This article provides a synthesis of current research and theory that makes a case for using graphic novels to improve adolescent literacy achievement through multimodal, equitable learning opportunities for English learners (ELs) while meeting the required English Learner Proficiency Standards (ELPS). Supported by multimodal theory and culturally responsive teaching (CRT) approaches, research shows that graphic novels are inspirational teaching tools for adolescent ELs to engage more deeply with reading and writing. Specific recommendations for classroom use of graphic novels include a focus on a) motivation and engagement, b) discussions, c) visual information, and d) multimodal composition. Educators can make use of strategic instructional practices with graphic novels to increase overall literacy success for ELs and adolescent learners in general.
Suender, Katherine and Piazza, Susan
"Graphic Novels for Multimodal Learning: Equity for English Learners,"
Language Arts Journal of Michigan:
2, Article 6.
Available at: https://doi.org/10.9707/2168-149X.2275