A Case for Comics: Framework for Fostering Critical Reading Skills in ESL Learners

Abstract

This paper proposes a novel framework for fostering critical reading skills in English as a Second Language (ESL) students through the strategic use of comics and graphic novels. ESL learners often face the challenge of navigating complex linguistic and cultural nuances while simultaneously developing higher-order critical thinking. Comics, with their inherent multimodal nature, have the unique ability of making abstract concepts more accessible to such learners. The paper uses a Multimodal Critical Literacy (MCL) Framework comprising visual analysis, textual analysis, intermodal interpretation, and critical evaluation. The study believes that this framework would serve as a useful guide to learners and help them systematically deconstruct how meaning is constructed through the interplay of images and text. Four templated exercises included in the paper attempt to serve as a template for developing a pedagogical approach for future research in this area. The paper concludes by emphasising comics' transformative potential as a catalyst for enhanced critical literacy and calls for further research and teacher professional development in this promising pedagogical area.