Comic Strips for Language Learning

Comic Strips for Language Learning

           

            Comics in academia—we’ve come a long way in defining what is considered ‘educational.’ With 21^st century learning, students can engage in activities which were once viewed as leisure, but can now be incorporated in academics. Today I made my first digital comic strip using an online tool called Strip Generator. There are several other tools to create comic strips, dialogues and stories, such as Dvolver and one I personal like Storybird, however, Strip Generator is an easy start for beginners.

            The comic strip I made is entitled “At the Doctor’s Office.” This semester, I’m not teaching Medical English, but this comic strip could be used to introduce new vocabulary words (by teachers) or show the proper use of new words in context (by students). In this comic strip, the target vocabulary words are: symptoms, temperature, blood pressure, fever, prescription, medication, and follow-up.  

Performance Indicators My Students Could Demonstrate by Creating Their Own Comic Strips:

Performance Indicator- ESL.C.9-12.1.1.7: Students present information clearly in a variety of oral and written forms for different audiences and purposes related to all academic content areas.

Performance Indicator-ESL.C.9-12.1.1.12: Students convey information and ideas through spoken and written language, using conventions and features of American English appropriate to audience and purpose.

Performance Indicator-ESL.C.9-12.4.1.9: Students use appropriate vocabulary, expressions, language, routines, and interaction styles for various audiences and formal and informal social or school situations, noticing how intention is communicated in different ways through language in various contexts.

How Will I Assess My Students?

            Depending on what the purpose of the assignment is, I would assess my students accordingly. For example, if my writing students were making a comic strip to create a narrative, then I would assess whether they follow the structure of narrative writing that I have taught them, using time-order signals, and whether or not there is unity in the storyline. On the other hand, if my oral skills (or any) students were using this tool to create a comic in order to use their new vocabulary in context, I would assess whether or not each vocabulary term is used accurately and if the dialogues are meaningful.

The Bottom Line

For a quick, simple, and easy storyboard project, I’d say Strip Generator is the tool to use. However, for more elaborated projects, Storybird is a better tool.

To Flip or Not to Flip? That is the Question...

To Flip or Not to Flip? That is the Question...

A few weeks ago, I was expanding my professional networks and posted that I joined the Flipped Learning Network, so this makes this post all the more relevant. In the article Three Reasons to Flip Your Classroom, Marshall discusses the benefits of flipping the language classroom. In a flipped classroom, “Direct instruction takes place out of class while practice and application take place in class, (Bergmann & Sams, 2012).” This relatively new approach to learning and instruction has benefits, but requires adequate preparation and may have some caveats. What I love about this method of teaching, is that it changes the traditional classroom setting and allows students to engage in more collaborative activities with feedback given to them by the teacher during class time. Though in a flipped classroom, it’s essential that the instructional videos (or text) students are learning from at home are on their levels, as learners do not have the option of asking for clarification on confusing matters at home. Nonetheless, with the at-home learning, students are able to study at their own individual pace until they comprehend the material, unlike the limited 45-minute period some of us educators may only have.  The flipped method gives students more responsibility and compels them to come to the classroom prepared for discussions, activities, and collaboration.

Before, reading the article Flipping Your EL Classroom: A Primer by John Graney, I was thinking to myself whether or not I can use the flip method to teach or introduce a grammar concept for my English 101 writing students who are ESL/EFL learners. When teaching grammar, I tend to use an inductive approach, which is more student-centered, however I never tried using the flipped classroom method in teaching a grammar point. When I read the above mentioned article, I was pleased to see that the first example of a lesson Graney discusses is a grammar lesson on subject-verb agreement. Students would watch a video on the topic (or study from a textbook, website, slideshow, etc.), come to class prepared to work individually, in pairs or groups, and get assessed and given feedback by their teachers. This lesson layout seems very doable and effective and I intend to try it out with my learners for their next grammar lesson on simple past and past continuous verbs.  All in all, I encourage language teachers to experiment with this approach with their students. Perhaps the effect of such a shift may change the language abilities of our learners.

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The 21st Century Shift

When was the last time you got up to change the channel on your TV, used a payphone, or turned on a VCR? The advancement of technology has impacted our daily lives and has shifted the course of public education. The video 21st Century Education in New Brunswick, Canada highlights how vital it is as educators to keep up with the pace of technology in order to better serve our students. The fact that the top ten jobs today didn’t exist in 2004 is quite phenomenal. Our instruction should be geared to creating a generation of learners prepared for their future in a technologically accelerated world. Student-centered and personalized learning is how our students learn best and this is the model and method that is becoming the trend in education today. Furthermore what students learn, regardless of the subject matter – whether it is ESL or biology— should be made relevant and applicable to the real world or else what they acquire will not be meaningful, thus not fully preparing them for their careers in our global economy. I love the idea of videoconferencing with other classes internationally to work on a collaborative projects using online platforms. I believe this would give students exposure to new cultures, tools, and experiences that will impact their attitudes and motivations of learning. 

“We don’t have a choice on whether we DO social media, the question is how well we DO it.” This is a profound quote by author Erik Qualman cited in the video Social Media Revolution 2011. I remember when there was a time when friends would spend hours on the phone with one another, when family members who were oceans apart rarely had contact, or when relationships began in person with the first “Hi.” Today however, the shift of technology and more specifically, the increased use of social media has changed the lifestyle of our global population. Facebook is one of the leading social media websites, connecting friends, family and creating new (and also breaking) relationships.

This “social media revolution” has also greatly affected education and how students learn. Kindergarteners are now using iPads in the classroom and there is now a shift in individuals using eReaders instead of physical books. Simple paper and pencil and writing on the chalkboard has become somewhat obsolete; instead creating a lively and technologically-integrated classroom for our learners is the new norm. From my experience, students today need to be stimulated during lessons in order to maintain their focus, especially for young learners. We can’t ignore this shift. We can’t ignore social media. Instead, let us see how we can use it to our advantage to effectively teach our learners.