Abstract
Too often in social studies classroom teachers rely too heavily on textbooks; yet, textbooks are often criticized for their challenging structures, demanding conceptual loads, and heavy language loads. Nonetheless, educators cannot ignore the recent call for reading in the content areas. This chapter will detail how to use a Sheltered model that incorporates an explicit focus on disciplinary language needs and development to teach English Language Learners history while investigating the role graphic novels and reflective inquiry play in their instruction.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bain, R. (2006). Rounding up the usual suspects: Facing the authority hidden in the history classroom. Teachers College Record, 108(10), 2080–2114.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life 2nd edition. New York, NY: The Guilford Press.
Boatright, M. D. (2010). Graphic journeys: Graphic novels’ representations of immigrant experiences. Journal of Adolescent & Adult Literacy, 53, 468–476. https://doi.org/10.1598/JAAL.53.6.3
Brown, C. L. (2007). Supporting English language learners in content reading. Reading Improvement, 44(1), 32–40.
Brozo, W. G., Moorman, G., Meyer, C., & Stewart, T. (2013). Content area reading and disciplinary literacy: A case for the radical center. Journal of Adolescent & Adult Literacy, 56(5), 353–357.
Brugar, K. A., Roberts, K. L., Jiménez, L. M., & Meyer, C. K. (2017). More than mere motivation: Learning specific Content through multimodal narratives. Journal of Literacy Research and Instruction, 1–26. https://doi.org/10.1080/19388071.2017.1351586
Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann.
Cho, S., & Reich, G. A. (2008). New immigrants, new challenges: High school social studies teachers and English language learner instruction. The Social Studies, 99, 235–242. Retrieved from https://eric.ed.gov/?id=EJ819536
Choi, J., & Yi, Y. (2016). Teachers’ integration of multimodality into classroom practices for English Language Learners. TESOL Journal, 7(2), 304–327.
Clark, J. S. (2014). Teaching historical agency: Explicitly connecting past and present with graphic novels. Social Studies Research and Practice, 9(3), 66–80.
Connors, S. P. (2010). ‘The best of both worlds’: Rethinking the literary merit of graphic novels. The ALAN Review, 37(3). https://doi.org/10.21061/alan.v37i3.a.9
Cruz, B., & Thornton, S. (2009). Social studies for English language learners: Teaching social studies that matters. Social Education, 73(6), 271–274.
Dallacqua, A. K. (2012). Exploring literary devices in graphic novels. Language Arts, 89, 365–378. Retrieved from http://www.jstor.org/stable/41804360
Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55, 187–196. https://doi.org/10.1002/JAAL.00024
de Oliveira, L. C. (2011). Knowing and writing school history: The language of students’ expository writing and teachers’ expectations. Charlotte, NC: Information Age Publishing.
Echevarría, J., Vogt, M., & Short, D. J. (2010). Making content comprehensible for secondary English language learners: The SIOP model (2nd ed.). Upper Saddle River, NJ: Pearson.
Hale, N. (2012). Nathan Hale’s hazardous tales: One dead spy. New York, NY: Harry N. Abrams.
Hale, N. (2015). The underground abductor: An abolitionist tale Harriet Tubman. New York, NY: Harry N. Abrams.
Halliday, M. A. (1994). Functional grammar. London, UK: Edward Arnold.
Hawkins, M., Lopez, K., & Hughes, R. L. (2016). John Lewis’s March, Book Two: Assessing the impact of a graphic novel on teaching the civil rights movement. Social Education, 80(3), 151–156.
Jiménez, L. M., & Meyer, C. K. (2016). First impressions matter: Navigating graphic novels utilizing linguistic, visual, and spatial resources. Journal of Literacy Research, 48(4), 423–447.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Santa Fe Springs, CA: Alemany Press.
Lee, P. (2005). Putting principles into practice: Understanding history). In S. Donovan & J. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 31–77). Washington, DC: National Academies Press.
Lewis, J., & Aydin, A. (2015). March: Book two. Marietta, GA: Top Shelf Productions.
Mathews, M. R. (Ed.). (2014). International handbook of research in history, philosophy and science teaching. Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-94-007-7654-8
Meyer, C. K., & Jiménez, L. M. (2017). Using every word and image: Framing graphic novel instruction in the expanded four resources model. Journal of Adolescent & Adult Literacy, 61(2), 153–161.
McCloud, S. (1994). Understanding comics: The invisible art. New York, NY: William Morrow Paperbacks.
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107.
Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read and write in history by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41(2), 212–249.
National Council for Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Springs, MD: National Council for Social Studies.
National Council for the Social Studies. (2016). Notable social studies trade books for young people. Retrieved from http://www.socialstudies.org/resources/notable
Nokes, J. D. (2010). Preparing novice history teachers to meet students’ literacy needs. Reading Psychology, 31(6), 493–523.
Pantaleo, S. (2014). Reading images in graphic novels: Taking students to a ‘greater thinking level. English in Australia, 49(1), 38–51.
Park, J. Y. (2016a). “Breaking the word” and “sticking with the picture”: Critical literacy education of US immigrant youth with graphic novels. English Teaching: Practice & Critique, 15(1), 91–104. Retrieved from https://doi.org/10.1108/ETPC-08-2015-0065
Park, J. Y. (2016b). “He didn’t add more evidence”: Using historical graphic novels to develop language learners’ disciplinary literacy. Journal of Adolescent & Adult Literacy, 60(1), 35–43. https://doi.org/10.1002/jaal.521
Rance-Roney, J. (2010). Jump-starting language and schema for English-language learners: Teacher-composed digital jumpstarts for academic reading. Journal of Adolescent & Adult Literacy, 53(5), 386–395.
Schleppegrell, M. J., Achugar, M., & Oteíza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly, 38(1), 67–93.
Serafini, F. (2010). Reading multimodal texts: Perceptual, structural and ideological perspectives. Children’s Literature in Education, 41(2), 85–104.
Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32(1), 7–18.
Siegel, M. (2012). New times for multimodality? Confronting the accountability culture. Journal of Adolescent & Adult Literacy, 55(8), 671–681.
VanSledright, B. (2012). Learning with texts in history. In T. L. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines (pp. 199–226). New York, NY: Guilford Press.
WIDA Consortium. (2016). The WIDA can do descriptors: Key uses edition, grade 6–8. Board of Regents of the University of Wisconsin System. Retrieved from https://www.wida.us/standards/CAN_DOs/
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Meyer, C.K., Mahalingappa, L.J., Brugar, K.A. (2019). Thinking Inside the Box: Using Graphic Novels to English Language Learners in the Social Studies Classroom. In: de Oliveira, L.C., Obenchain, K.M., Kenney, R.H., Oliveira, A.W. (eds) Teaching the Content Areas to English Language Learners in Secondary Schools. English Language Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-02245-7_20
Download citation
DOI: https://doi.org/10.1007/978-3-030-02245-7_20
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-02244-0
Online ISBN: 978-3-030-02245-7
eBook Packages: EducationEducation (R0)