The Benefits of Teaching Through Graphic Novels. Using Maus in the EFL Classroom

Table of Content

1. Introduction

2. Comic Style Theory

2.1 Definition of Comics and Graphic Novels

2.2 Visual Language

2.3 Words and Text

2.4 Panel, Sequence and Page Layout

2.5 Text – Image – Relationship

3. Theoretical Background - Competencies

3.1 Visual Literacy

3.1.1 Definition

3.1.2 Teaching Visual Literacy

3.2 Intercultural Communicative Competence

3.2.1 Byram’s model of ICC

3.2.2 Acquisition of ICC through Graphic Novels

4. The Complete Maus Analysis

4.1 Comic Style Analysis of The Complete Maus

4.2 Teaching goals using Maus

4.3 Concept for the classroom

4.3.1 Lesson 1: Introduction to the Book and Spiegelman’s Style

4.3.2 Lesson 2: Review and Introduction to Artie and Vladek

4.3.3 Lesson 3: The Past and the Present

4.3.4 Lesson 4: Loss of Rights

4.3.6 Lesson 6: Juxtaposition of Vladek in Chapter 3+4

Lesson 7: Mouse Holes

Lesson 8 – The Talk Show

Lesson 9 – Maus Review

5. Conclusion

5.1 Summary of Results

5.2 Final Consideration and Critical Appraisal of the Thesis

Objectives and Topics

This thesis examines the pedagogical benefits of utilizing graphic novels, specifically Art Spiegelman’s The Complete Maus, in English as a Foreign Language (EFL) classrooms to enhance students' communicative, visual, and intercultural competencies.

• Theoretical analysis of visual language and comic book structures.
• Fostering visual literacy through the interpretation of non-textual elements.
• Developing Intercultural Communicative Competence (ICC) based on Byram’s model.
• Practical lesson planning for secondary education (grades 9/10).
• Critical exploration of historical and political narratives in graphic memoirs.

Excerpt from the book

Summary of Chapters

1. Introduction: This chapter highlights the potential of graphic novels as a challenging medium for EFL classrooms and outlines the research objective of exploring The Complete Maus.

2. Comic Style Theory: This section provides the foundational knowledge of the medium, covering visual language, textual elements, structural layout, and the interplay between image and text.

3. Theoretical Background - Competencies: This section investigates how reading graphic novels fosters visual literacy and the acquisition of Intercultural Communicative Competence (ICC) in a school setting.

4. The Complete Maus Analysis: This chapter provides a structural analysis of Maus and presents a detailed, nine-unit lesson plan designed for secondary school students.

5. Conclusion: The author summarizes the results, confirming that Maus is a complex and beneficial tool for fostering communicative and intercultural competencies.

Keywords

Graphic Novels, Maus, Art Spiegelman, EFL Classroom, Communicative Competence, Visual Literacy, Intercultural Communicative Competence, Byram, Visual Language, Comics, Holocaust, Lesson Planning, Secondary Education, Multimodal Literacy, Narrative Structures.

Frequently Asked Questions

What is the primary focus of this work?

This bachelor thesis investigates the pedagogical value of using graphic novels, specifically The Complete Maus, to support communicative competencies in the English as a Foreign Language (EFL) classroom.

What are the key thematic pillars of the research?

The work centers on understanding the structure of comics, teaching visual literacy to critically interpret images, fostering intercultural awareness, and practical application through structured lesson plans.

What is the core research objective?

The aim is to demonstrate that The Complete Maus is a beneficial teaching tool that improves students' ability to communicate, interpret visual signals, and engage with complex historical and political themes.

What research methodologies are employed?

The paper utilizes a literature-based theoretical approach, analyzing comic style theory, visual literacy frameworks, and Michael Byram’s model for Intercultural Communicative Competence (ICC).

What do the core chapters cover?

The main sections cover the technical definitions of comics, the psychological and educational aspects of visual and intercultural literacy, and a comprehensive classroom concept applied to Maus.

Which keywords best describe the paper?

Key terms include Graphic Novels, Visual Literacy, EFL Education, Intercultural Communicative Competence, and Holocaust memoir.

How are students encouraged to interact with the text?

The provided lesson plans utilize active learning methods like the "Visual Thinking Strategy" (VTS), "Think Pair Share", and "Four-Corners" to ensure students actively engage with the visual and textual content.

Why is The Complete Maus considered a suitable academic tool?

The author argues that because of its complex narrative structure and its handling of the Holocaust, Maus serves as a profound resource for critical thinking and cultural reflection beyond traditional text-heavy literature.