***Private Lessons Info at the end***
• SO, WHY COMICS?
There is already a good deal of information out there regarding the use of comics in the classroom.
HARVARD GRADUATE SCHOOL OF EDUCATION consider comics an invaluable teaching tool.
AE AMERICAN ENGLISH, THE OFFICE OF ENGLISH LANGUAGE PROGRAMS in Washington (D.C.) and the PLYMOUTH STATE UNIVERSITY consider using comics in the EFL classroom a terrific way to incorporate the target language in a fun, engaging way.
LANCASTER UNIVERSITY, UNIVERSITY OF CYPRUS and EUROPEAN UNION are colaborating to promote the use of comics for the English language learning.
COMICS AREN’T JUST FOR KIDS ANYMORE. IN TRUTH, THEY NEVER WERE.
• WHAT IS A COMIC?
Defining exactly what is referred to by the term ‘comic’ is not as easy as one might think. Comics are at best, misunderstood, and at worst, frequently stereotyped.
For many, comics are nothing more than “crude, poorly drawn, semiliterate, cheap, disposable, kiddie fare”. Further stereotypes include ideas that comics are required to be humorous, or that only ‘uncool’, teenage boys read comics, or that comics only contain stories of super heroes.
The truth is that Comics, just like other forms of media, are limited only by the imaginations of their creators.
To address the various stereotypes often forced on comics:
First, comics do not have to be funny – I would hazard that there are more dramatic comics than humorous ones.
Second, many people read comics; while male readers do outnumber female readers, there are nonetheless many comics directed at a female audience.
Third, both sexes can find appropriate comics for any age – indeed there are a number of comics clearly intended for an adult audience.
Lastly, while comics depicting the adventures of super-heroes are very common, there are a number of books wherein a caped crusader would likely never appear.
Ultimately, COMICS ARE AS DIVERSE AS ANY OTHER MEDIUM. The only necessary feature of a comic is that it must combine static images – whether they are sectioned into panels or free of restriction – and a story, which is often, though not always, conveyed through text. Beyond those defining characteristics, comics can and do take on a stunning plethora of styles.
• COMICS IN THE CLASSROOM
When one thinks of comics and their place in the classroom, images of teacher’s confiscating comics from students who are trying to read them in secret often come to mind. In spite of this stigma, however, COMICS CAN PLAY A POWERFUL, INFLUENTIAL ROLE IN THE ENGLISH LANGUAGE CLASSROOM, AND CAN HAVE A POSITIVE IMPACT ON THE LEARNING HABITS OF MANY STUDENTS. In today’s world of instant entertainment - movies, video games, the Internet – comics can provide a powerful median between literature and visual entertainment.
KEEP IN MIND, COMICS ARE INTENDED TO SUPPLEMENT OTHER ASPECTS OF THE ENGLISH LANGUAGE CLASSROOM, NOT REPLACE THEM.
MOTIVATING STUDENTS WITH TEXTS THAT RESONATE WITH THEIR PERSONAL INTERESTS AND IDENTITIES WILL INCREASE THEIR INVESTMENT, LEADING TO GREATER EXPOSURE TO WORDS, GREATER VOCABULARY ACQUISITION, AND MORE FREQUENT USE OF READING STRATEGIES — THREE CORNERSTONES OF COMPREHENSION.
• COMICS AND READING
Ironically, many people believe that comics make poor reading materials, or that they will negatively impact reading skills. THIS BELIEF COULD NOT BE FURTHER FROM THE TRUTH.
Many studies have shown that comics provide excellent resources for students who struggle with reading on skill and/or motivational levels. For instance:
- With the combination of text and illustration, COMICS ARE POWERFUL AIDS FOR STUDENTS WHO EXCEL AT VISUAL LEARNING OR WHO HAVE SHORT ATTENTION SPANS.
