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Hecke, Carola: "Graphic Novels as a Teaching Tool in High School and University English as a Foreign Language (EFL) Classrooms." In: Amerikastudien 56.4 (2011), S. 653–668. 
Added by: joachim (28 Oct 2012 13:59:06 UTC)   
Resource type: Journal Article
Languages: englisch
Peer reviewed
BibTeX citation key: Hecke2011
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Categories: General
Keywords: Didaktik und Pädagogik, Sprache
Creators: Hecke
Collection: Amerikastudien
Views: 3/291
Views index: 7%
Popularity index: 1.75%
Attachments   URLs   http://www.jstor.org/stable/23509434
Abstract
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
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