Graduation Term
Summer 2025
Degree Name
Master of Arts (MA)
Department
Department of English: English Studies
Committee Chair
Joyce Walker
Committee Co-Chair
Lisya Seloni
Abstract
In recent years, English Language Learner (EL) education, more commonly referred to as English as a Second Language (ESL) or Teaching English to Speakers of Other Languages (TESOL), has advocated for a multimodal approach to classroom instruction. At the same time, higher level English Language Arts (ELA) classes continue to use sustained alphabetic narratives without explicit references to multimodal practices (i.g., graphic novels, graphic narratives, comics, picture books, etc.). This disconnect in teacher advocacy and in educational practice has positioned EL students outside of the opportunities offered by higher level ELA coursework and the sustained alphabetic narratives that are taught in such classrooms. This project provides two curricular sets that act as examples of how educators can use sustained alphabetic narratives with ELs, alongside multimodal meaning making practices, not only to support their English language development, but also prepare them for higher level ELA analytical skills that are oftentimes not present within the scope of graphic narrative practices.
Access Type
Thesis-Open Access
Recommended Citation
King, Ricardo D. Jr, "A Word is Worth a Thousand Words: Sustained Alphabetic Narratives and the Academic Success of English Language Learners at the Secondary Level" (2025). Theses and Dissertations. 2202.
https://ir.library.illinoisstate.edu/etd/2202
DOI
https://doi.org/10.30707/ETD.1763755358.643334