GRAPHIC NOVELS AS A TEACHING TOOL FOR RAISING INTERCULTURAL SENSITIVITY IN PRIMARY ENGLISH CLASSROOM

Abstract

As multimodal texts in which both pictures and words are used to communicate meaning, graphic novels are increasingly finding their place in a foreign language classroom. While multimodality supports comprehension and increases motivation for reading in a foreign language, graphic novel contents offer ample opportunities for developing the 21st century skills, like visual literacy, critical and creative thinking, problem solving, communicative competence, and intercultural awareness and sensitivity. The paper explores how primary learners’ intercultural sensitivity can be developed through a number of age- and language-appropriate activities applied before, during and after reading a graphic novel American Born Chinese by Gene Yang (2006). The aim of the paper is to support the didactic potential and pedagogical value of graphic novels to foster intercultural learning and develop empathy in primary English language learners.