Home > Research > Publications & Outputs > Comics for inclusive, technology-enhanced langu...

Research

Associated organisational unit

Electronic data

  • Themelis_&_Sime_2020

    Accepted author manuscript, 142 KB, PDF document

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

Keywords

View graph of relations

Comics for inclusive, technology-enhanced language learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Published

Standard

Comics for inclusive, technology-enhanced language learning. / Themelis, Chryssa; Sime, Julie-Ann.
Digital innovations and research in language learning. ed. / Sophia Mavridi; Vicky Saumell. Faversham, UK: IATEFL, 2020. p. 93-114.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Themelis, C & Sime, J-A 2020, Comics for inclusive, technology-enhanced language learning. in S Mavridi & V Saumell (eds), Digital innovations and research in language learning. IATEFL, Faversham, UK, pp. 93-114.

APA

Themelis, C., & Sime, J-A. (2020). Comics for inclusive, technology-enhanced language learning. In S. Mavridi, & V. Saumell (Eds.), Digital innovations and research in language learning (pp. 93-114). IATEFL.

Vancouver

Themelis C, Sime J-A. Comics for inclusive, technology-enhanced language learning. In Mavridi S, Saumell V, editors, Digital innovations and research in language learning. Faversham, UK: IATEFL. 2020. p. 93-114

Author

Themelis, Chryssa ; Sime, Julie-Ann. / Comics for inclusive, technology-enhanced language learning. Digital innovations and research in language learning. editor / Sophia Mavridi ; Vicky Saumell. Faversham, UK : IATEFL, 2020. pp. 93-114

Bibtex

@inbook{8bbd6c4fc0274eed848e68097a17ab15,
title = "Comics for inclusive, technology-enhanced language learning",
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.",
keywords = "Digital Literacy, storytelling, inclusion",
author = "Chryssa Themelis and Julie-Ann Sime",
year = "2020",
month = jan,
day = "2",
language = "English",
isbn = "9781912588220",
pages = "93--114",
editor = "Sophia Mavridi and Vicky Saumell",
booktitle = "Digital innovations and research in language learning",
publisher = "IATEFL",

}

RIS

TY - CHAP

T1 - Comics for inclusive, technology-enhanced language learning

AU - Themelis, Chryssa

AU - Sime, Julie-Ann

PY - 2020/1/2

Y1 - 2020/1/2

N2 - 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.

AB - 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.

KW - Digital Literacy

KW - storytelling

KW - inclusion

M3 - Chapter (peer-reviewed)

SN - 9781912588220

SP - 93

EP - 114

BT - Digital innovations and research in language learning

A2 - Mavridi, Sophia

A2 - Saumell, Vicky

PB - IATEFL

CY - Faversham, UK

ER -