- Comics prompt the development of powerful imaginations. In studying education, many educational theorists site the theory of scaffolding – students receiving incrementally decreased aid at a skill until they are able to master it on their own. COMICS PROVIDE AN EXCELLENT PRACTICAL SCAFFOLDING RESOURCE AND DO SO ON MANY LEVELS. While the text is often the heart of the story, it is reinforced and furthered through the illustrations. This not only aids in development of reading skills for students in earlier grades, but allows advanced students to visualize the story and the characters.
- THE ILLUSTRATIONS IN COMICS CAN ALSO FURTHER A STUDENT’S ANALYSIS OF THE LITERATURE AND REINFORCE THE POWER OF WORDS. Illustrations act as clues to what is being conveyed in the text. Remove the words and note what happens to the story – typically, it loses a considerable amount. Such a demonstration can go a long way to developing students’ precision and comfort with language production.
Ultimately, COMICS ARE A POWERFUL TOOL FOR THE TEACHING OF READING AND LITERARY ANALYSIS AT ANY GRADE LEVEL. If nothing else, comics are another reading resource, and like any other, they can only increase a student’s confidence in their abilities, and may even prompt a further interest in reading.
VISUAL COMMUNICATION IS RICH, EVOCATIVE, AND IMMEDIATE, AND TRANSCENDS BARRIERS THAT LANGUAGE SOMETIMES RAISES. WHEN PICTURES AND WORDS ARE USED TOGETHER TO COMMUNICATE, THE RESULT CAN BE MUCH GREATER THAN EITHER ALONE COULD PRODUCE.
• COMICS AS LITERATURE
Although most comics are crafted with entertainment in mind, this does not hold true to the entire genre, nor are those comics designed to entertain limited to that result. MANY COMICS ARE OR SHOULD BE CONSIDERED WORKS OF POWERFUL LITERATURE. Just as any other medium, comics are able to raise and shed light on important issues, prompting critical thought and reflection.
COMICS ARE IMPORTANT PIECES OF LITERATURE for the classroom in that they provide insight about issues relevant to the world, and quite often, to the youth of the world. Many comics have dealt with drug abuse, suicide, aids, and so forth and all have done so by providing strong role models and lessons for both young men and women. Moreover, while some comics are violent, many – those with a young audience in mind – present violence in a tasteful manner and with very real consequences.
Once again, as with any other medium, COMICS CAN PROVIDE STUNNING EXAMPLES OF LITERATURE, FIT NOT ONLY FOR ASSISTING STUDENTS WITH THEIR READING AND SKILLS OF LITERARY ANALYSIS, BUT LITERATURE THAT WOULD MAKE A NOTED IMPACT TO THE SYLLABI OF ANY ENGLISH LANGUAGE CLASS.
*** PRIVATE LESSONS INFO ***
• Resources For Students •
25'000+ Comics, TPB, Graphic Novels*¹
A PDF of The Comic in Use for Assignments
A Notebook for Notes and Assignments*²
• Students Age Admission*³•
Teenagers (13-17 Years Old)
Adults (18-64 Years Old)
Seniors (65+ Years Old)
• Duration & Fees*⁴ •
60+ Minutes - 500'000 VND (Discount if you bring a friend)
120+ Minutes - 900'000 VND (Discount if you bring a friend)
180+ Minutes - 1'300'000 VND (Discount if you bring a friend)
• Students Level Admission •
Intermediate / Independent (B1)
Upper Intermediate / Confident (B2)
Advanced / Proficient (C1 - C2)
• Skills •
Pragmatic Intelligence, Higher-Level Thinking
Slang, Idiomatic Speech, Colloquial Language
Reading, Register, Vocabulary, Writing, ...
*¹ Choice With 7 Days in Advance. Standard Program With Fewer Than 7 Days.
*² With The First Lesson.
*³ Admission of Younger Students ONLY if Intermediate / Independent Level.
*⁴ Can Be Longer As Needed - No Extra Charge.