Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers

Students in the 21st century are exposed to multimodal texts, which are texts with the combinations of the modes of prints, images, gestures and movements. Graphic novel is one of the examples of a multimodal text and this genre is introduced in the Language Arts module as part of the English lang...

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Main Authors:	Suriani Mohd Yusof, Zalina Mohd Lazim, Khazriyati Salehuddin
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/12844/ http://journalarticle.ukm.my/12844/ http://journalarticle.ukm.my/12844/1/18122-59957-1-PB.pdf

id	ukm-12844
recordtype	eprints
spelling	ukm-128442019-05-02T13:03:07Z http://journalarticle.ukm.my/12844/ Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers Suriani Mohd Yusof, Zalina Mohd Lazim, Khazriyati Salehuddin, Students in the 21st century are exposed to multimodal texts, which are texts with the combinations of the modes of prints, images, gestures and movements. Graphic novel is one of the examples of a multimodal text and this genre is introduced in the Language Arts module as part of the English language subject in the new Curriculum for Primary Schools in Malaysia. Hence, it is important that teachers should first be aware of how to make the most of multimodal texts before introducing their pupils to the strategies necessary for comprehending the text. However, without proper training on how to approach the genre, the teaching of graphic novels may pose difficulties for teachers in general and especially so for teacher trainees. This paper reports the findings of a survey conducted on teacher trainees to explore the challenges they faced in teaching graphic novels to primary schoolers. Results show that although the graphics succeeded to entice the pupils into reading the text, the teacher trainee felt that the graphics did not help their pupils in understanding the storyline. The pupils’ eagerness to go through the graphics has caused them to ignore the words in the speech balloons. Consequently this has led to incomprehensible input and misinterpretation of the content. Results from these preliminary findings can be used to further investigate the strategies good readers use to read and comprehend graphic novels, so that teacher trainee would be better prepared to utilise graphic novels in their English classes Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12844/1/18122-59957-1-PB.pdf Suriani Mohd Yusof, and Zalina Mohd Lazim, and Khazriyati Salehuddin, (2017) Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (3). pp. 81-96. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1027
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Students in the 21st century are exposed to multimodal texts, which are texts with the combinations of the modes of prints, images, gestures and movements. Graphic novel is one of the examples of a multimodal text and this genre is introduced in the Language Arts module as part of the English language subject in the new Curriculum for Primary Schools in Malaysia. Hence, it is important that teachers should first be aware of how to make the most of multimodal texts before introducing their pupils to the strategies necessary for comprehending the text. However, without proper training on how to approach the genre, the teaching of graphic novels may pose difficulties for teachers in general and especially so for teacher trainees. This paper reports the findings of a survey conducted on teacher trainees to explore the challenges they faced in teaching graphic novels to primary schoolers. Results show that although the graphics succeeded to entice the pupils into reading the text, the teacher trainee felt that the graphics did not help their pupils in understanding the storyline. The pupils’ eagerness to go through the graphics has caused them to ignore the words in the speech balloons. Consequently this has led to incomprehensible input and misinterpretation of the content. Results from these preliminary findings can be used to further investigate the strategies good readers use to read and comprehend graphic novels, so that teacher trainee would be better prepared to utilise graphic novels in their English classes
format	Article
author	Suriani Mohd Yusof, Zalina Mohd Lazim, Khazriyati Salehuddin,
spellingShingle	Suriani Mohd Yusof, Zalina Mohd Lazim, Khazriyati Salehuddin, Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers
author_facet	Suriani Mohd Yusof, Zalina Mohd Lazim, Khazriyati Salehuddin,
author_sort	Suriani Mohd Yusof,
title	Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers
title_short	Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers
title_full	Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers
title_fullStr	Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers
title_full_unstemmed	Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers
title_sort	teacher trainees’ perspectives of teaching graphic novels to esl primary schoolers
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/12844/ http://journalarticle.ukm.my/12844/ http://journalarticle.ukm.my/12844/1/18122-59957-1-PB.pdf
first_indexed	2023-09-18T20:03:31Z
last_indexed	2023-09-18T20:03:31Z
_version_	1777407005579804672

Teacher trainees’ perspectives of teaching graphic novels to ESL primary schoolers

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