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Introduction
As library and information professionals, we are tasked with servicing the needs of the
various populations that are identified as information user groups. Recently, there has been a
focus on how best to serve the needs of more specific user groups. One such user group is that of
English as a Second Language (ESL) students. There exists some confusion in the literature in
regards to the correct usage of terminology to describe members of this user group. ESL students
are individuals who are non-native English speakers, however, other acronyms are also used to
describe this population such as ELL’s, ESOL, or EFL. According to Hyte (2008), ESL students
are individuals learning English in an environment in which it is the dominant language, but they
originate from other countries where English is not the dominant language and are therefore
commonly used to describe non-native English speakers within the K-12 environment. ESOL, or
English for Speakers of Other Languages, is a more general and encompassing term that can
include both ESL and ELL’s because it refers to individuals who are learning English as a third
or more language (Hyte, 2008). Regardless of terminology, individuals within this user group
are non-native English speakers and have specific information needs that require creative
services.
Per the 2007 analysis of library demographics, services and programs, conducted by the
American Library Association, 21 million people in America speak little to no English. That
number equates to one of every fifteen persons potentially needing services but unable to
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communicate their need due to a language barrier (Serving Non-English Speakers: 2007 Analysis
of Library Demographics, Services and Programs, 2007). Unfortunately, the language barrier
can act as a deterrent for non-native English speakers wishing to use the library and its services.
However, the study also indicated that libraries are developing programs to foster the literacy of
this user population. Among the programs noted in the report by the America Library
Association to have been the most successful in supporting non-native English speaking patrons,
Just as there exists a multitude of terminology to describe ESL students so too is there a
multitude of methods emphasized by ESL instructors to teach English. Ferlazzo and Sypniesk
(2012) discuss a few best practices which ESL instructors should emphasize in their teachings. It
is noted that ESL instructors should model for students what it is that they are expected to do and
should use visuals and other nonverbal cues to help students grasp language and content. Eyring
(2014) states that ESL programs tend to focus their teaching on situations that are relevant to
real-life scenarios such as housing, employment, etc. Hyte (2008) also offers a list of
recommended practices that teachers of ESOL can use that are just as applicable for ESL
contextualizing language and using visual aids to emphasize vocabulary terms. While a variety
of teaching methods exists within this area, most instructors seem to agree on the importance of
both contextualizing language and using visual aids. Therefore, this research proposal seeks to
assess the value of using graphic novels in helping non-native English speakers, learn English.
Like the issue of terminology describing non-native English speakers, the definition of a
graphic novel has also been debated. Kan (2003) defines a graphic novel as “a comic in book
form; it fuses sequential art and text to tell a story,” (pp. 15), and Dallacqua (2012) also
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simplifies the definition by describing graphic novels as “images and print text to engage readers
and tell a story,” (pp. 365). Regardless of the definition chosen, graphic novels are indeed
known for their captivating images and alluring stories that have resulted in their growing
popularity amongst readers of all ages. In an article posted by the National Council of Teachers
of English (“Using Comics and Graphic Novels in the Classroom,” 2005) Shelley Hong Xu, an
associate professor at California State University, Long Beach refers to graphic novels as having
the educational potential to foster reading skills; for example, the ability to make inferences
through the pictures. Graphic novels are becoming a popular tool in classrooms to not only
encourage reading but also develop various skills related to reading comprehension. Finding
creative ways to develop literacy amongst non-native English speaking adults is imperative for
the information professionals serving this population, and graphic novels can help with this task.
This research proposal focuses on the impact that an ESL program can have on non-
native English speaking adults, specifically by implementing graphic novels into the classroom
as way to help non-native English speakers learn English. This proposal specifically aims to
answer the research question: can graphic novels be used to help adult non-English speakers
learn English? It is hypothesized that participants in this study who will be taught using graphic
novels will score higher on the assessments of their English language skills than the participants
Literature Review
developing idea. While there exists literature on graphic novels having been used in the
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classroom to aid non-native English speaking students, that literature mainly revolves around
Chun (2009) presents a study in which Maus was taught to an ESL high school class and
discusses various lessons that this graphic novel can insight amongst students. The students who
participated in the study were from grades 9 to 12 and many were immigrants from Central
America. These students needed to be taught how to read a graphic novel and learn vocabulary
related to the Holocaust such as World War II, Judaism, etc. Results of this study indicated that
the graphic novel had inspired curiosity within the students about history. Another point worth
noting is the students’ desire to have their instructor read out loud to them so that they could
follow along and learn pronunciation of sound effects such as “tsk,” (pp.150-152). In
comparison, Mathews (2014) describes using the graphic novel The Arrival, within her social
studies class along with other lessons to teach literacy to the English Language Learners
(ELL’s). Interestingly, this book has no words, unlike Maus which has both text and images
present. The author makes note of different methods the instructor can use to teach the students
such as having students point to the pictures in response to a question. In other words, the author
While the previous studies involved children and teen ESL students, Basol and Sarigul
(2013) investigated the effects of graphic novels on the reading comprehension skills of EFL
(English as A Foreign Language) students at a Turkish university. Participants in this study were
separated into two groups and given the same novel to read; however, one group was given the
graphic novel version of the text and the other group read the standard text. Each group applied
the same reading strategies/activities and progressed from needing assistance during the first
activity to doing it on their own. Researchers noted that students using the graphic novels found
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it easier to retrieve information because of the panels they could skim. These students also
preferred to compare/contrast characters from the book using either the panels themselves or
other images. By using images to describe the characters, students could remember the words
more.
