"He Didn't Add More Evidence": Using Historical Graphic Novels to Develop Language Learners' Disciplinary Literacy

A growing body of work has contributed to the theorizing and practice of disciplinary literacy instruction at the secondary level. However, there has been relatively little attention paid to pedagogical supports—texts and practices—that can foster historical literacy development in English learners...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of adolescent & adult literacy Jg. 60; H. 1; S. 35 - 43
1. Verfasser: Park, Jie Y.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Hoboken Blackwell Publishing Ltd 01.07.2016
Wiley Subscription Services, Inc
Wiley-Blackwell
Schlagworte:
4-Adolescence
Adolescents
Adult literacy
After School Education
After School Programs
Cartoons
Content Area Reading
Discourse analysis
English as a second language
English as a second language learning
English for speakers of other languages
English Language Learners
English Learners
etc.
FEATURE ARTICLE
Graphic novels
History
History Instruction
Learning
Literacy
Literacy Education
Literacy programs
Novels
Reading
Reading Instruction
Secondary Education
Secondary schools
Specific subject areas (math
Specific subject areas (math, art, etc.)
Students
Teaching
United States history
ISSN:1081-3004, 1936-2706
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:A growing body of work has contributed to the theorizing and practice of disciplinary literacy instruction at the secondary level. However, there has been relatively little attention paid to pedagogical supports—texts and practices—that can foster historical literacy development in English learners who begin their U.S. schooling in middle or high school. Using discourse data collected from an after‐school literacy program, the author shows how a historical graphic novel can foster disciplinary literacy by helping students approach history as an account. She posits that in order for students to ponder authorial choices, question representations, and grapple with considerations of truthfulness, they have to understand that what they are reading is an account of history—a person's interpretation and construction of the past. The study's findings have implications for practitioners and researchers interested in the intersections of English learners, graphic novels, and disciplinary literacy in history.
Bibliographie:istex:E83F622917369C4D09DC7D9B5E12485E8C4E6735
ArticleID:JAAL521
ark:/67375/WNG-C4XLWXN2-G
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.521