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Using Graphic Novels to Teach English to Adult ESL Students

Introduction

As library and information professionals, we are tasked with servicing the needs of the

various populations that are identified as information user groups. Recently, there has been a

focus on how best to serve the needs of more specific user groups. One such user group is that of

English as a Second Language (ESL) students. There exists some confusion in the literature in

regards to the correct usage of terminology to describe members of this user group. ESL students

are individuals who are non-native English speakers, however, other acronyms are also used to

describe this population such as ELL’s, ESOL, or EFL. According to Hyte (2008), ESL students

are individuals learning English in an environment in which it is the dominant language, but they

originate from other countries where English is not the dominant language and are therefore

learning a second language.

In comparison, a similar term is ELL’s or English Language Learners, which is

commonly used to describe non-native English speakers within the K-12 environment. ESOL, or

English for Speakers of Other Languages, is a more general and encompassing term that can

include both ESL and ELL’s because it refers to individuals who are learning English as a third

or more language (Hyte, 2008). Regardless of terminology, individuals within this user group

are non-native English speakers and have specific information needs that require creative

services.

Per the 2007 analysis of library demographics, services and programs, conducted by the

American Library Association, 21 million people in America speak little to no English. That

number equates to one of every fifteen persons potentially needing services but unable to
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communicate their need due to a language barrier (Serving Non-English Speakers: 2007 Analysis

of Library Demographics, Services and Programs, 2007). Unfortunately, the language barrier

can act as a deterrent for non-native English speakers wishing to use the library and its services.

However, the study also indicated that libraries are developing programs to foster the literacy of

this user population. Among the programs noted in the report by the America Library

Association to have been the most successful in supporting non-native English speaking patrons,

are ESL classes.

Just as there exists a multitude of terminology to describe ESL students so too is there a

multitude of methods emphasized by ESL instructors to teach English. Ferlazzo and Sypniesk

(2012) discuss a few best practices which ESL instructors should emphasize in their teachings. It

is noted that ESL instructors should model for students what it is that they are expected to do and

should use visuals and other nonverbal cues to help students grasp language and content. Eyring

(2014) states that ESL programs tend to focus their teaching on situations that are relevant to

real-life scenarios such as housing, employment, etc. Hyte (2008) also offers a list of

recommended practices that teachers of ESOL can use that are just as applicable for ESL

instructors. The list contains 23 teaching strategies which include recommendations of

contextualizing language and using visual aids to emphasize vocabulary terms. While a variety

of teaching methods exists within this area, most instructors seem to agree on the importance of

both contextualizing language and using visual aids. Therefore, this research proposal seeks to

assess the value of using graphic novels in helping non-native English speakers, learn English.

Like the issue of terminology describing non-native English speakers, the definition of a

graphic novel has also been debated. Kan (2003) defines a graphic novel as “a comic in book

form; it fuses sequential art and text to tell a story,” (pp. 15), and Dallacqua (2012) also
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simplifies the definition by describing graphic novels as “images and print text to engage readers

and tell a story,” (pp. 365). Regardless of the definition chosen, graphic novels are indeed

known for their captivating images and alluring stories that have resulted in their growing

popularity amongst readers of all ages. In an article posted by the National Council of Teachers

of English (“Using Comics and Graphic Novels in the Classroom,” 2005) Shelley Hong Xu, an

associate professor at California State University, Long Beach refers to graphic novels as having

the educational potential to foster reading skills; for example, the ability to make inferences

through the pictures. Graphic novels are becoming a popular tool in classrooms to not only

encourage reading but also develop various skills related to reading comprehension. Finding

creative ways to develop literacy amongst non-native English speaking adults is imperative for

the information professionals serving this population, and graphic novels can help with this task.

Research Question and Hypothesis

This research proposal focuses on the impact that an ESL program can have on non-

native English speaking adults, specifically by implementing graphic novels into the classroom

as way to help non-native English speakers learn English. This proposal specifically aims to

answer the research question: can graphic novels be used to help adult non-English speakers

learn English? It is hypothesized that participants in this study who will be taught using graphic

novels will score higher on the assessments of their English language skills than the participants

who will be taught using traditional teaching methods.

Literature Review

Using graphic novels as an instructional tool to teach ESL students English is a

developing idea. While there exists literature on graphic novels having been used in the
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classroom to aid non-native English speaking students, that literature mainly revolves around

children and teens within grades K-12.