In addition to discussing how graphic novels have been used in the classroom, the articles
of Chun (2009) and Mathews (2014) also discuss another benefit of the use of graphic novels;
the exposure to diverse perspectives or cultures. Watts (2015) also acknowledges the impact that
graphic novels can have on one’s perspective of the world and states, “the emotional impact of
graphic novels can be quite high…This makes graphic novels especially valuable to social
justice educators who want to want to provide their students with windows into multiple
identities and experiences,” (pp. 39). In other words, graphic novels can potentially cover
controversial topics and act as common grounds to discuss pertinent societal issues.
Boatright (2010) specifically emphasizes how graphic novels portray the issue of
immigration in his literary analysis of three graphic novels about immigrant experiences. Of
immigrant’s journey, where the protagonist overcomes all obstacles and finds their place in the
world. Depictions such as these can resonate with ESL students who may have experienced such
a journey first hand or heard the stories from family members. By using graphic novels that
depict immigrant experiences, ESL students may feel more engaged in the lessons and able to
This research proposal seeks to contribute to the literature pertaining to the topic of using
graphic novels as tools to help non-native English speakers, learn English. Because most of the
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literature focuses on children or teens, this research proposal focuses on adult ESL students and
hopes to provide quantitative data to support the usage of graphic novels as educational tools.
Methods
Data Collection
This will be an experimental design with two groups: a control group and an
experimental condition group. Participants will be adult ESL students. The population of ESL
students will be strictly Spanish speaking. To recruit, flyers will be sent out to local ESL
programs in the hopes that some students may wish to participate in the study for compensation.
Emails will also be sent to local directors or known instructors of ESL programs in the area to
see if they and their students would also like to participate. All participants will be asked to
voluntarily participate in the study and will be informed of the study following IRB protocols.
Participants will be randomly assigned to either the experimental or control group. The control
group will receive English Language instruction using traditional means of ESL materials; the
The graphic novel to be used is Maus by Art Spiegelman. Given the difficulty of learning
a new language, the study is expected to last for a year or 12 months. Classes will be held three
times a week, with each session lasting an hour and a half. Those selected to be in the
experimental group will be instructed on how to read a graphic novel, or what order of panels to
follow. The general learning goals of each class will be as follows: 1) Relevant vocabulary will
be identified and taught. Vocabulary will be reviewed every class session. 2) Students will
practice their English-speaking abilities at least once a week. 3) Student will work towards
Because there are many areas that could be measured, I will specifically focus on
measuring participants’ reading comprehension skills and vocabulary. To do this, all participants
will take a test or reading comprehension and vocabulary in their native language in these areas
before exposure to either teaching method (test 1). After a period of six months, participants will
take a test in these same areas in English (test 2), and then take it again in another six months in
English at the end of the study (test 3). The results from the first test taken in their native
language will be used to understand their reading comprehension and vocabulary skills in
general. The second and third tests will be used to compare any changes in their reading
comprehension and vocabulary due to the type of teaching method used. These tests will be
A second data set will be generated from questionnaires all participants will be asked to
take at the end of the study. For the experimental condition group, it would allow me to gain a
better understanding about their experiences with graphic novels and what did or did not help
them in the areas of reading comprehension and vocabulary. I would like to compare their
feelings of success or failure versus the group who was taught using a more traditional teaching
method. An example of the questionnaire has been included as Appendix A. Although example
questions provided will be written in English, the questions will be translated and asked in the
participants’ native language to get the most accurate answers. Answers will be recorded and
To keep track of the participants’ scores, I will be using an MS Excel spreadsheet. Each
participant would be assigned a number and letter based on their group they are randomly
assigned to, to avoid recording identifying information such as their name. For example, those in
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the control group would be identified as 1a, 2a, etc. and those in the experimental condition
group would be 1b, 2b, etc. The scores on test 1 will be summarized in a table.
Data Analyzation
To analyze the data generated from the tests, the means of the results acquired from test 2
and 3 will be calculated and using a T-test the statistical significance (if any) will be determined
to either reject or accept the null hypothesis. The scores on test 2 and 3 will be depicted using a
bar graph, and the results of test one will be compared to the results of test 3. Answers to
interview questions will be coded using open coding to find similar phrases, wording, and any
underlying themes or ideas. Ideally, the results from the coded interviews will provide me with
an understanding of the participants’ experiences with using graphic novels and feelings of
Potential Limitations
One potential limitation that this research proposal faces is the acquisition of enough
participants, including collaboration with an ESL instructor. Although ESL classes are popular
committed once they agree to participate in the study might be difficult. As the intention is to
have two groups to compare, ones taught with graphic novels versus those not taught using
graphic novels, having an uneven number of participants in each group would affect results.
