The coming-of-age story in Smile: using the graphic novel to boost students’ critical thinking in the EFL classroom
Graphic novel has gained respect during the last years among parents and educators thus being currently included in more school curricula in the present days. However, this format still prompts considerable criticism even research shows the numerous benefits and potential of including graphic novels...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:20.500.12328/3732 |
| Acceso en línea: | http://hdl.handle.net/20.500.12328/3732 |
| Access Level: | acceso abierto |
| Palabra clave: | Història de la majoria d'edat Pensament crític Aula d'EFL Novel·la gràfica Respecte Historia sobre la mayoría de edad Pensamiento crítico Clase de inglés como lengua extranjera Novela gráfica Respeto Coming-of-age story Critical thinking EFL classroom Graphic novel Respect 37 |
| Sumario: | Graphic novel has gained respect during the last years among parents and educators thus being currently included in more school curricula in the present days. However, this format still prompts considerable criticism even research shows the numerous benefits and potential of including graphic novels in the English as a Foreign Language (EFL) classroom. This research paper aims to illustrate how graphic novels and more precisely the coming of age story genre enhances students’ critical thinking in the 3 rd of CSE classroom. Smile (2010) by Raina Telgemeier is a coming of age story that portrays the story of a middle school student, who after a dental injury will see her life invaded with surgeries and dentist visits while she also tries to discover the meaning of love and friendship in this journey called life. To carry out the research, a series of activities were designed thus requiring students to make inferences, solve problems, find ambiguities in the texts, and question the information presented to them. A critical thinking rubric was used to evaluate if there had been an improvement in their critical thinking skills. The results demonstrated that students’ critical thinking had not only increased with the use of the graphic novel but students also embraced the coming-of-age story genre as a mirror of their own experiences and feelings and as an opportunity for telling their own story |
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