Chun (2009) presents a study in which Maus was taught to an ESL high school class and

discusses various lessons that this graphic novel can insight amongst students. The students who

participated in the study were from grades 9 to 12 and many were immigrants from Central

America. These students needed to be taught how to read a graphic novel and learn vocabulary

related to the Holocaust such as World War II, Judaism, etc. Results of this study indicated that

the graphic novel had inspired curiosity within the students about history. Another point worth

noting is the students’ desire to have their instructor read out loud to them so that they could

follow along and learn pronunciation of sound effects such as “tsk,” (pp.150-152). In

comparison, Mathews (2014) describes using the graphic novel The Arrival, within her social

studies class along with other lessons to teach literacy to the English Language Learners

(ELL’s). Interestingly, this book has no words, unlike Maus which has both text and images

present. The author makes note of different methods the instructor can use to teach the students

such as having students point to the pictures in response to a question. In other words, the author

used this strictly visual text to develop visual literacy skills.

While the previous studies involved children and teen ESL students, Basol and Sarigul

(2013) investigated the effects of graphic novels on the reading comprehension skills of EFL

(English as A Foreign Language) students at a Turkish university. Participants in this study were

separated into two groups and given the same novel to read; however, one group was given the

graphic novel version of the text and the other group read the standard text. Each group applied

the same reading strategies/activities and progressed from needing assistance during the first

activity to doing it on their own. Researchers noted that students using the graphic novels found
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it easier to retrieve information because of the panels they could skim. These students also

preferred to compare/contrast characters from the book using either the panels themselves or

other images. By using images to describe the characters, students could remember the words

more.

In addition to discussing how graphic novels have been used in the classroom, the articles

of Chun (2009) and Mathews (2014) also discuss another benefit of the use of graphic novels;

the exposure to diverse perspectives or cultures. Watts (2015) also acknowledges the impact that

graphic novels can have on one’s perspective of the world and states, “the emotional impact of

graphic novels can be quite high…This makes graphic novels especially valuable to social

justice educators who want to want to provide their students with windows into multiple

identities and experiences,” (pp. 39). In other words, graphic novels can potentially cover

controversial topics and act as common grounds to discuss pertinent societal issues.

Boatright (2010) specifically emphasizes how graphic novels portray the issue of

immigration in his literary analysis of three graphic novels about immigrant experiences. Of

note, is his discussion of The Arrival, which is described as an ideal representation of an

immigrant’s journey, where the protagonist overcomes all obstacles and finds their place in the

world. Depictions such as these can resonate with ESL students who may have experienced such

a journey first hand or heard the stories from family members. By using graphic novels that

depict immigrant experiences, ESL students may feel more engaged in the lessons and able to

comprehend images through personal experiences.

This research proposal seeks to contribute to the literature pertaining to the topic of using

graphic novels as tools to help non-native English speakers, learn English. Because most of the
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literature focuses on children or teens, this research proposal focuses on adult ESL students and

hopes to provide quantitative data to support the usage of graphic novels as educational tools.

Methods

Data Collection

This will be an experimental design with two groups: a control group and an

experimental condition group. Participants will be adult ESL students. The population of ESL

students will be strictly Spanish speaking. To recruit, flyers will be sent out to local ESL

programs in the hopes that some students may wish to participate in the study for compensation.

Emails will also be sent to local directors or known instructors of ESL programs in the area to

see if they and their students would also like to participate. All participants will be asked to

voluntarily participate in the study and will be informed of the study following IRB protocols.

Participants will be randomly assigned to either the experimental or control group. The control

group will receive English Language instruction using traditional means of ESL materials; the

experimental group will receive instruction incorporating graphic novels.

The graphic novel to be used is Maus by Art Spiegelman. Given the difficulty of learning

a new language, the study is expected to last for a year or 12 months. Classes will be held three

times a week, with each session lasting an hour and a half. Those selected to be in the

experimental group will be instructed on how to read a graphic novel, or what order of panels to

follow. The general learning goals of each class will be as follows: 1) Relevant vocabulary will

be identified and taught. Vocabulary will be reviewed every class session. 2) Students will

practice their English-speaking abilities at least once a week. 3) Student will work towards

personal goal every session.

