Education

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

Document Type

Article

Abstract

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.

Publication Title

Journal of Adolescent and Adult Literacy

Publication Date

7-2016

Volume

60

Issue

1

First Page

35

Last Page

43

ISSN

1081-3004

DOI

10.1002/jaal.521

Keywords

4-Adolescence, discourse analysis, English as a second language, English for speakers of other languages, English language learners, English learners

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