Also, the length of the ESL program offered might affect the results. The length that the ESL
class is offered may be determined by outside factors such as available funding, classroom space,
and/or available ESL instructors. Another potential limitation involves the participants’ exposure
to graphic novels. Although the participants will be instructed on how to read the graphic novels
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(order of panels to follow) it is unsure whether any previous (or no previous) exposure to graphic
Research Quality
participate. At the initial start of the study, the participants will be randomly assigned to a group
and although the participants will not initially be told the exact objective of the study (to see if
graphic novels can help non-English speaking students learn English), at the end of the study
they will be informed of the results and possible implications. The answers to the interview
questions asked at the end of the study will be coded and compared for inter-coder reliability.
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References
Basol, H. C., & Sarigul, E. (2013). Replacing Traditional Texts with Graphic Novels at EFL
doi:10.1016/J.SBSPRO.2013.01.231
Experiences. Journal Of Adolescent & Adult Literacy, 53(6), 468-476. Retrieved from
http://www.jstor.org.proxy.library.kent.edu/stable/pdf/25614591.pdf
Chun, C. W. (2009). Critical Literacies and Graphic Novels for English-Language Learners:
Teaching Maus. Journal Of Adolescent & Adult Literacy, 53(2), 144-153. Retrieved from
http://web.b.ebscohost.com.proxy.library.kent.edu/ehost/detail/detail?vid=4&sid=49e8fa
77-55d6-4c0d-87e04c46e2e70797%40sessionmgr101&hid=116&bdata
=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db
=a9h&AN=44618139
Dallacqua, A. (2012). Exploring Literary Devices in Graphic Novels. Language Arts, 89(6), 365-
Eyring, J.L. (2014). Adult ESL Education in the US. The CATESOL Journal, 26(1), 120-149.
/ehost/pdfviewer/pdfviewer?sid=ccdcc399-abab-4a2e-a7a0-
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f4c8c40bdcf8%40sessionmgr120&vid=4&hid=102
Ferlazzo, L., & Sypniesk, K.H. (2012). The ESL/ELL’s Techer’s Survival Guide: Ready-to- Use
Strategies, Tools, and Activities for Teaching English Language Learners of All Levels.
=dTgDVEU6GN8C&oi=fnd&pg=PT6&dq=%22The+ESL/ELL+Teacher%27s+Survival
+Guide:+Read+to+Use+Strategies,+Tools,+and+Activities+for+Teaching+All+Levels%
22&ots=KGm7pHBC9t&sig=ZrGZYE3qXnm_UMZm5dD3Nxx-
hk8#v=onepage&q=%22The%20ESL%2FELL%20Teacher's%20Survival%20Guide%3
A%20Read%20to%20Use%20Strategies%2C%20Tools%2C%20and%20Activities%20f
or%20Teaching%20All%20Levels%22&f=false
Hyte, H. (2008, March 5). 23 Teaching Strategies for ESOL Studies. [Web log post]. Retrieved
from http://www.esltrail.com/2008/03/23-teaching-strategies-to-enhance-esol.html
Hyte, H. (2008, February 1). What's the Difference: ESL, EFL, ESOL, ELL, and ESP? [Web log
Kan, K. (2003). Getting Graphic at the School Library. Library Media Connection, 21(7),14.
/ehost/pdfviewer/pdfviewer?sid=20e6f275-f54f-42ea-976f-
feefbee5f2d9%40sessionmgr102&vid=1&hid=102
Mathews, S. A. (2014). Reading without Words: Using The Arrival to Teach Visual Literacy
doi:10.1080/00098655.2013.843499.
website: http://www.ala.org/offices/olos/nonenglishspeakers
Using Comics and Graphic Novels in the Classroom. (2005). Retrieved from
http://www.ncte.org/magazine/archives/122031
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88f-4076-497d-b0f0-4cf6284faa67%40sessionmgr103&vid=1&hid=102
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18 to 24
25 to 31
32 to 38
39 to 45
46 to 52
52+
3. Not including this class, have you ever read a graphic novel before?
Definitely yes
Definitely not
N/A
4. How satisfied are you with the instructional method used to teach you English?
Extremely satisfied
Moderately satisfied
Slightly satisfied
Neither satisfied nor dissatisfied
Slightly dissatisfied
Moderately dissatisfied
Extremely dissatisfied
Extremely happy
Moderately happy
Slightly happy
Neither happy nor unhappy
Slightly unhappy
Moderately unhappy
Extremely unhappy
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Extremely useful
Moderately useful
Slightly useful
Neither useful nor useless
Slightly useless
Moderately useless
Extremely useless
N/A
7. Would you recommend using graphic novels to others who wish to learn English?
Definitely yes
Probably yes
Might or might not
Probably not
Definitely not
8. How likely are you to continue reading graphic novels after this experience?
Extremely likely
Moderately likely
Slightly likely
Neither likely nor unlikely
Slightly unlikely
Moderately unlikely
Extremely unlikely
N/A
9. What did you enjoy the most about the instructional method used to teach you English?
10. What did you enjoy the least about the instructional method used to teach you English?