anneka Kindler.
Between 1979 and 2008, the number ofschool-age children (children ages
5-17) who spoke a language other than English at borne increased from
3.8 to 10.9 million. or from 9 to 21 percent ofthe population in this age
range. An increase (from 18 to 21 percent) was also evident during the
more recent period of2000 through 2008. (1)
An aspect ofteaching ELL students is to understand the differences in
social and academic language acquisition. Basic Interpersonal Communication
Skills (BICS) are usually attained in about 2 years. These skills include the
English required for verbal communication in social settings. such as on the

playground, in the hallway, or in other peer-group settings. Alternatively,
Cognitive Academic Language Proficiency (CALP) in English takes much longer
to acquire. CALP is also known as academic language. "CALP refers to formal
academic learning. This includes listening, speaking, reading, and writing about
subject area content material" (Haynes 1). CALP is related to the student's age of
arrival in an English-speaking environment and previous educational background
(literacy in first language and math skills, for example). Officials in the
Springfield Public Schools, in Springfield, Massachusetts, state that a solid grasp
ofCALP is absolutely key to students' long-term success (1 ).
Students need time and support to become proficient in academic areas.
CALP does not refer to the acquisition of vocabulary only. It also includes
reasoning skills such as comparing, classifying, synthesizing, evaluating, and
inferring. It should not be assumed that non-native speakers who have attained a
high degree of fluency and accuracy in everyday spoken English have the
corresponding academic language proficiency. Mislabeling children who exhibit
this disparity as having special educational needs can result in unneeded
interventions when all they need is more time. The non-native speakers who have
exited from the ELL program are still, in most cases, in the process of catching up
with their native speaking peers (Shoebottom).
Comics and Graphic Novels
Comic books have been a part of popular culture since 1938 when Action
Comics premiered and introduced the world to Superman (Ross). In his book,

Going Graphic: Comics at Work in the Multilingual Classroom, Stephen Cary
lists four different types of materials under the heading ofcomics: cartoons,
comic strips, comic books, and graphic novels (10-11 ). This paper will focus on
comics and graphic novels. Comics usually are thin paper booklets. bound with
staples. A graphic novel is a fiction or non-fiction piece of literature published in
comic book form, in which words and pictures both play a vital role in narrating
the story (although some graphic novels are wordless). Graphic novels are much
thicker than comics and usually contain an entire story within their covers. These
books have received a great deal ofattention in the last few years. In 2006 alone,
the sales of graphic novels amounted to $350 million (MacDonald 1).
Many experts agree that graphic novels are resources that attract reluctant
readers. "There is growing evidence that plenty of readers ofgraphic narratives
become better readers in general, so comics and graphic novels can serve as a
·conduit to harder reading"· (Templer 1). Amy Schultz, a former fourth grade
teacher, facilitator for the Buddy Teaching and Learning Center, freelance writer,
and parent, describes how her son reads comics:
I see my younger son as he reads--fust he carefully looks at each picture
on the page, and then he goes back and deliberately works to sound out
words, relying heavily on visual clues. When he gets stuck, sometimes he
turns back a few pages to reference a prior event: at other times he asks his
big brother for help. I observe a struggling reader, highly engaged by
pictures and not threatened by too much text on a page, carry on a

confident conversation with an extremely fluent reader. As an educator, I
am fascinated by what I see, and no longer am I a comic book snob (1).
According to Traci Gardner, contributing editor of the National Council of
Teachers ofEnglish's lnbox Blog,
Graphic novels and comic books provide rich opportunities to explore
multimodalliteracy. They're anything but simple. The sophisticated
relationships among images and words and layout encourage deep
thinking and critical analysis. (I)
Graphic novels are visually appealing. Many are high interest with a low
reading level, deal with current events and social issues, and cover diverse genres
such as biography, historical fiction, fantasy, and science-fiction. Jacquelyn
McTaggart, author of'·Graphic Novels: The Good, the Bad, and the Ugly." states
that because graphic novels contain story lines that are action packed and because
they are so visuaL they maintain students· interests (29). These attributes that
appeal to reluctant readers also draw in ELL students, to whom reading plays a
vital role in language acquisition. Justine Derrick states that teachers ofELL
students can increase the amount of time students spend reading by introducing
graphic novels:
Not only can they provide language learners with contextualized
comprehensible input, they can also engage the Ieamer and lead him or her
to explore more graphic novels or books. magazines, newspapers, and
other reading materials. (Derrick 1)