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Because there are many areas that could be measured, I will specifically focus on

measuring participants’ reading comprehension skills and vocabulary. To do this, all participants

will take a test or reading comprehension and vocabulary in their native language in these areas

before exposure to either teaching method (test 1). After a period of six months, participants will

take a test in these same areas in English (test 2), and then take it again in another six months in

English at the end of the study (test 3). The results from the first test taken in their native

language will be used to understand their reading comprehension and vocabulary skills in

general. The second and third tests will be used to compare any changes in their reading

comprehension and vocabulary due to the type of teaching method used. These tests will be

developed with the help of an ESL instructor.

A second data set will be generated from questionnaires all participants will be asked to

take at the end of the study. For the experimental condition group, it would allow me to gain a

better understanding about their experiences with graphic novels and what did or did not help

them in the areas of reading comprehension and vocabulary. I would like to compare their

feelings of success or failure versus the group who was taught using a more traditional teaching

method. An example of the questionnaire has been included as Appendix A. Although example

questions provided will be written in English, the questions will be translated and asked in the

participants’ native language to get the most accurate answers. Answers will be recorded and

then translated back into English.

To keep track of the participants’ scores, I will be using an MS Excel spreadsheet. Each

participant would be assigned a number and letter based on their group they are randomly

assigned to, to avoid recording identifying information such as their name. For example, those in
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the control group would be identified as 1a, 2a, etc. and those in the experimental condition

group would be 1b, 2b, etc. The scores on test 1 will be summarized in a table.

Data Analyzation

To analyze the data generated from the tests, the means of the results acquired from test 2

and 3 will be calculated and using a T-test the statistical significance (if any) will be determined

to either reject or accept the null hypothesis. The scores on test 2 and 3 will be depicted using a

bar graph, and the results of test one will be compared to the results of test 3. Answers to

interview questions will be coded using open coding to find similar phrases, wording, and any

underlying themes or ideas. Ideally, the results from the coded interviews will provide me with

an understanding of the participants’ experiences with using graphic novels and feelings of

success or failure in learning English through their specific teaching method.

Potential Limitations

One potential limitation that this research proposal faces is the acquisition of enough

participants, including collaboration with an ESL instructor. Although ESL classes are popular

programs and inquired about frequently in my neighborhood, getting participants to stay

committed once they agree to participate in the study might be difficult. As the intention is to

have two groups to compare, ones taught with graphic novels versus those not taught using

graphic novels, having an uneven number of participants in each group would affect results.

Also, the length of the ESL program offered might affect the results. The length that the ESL

class is offered may be determined by outside factors such as available funding, classroom space,

and/or available ESL instructors. Another potential limitation involves the participants’ exposure

to graphic novels. Although the participants will be instructed on how to read the graphic novels
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(order of panels to follow) it is unsure whether any previous (or no previous) exposure to graphic

novels will have an effect.

Research Quality

To ensure the trustworthiness of the research, participants will be asked to voluntarily

participate. At the initial start of the study, the participants will be randomly assigned to a group

and although the participants will not initially be told the exact objective of the study (to see if

graphic novels can help non-English speaking students learn English), at the end of the study

they will be informed of the results and possible implications. The answers to the interview

questions asked at the end of the study will be coded and compared for inter-coder reliability.
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References

Basol, H. C., & Sarigul, E. (2013). Replacing Traditional Texts with Graphic Novels at EFL

Classrooms. Procedia - Social and Behavioral Sciences, 70, 1621-1629.

doi:10.1016/J.SBSPRO.2013.01.231

Boatright, M. D. (2010). Graphic Journeys: Graphic Novels' Representations of Immigrant

Experiences. Journal Of Adolescent & Adult Literacy, 53(6), 468-476. Retrieved from

http://www.jstor.org.proxy.library.kent.edu/stable/pdf/25614591.pdf

Chun, C. W. (2009). Critical Literacies and Graphic Novels for English-Language Learners:

Teaching Maus. Journal Of Adolescent & Adult Literacy, 53(2), 144-153. Retrieved from

http://web.b.ebscohost.com.proxy.library.kent.edu/ehost/detail/detail?vid=4&sid=49e8fa

77-55d6-4c0d-87e04c46e2e70797%40sessionmgr101&hid=116&bdata

=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db

=a9h&AN=44618139

Dallacqua, A. (2012). Exploring Literary Devices in Graphic Novels. Language Arts, 89(6), 365-

378. Retrieved from http://www.jstor.org.proxy.library.kent.edu/stable/41804360

Eyring, J.L. (2014). Adult ESL Education in the US. The CATESOL Journal, 26(1), 120-149.

