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  • Themelis_&_Sime_2020

    Accepted author manuscript, 142 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Comics for inclusive, technology-enhanced language learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

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Abstract

The visual language of comics is widely understood, and comics are now used for teaching and learning, for raising awareness and for dissemination. Comics offer a creative alternative for teaching that motivates and engages struggling and reluctant readers. How can foreign language teachers of English be supported to create inclusive, technology-enhanced teaching and learning with comics? This chapter synthesises literature from cognitive psychology, neuroscience of storytelling and education to better explain why comics are effective and can address the challenges of learners with specific learning difficulties such as dyslexia who may have a range of issues associated with reading, writing, memory, attention and motivation. Current teaching practices, including methods and resources, are reviewed to understand how teachers can be supported. A new perspective highlights the importance of narrative and emotions in comics and how multimodal and transmedia approaches, using web-comics, can be used to support inclusive foreign language teaching.