Graphic novels deal with the English language in a different way than
traditional novels. While novels script the dialogue, graphic novels show how the
actual dialogue can play out. Traditional novels and classroom texts have a dense
amount of material containing few. ifany, visual cues. Graphic novels, in
contrast, use far fewer words and embed them in a visual context of pictures and
symbols. They attract struggling readers instead of repel them. Stephen Cary feels
that comics benefit many readers, including beginning readers, because of their
reduced te>..'1s. Many students embrace comics because they are viewed as being
more manageable than text-only literature (15-16).
Two resources that would benefit students in either program are the Websites
Brian Boyd's Grammarman and William Zimmerman's MakeBeliefsComix.com.
Grammannan contains many different comics, such as Archie, Captain Spectre.
and even Twilight, which students can read online or download. There are parts-
of-speech comics that allow students to learn about verbs, adjectives, and
prepositions. The Archie comics allow students to read and listen to the comic.
Once the students listen to the comic, there is a language lesson that discusses the
vocabulary of that comic. Using William Zimmerman's MakeBeliefsComix.com,
students can create their own comics in English, Spanish, French, Italian, German,
Latin, or Portuguese. Comics can be two to four panels using 20 characters, 16
thought or word bubbles, 25 objects, and 5 panel prompts. Tamara Kirson, the
2009 English to Speakers of Other Languages Teacher of the Year, has seen much
success through the use of MakeBeliefsComix.com. In a YouTube video posted by

MakeBeliefsComix.com, creator Bill Zimmerman, Kirson, and her students
discuss these successes. Kirson has witnessed the writing skills of her students
develop greatly. Through their newly acquired writing skills, students have been
able to share personal experiences and express individual personalities.
Bringing Comics and Literacy Together
Students may benefit from the addition ofcomics and graphic novels to
the curriculum. Murat Hismanoglu states, "The use of literature for both teaching
basic language skills (i.e., reading, writing, listening, and speaking) and language
areas (i.e., vocabulary, grammar, and pronunciation) is very popular within the
field offoreign language learning and teaching nowadays" (53). He argues that
teachers should consider using literature because literature is valuable authentic
material for cultural and language enrichment and for personal involvement (54-
55). Comics and graphic novels. with their limited vocabulary and appeal through
popular culture, fit this recommendation. Comics can be used in read alouds to
enhance and develop basic reading skills. Many graphic novels have cultural or
political themes that can be used for classroom discussion. As seen through the
use ofMakebeliefscomix. com, teachers can also use comics to develop basic
writing skills and enhance communication.
Gretchen Schwartz. teacher at Oklahoma State University, believes that
"literacy educators can profit from the use ofgraphic novels in the classroom,
especially for young adults" ("Graphic Novels for Multiple Literacies" 1).
Schwarz gives many examples of how graphic novels can be used across the

curriculum. She suggests graphic novels can be used instead oftextbooks to teach
literary terms and techniques such as dialogue, to teach history and civics lessons,
and as a simplified but effective introduction to subject matter (1).
Many ELL students come into a program with a much lower reading level
than that oftheir grade or age peers (Thompson 3). This can be a large stressor
for students who do not want to be criticized or ostracized by their peers. Two
teachers collaborated on a unit for deafstudents, who are considered ELLs.
struggling with this issue. Darah Odelson and Linda Smetana teamed up in 2007
to teach a summer school course at a residential state school for deaf students.
The school promotes American Sign Language (ASL) and the reading and writing
ofEnglish. The summer school class was to be an English class for students in
grades 9 through 12 who had not passed English during the regular school year.
The women decided to focus on graphic novels, because
Like other English Language Learners (ELLs) they (Deafstudents) must
learn the language as they read and write; however, they must do so
without receiving the support oforal interactions with family members
and friends or hearing the sounds ofspoken language. Because ofthe
visual nature ofDeafstudents' learning, the idea of teaching Iiteracy with
graphk novels appealed to us. (Smetana et al. 228)
The teachers chose graphic novels such as X-Men, American Born
Chinese, and Invincible to name a few. The class activities involved a short-pre-
lesson and discussions ofthe literature followed by an activity. Odelson and

