Comics aren't just for fun anymore: the practical use of comics by TESOL professionals

Abstract

Comics, in the form of comic strips, comic books, and single panel cartoons are ubiquitous in classroom materials for teaching English to speakers of other languages (TESOL). While comics material is widely accepted as a teaching aid in TESOL, there is relatively little research into why comics are popular as a teaching instrument and how the effectiveness of comics can be maximized in TESOL. This thesis is designed to bridge the gap between conventional wisdom on the use of comics in ESL/EFL instruction and research related to visual aids in learning and language acquisition. The hidden science behind comics use in TESOL is examined to reveal the nature of comics, the psychological impact of the medium on learners, the qualities that make some comics more educational than others, and the most empirically sound ways to use comics in education. The definition of the comics medium itself is explored; characterizations of comics created by TESOL professionals, comic scholars, and psychologists are indexed and analyzed. This definition is followed by a look at the current role of comics in society at large, the teaching community in general, and TESOL specifically. From there, this paper explores the psycholinguistic concepts of construction of meaning and the language faculty. Through an analysis of the evolution of language, art history, and the psychology of perception, comics are revealed to be an innate form of human communication that originated in pre-literate ancient times; this medium continues to be a powerful form of non-verbal communication to this day. Next, educational theories particularly relevant to comics use in TESOL are examined, with a focus Allan Pavio's Dual Coding theory of learning and Stephen Krashen's Input and Affective Filter Hypotheses. Each major section of this thesis contains a subsection of case studies from TESOL fieldwork, followed by an index of the things teachers should know and do to use the information in the section effectively.