Retrieved from http://web.b.ebscohost.com.proxy.library.kent.edu

/ehost/pdfviewer/pdfviewer?sid=ccdcc399-abab-4a2e-a7a0-
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f4c8c40bdcf8%40sessionmgr120&vid=4&hid=102

Ferlazzo, L., & Sypniesk, K.H. (2012). The ESL/ELL’s Techer’s Survival Guide: Ready-to- Use

Strategies, Tools, and Activities for Teaching English Language Learners of All Levels.

[Google Book]. Retrieved from https://books.google.com/books?hl=en&lr=&id

=dTgDVEU6GN8C&oi=fnd&pg=PT6&dq=%22The+ESL/ELL+Teacher%27s+Survival

+Guide:+Read+to+Use+Strategies,+Tools,+and+Activities+for+Teaching+All+Levels%

22&ots=KGm7pHBC9t&sig=ZrGZYE3qXnm_UMZm5dD3Nxx-

hk8#v=onepage&q=%22The%20ESL%2FELL%20Teacher's%20Survival%20Guide%3

A%20Read%20to%20Use%20Strategies%2C%20Tools%2C%20and%20Activities%20f

or%20Teaching%20All%20Levels%22&f=false

Hyte, H. (2008, March 5). 23 Teaching Strategies for ESOL Studies. [Web log post]. Retrieved

from http://www.esltrail.com/2008/03/23-teaching-strategies-to-enhance-esol.html

Hyte, H. (2008, February 1). What's the Difference: ESL, EFL, ESOL, ELL, and ESP? [Web log

post]. Retrieved from

Kan, K. (2003). Getting Graphic at the School Library. Library Media Connection, 21(7),14.

Retrieved from http://web.b.ebscohost.com.proxy.library.kent.edu

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/ehost/pdfviewer/pdfviewer?sid=20e6f275-f54f-42ea-976f-

feefbee5f2d9%40sessionmgr102&vid=1&hid=102

Mathews, S. A. (2014). Reading without Words: Using The Arrival to Teach Visual Literacy

with English Language Learners. Clearing House, 87(2), 64-68.

doi:10.1080/00098655.2013.843499.

Serving Non-English Speakers: 2007 Analysis of Library Demographics, Services and

Programs (ALA Research Report). Retrieved from American Library Association

website: http://www.ala.org/offices/olos/nonenglishspeakers

Using Comics and Graphic Novels in the Classroom. (2005). Retrieved from

http://www.ncte.org/magazine/archives/122031

Watts, P. (2015). Graphic Novels Offer Diverse Perspectives, Narratives. Education

Digest, 81(2), 38-41. Retrieved from http://web.b.ebscohost.com.proxy.library.kent.edu

/ehost/pdfviewer/pdfviewer?sid=6d02b

88f-4076-497d-b0f0-4cf6284faa67%40sessionmgr103&vid=1&hid=102
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Appendix A-ESL Questionnaire

1. How old are you?

 18 to 24
 25 to 31
 32 to 38
 39 to 45
 46 to 52
 52+

2. Were you a member of the control group or experimental group?

 Control group-no graphic novels

 Experimental group-graphic novels

3. Not including this class, have you ever read a graphic novel before?

 Definitely yes
 Definitely not
 N/A

4. How satisfied are you with the instructional method used to teach you English?

 Extremely satisfied
 Moderately satisfied
 Slightly satisfied
 Neither satisfied nor dissatisfied
 Slightly dissatisfied
 Moderately dissatisfied
 Extremely dissatisfied

5. How happy are you with your success in this program?

 Extremely happy
 Moderately happy
 Slightly happy
 Neither happy nor unhappy
 Slightly unhappy
 Moderately unhappy
 Extremely unhappy
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6. How useful was a graphic novel to you in learning to speak English?

 Extremely useful
 Moderately useful
 Slightly useful
 Neither useful nor useless
 Slightly useless
 Moderately useless
 Extremely useless
 N/A

7. Would you recommend using graphic novels to others who wish to learn English?

 Definitely yes
 Probably yes
 Might or might not
 Probably not
 Definitely not

8. How likely are you to continue reading graphic novels after this experience?

 Extremely likely
 Moderately likely
 Slightly likely
 Neither likely nor unlikely
 Slightly unlikely
 Moderately unlikely
 Extremely unlikely
 N/A

9. What did you enjoy the most about the instructional method used to teach you English?

10. What did you enjoy the least about the instructional method used to teach you English?