Bums discovered that, while students were initially shy about sharing in class,
they devoured the graphic novels that were available. They recommended books
to one another. Students wrote responses to passages and discussions each day. At
the end of the course they put together a proposal for a comic or graphic novel of
their own. Many graphic novels were added to the library collection and English
curriculum due to the success of this course.
One of the graphic novels added to the curriculum was Maus by Art
Spiegelman. Maus was the winner of the Pulitzer Prize in 1992. Maus introduces
readers to Vladek Spiegelman, a Jewish survivor of the Holocaust, and his son, a
cartoonist trying to come to terms with both his father and history.
In his article, "Critical Literacies and Graphic Novels for English-
Language Learners: Teaching Maus... Chun makes a case for advocating the use
ofgraphic novels to aid language pedagogy and learning as one way of
implementing a multiliteracies approach that deepens reading engagement (Chun
144). "Multiliteracies, or multimedia literacy, includes nontext writing, such as
new approaches to learning that place production technology in the bands of the
learner'· (Joy 1). Graphic novels highlight multiliteracy with the use ofgraphics
and text to tell a story. Chun worked with another colleague, only referred to as
Martha, to introduce Maus into a grade 9-12 ELL classroom. They found that
students were much more engaged with Maus than with traditional textbooks.
Martha read aloud to the students. and she found the students discussing some of
the nonstandard English used in the text. Broken English was familiar to most and

represented a real way oftalking. Chun touches on a positive outcome stemming
from the introduction of graphic novels. Many of the ELL students found
themselves branching out socially as they discovered other students who were
interested in graphic novels.
Studying graphic novels and focusing on literacy skills is notjust for the
high school set. Jason Ranker, a professor at Portland State University in Oregon,
conducted a study in a fust-grade ELL classroom, documented in the article,
"Using Comic Books as Read-Alouds: Insights on Reading Instruction from an
English as a Second Language Classroom." The students in the fust grade
classroom were bilingual, most with Spanish as their primary language. The
teacher used comics in read-alouds in order to teach basic story elements. In one
instance she used a Spiderman comic to teach conflict resolution. Storm, a regular
in the X-Men series ofcomics, was making a guest appearance. She saw a
helicopter having trouble, and she used the wind (one of her mutant powers is
controlling the weather) to steady and save the helicopter. The teacher created the
following dialogue with students to help them discover the problem and identify
the solution:
Ms. Stephens: So we figured out the problem. What was the problem?
Carlos?
Carlos: That plane was going down.
Ms. Stephens: OK, so the helicopter was going to fall down and crash.
How did that problem get fixed?

Carlos: Storm helped them.
Ms. Stephens: OK, so Storm saved them. How?
Carlos: She told the person to come down because she already had them.
Ms. Stephens: That's right. She held them up with the wind so they could
go down to the helipad. (Ranker 298)
At the end of the lesson, Ms. Stephens invited students to use the story element in
their own writing. One student wrote about a time when her brother threatened to
throw her into a pool. A friend told her brother to stop, and their father came and
caught the girl. Through this simple exchange, students were able to identify a
problem, solution, and apply the newfound knowledge. These studies support the
assertion that graphic novels and comics can increase literacy in ELLs.
Summary
English Language Learners are considered to have limited English
proficiency, and their population has grown dramatically in the last 20 years.
Formal academic language, as well as social language, must be obtained by these
students. Time and support must be given in order for ELLs to become proficient
in these areas. Due to the extra time needed, many ELLs are sometimes years
behind their native speaking peers. One literary tool that may help bridge this gap
is the comic.
Comics are thin paper books, bound with staples. They contain multiple
stories and are often part ofa series. Graphic novels, which are a subset of the
comic genre, are thicker than comics and contain an entire story within their

covers. In both comics and graphic novels, words and pictures play a vital role in
telling the story. Comic books have been a part of popular culture since the 1930s,
but it has only been within the last few years that comics and graphic novels have
gained attention for academic use.
Many experts agree that comics attract reluctant readers and can lead to
reading at a higher level. Many graphic novels are high interest with low reading
levels, cover diverse genres such as biographies, and cover current events and
social issues. While these attributes attract avid and reluctant readers alike. they
are especially important for ELLs to whom reading plays a vital role in language
acquisition. Comics can be used to teach parts of speech, social situations,
historical events, and more.

CHAPTER3
CONCLUSIONS AND RECOMMENDATIONS
As millions ofEnglish Language Learners enter classrooms, they are
faced with many challenges. These challenges can seriously affect learning and
language acquisition. Pronunciation, gender roles, and culture can all discourage
language development and acquisition.
Many in the field ofliteracy have acknowledged the comic to have
important literary benefits. Comics not only attract reluctant readers, but they are
being used to teach advanced themes in literature and visual literacy. With their
bright colors and popular characters, comics are more appealing than traditional
texts without sacrificing plot or vocabulary. For these reasons, the comic might
play a vital role in language acquisition.
What Challenges do ELLs Face?
English Language Learners have many challenges each day in the
mainstream classroom, pronunciation being one of the greatest. The English
language has no set rules for what sound each letter represents. The letter a has
three different pronunciations alone. Verb tense can also hinder language
acquisition. Spanish has four complex verb tenses compared with three tenses-
past, present, and future- in English.
ELLs must learn social language, also known as Basic Interpersonal
Communication Skills (BICS). This is the everyday language used and includes
regional dialect and slang. Academic language, also known as Cognitive

Academic Language Proficiency (CALP), must also be learned. CALP includes
vocabulary and reasoning skills such as comparing, evaluating, and inferring.
Thls must be done while making up for lost time in language acquisition.
How Do Comics Help Literacy?
Comics have been around for decades, but teachers and school librarians
are now seeing an influx in their use in educational settings. Many experts see
comics and graphlc novels as a gateway for reluctant or struggling readers. Many
readers begin with comics and move on to harder reading. Incorporating text and
visuals causes readers to examine the relationship between the two and
encourages deep thinking and critical thinking.
Comics and graphic novels have many attributes that cause them to be
appealing. Comics have reduced text, which attracts reluctant readers. They also
have bright colors and popular characters that interest readers and keep their
attention.
How Can Comics Benefit English Language Learners?
Justine Derrick, author of Using Comics with ESVEFL Students, states
that graphic novels can lead students into exploring books, magazines, and other
reading materials. Teachers using graphic novels in class are finding students
eager to read, recommending books to one another, and creating comics oftheir
own. They have also seen students branching out socially as a result ofdiscussion
groups centered on comics and graphic novels.

Many ELLs are reluctant readers because traditional texts seem
overwhelming. Through the aforementioned literature, a strong case can be made
for including comics in the ELL classroom. Comics have visual appeal, less text,
and some familiar characters that will draw students in. Looking beyond the
initial appeal, comics can increase literacy and language acquisition.
Recommendations
In 2000-2001, almost 10% of students in the United States were English
Language Learners (ELLs). As the number of school-aged ELLs grows, it is
imperative that these students are supported in their goal of second language
acquisition. Educators must be sensitive to cultural differences as these students
enter classrooms. Time and support are necessities in this process. Comics and
graphic novels have been shown, through research, to be an effective tool in
increasing literacy and language acquisition. Graphic novels are high interest with
a low reading level, deal with current events and social issues, and cover diverse
genres such as biography, historical fiction, fantasy, and science fiction. With
limited dialogue and bold, attractive visuals, graphic novels are much less
threatening than traditional novels. For these reasons, graphic novels and comics
would be an excellent addition to any classroom or library collection.

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