Digital comic creation and intercultural awareness in English as an Additional Language: a case study in Brazilian primary education
a case study in Brazilian primary education
DOI:
https://doi.org/10.5281/zenodo.22758839Palavras-chave:
Quadrinhos, Literatura, Educação linguística, Interculturalidade, MultimodalidadeResumo
This article discusses the pedagogical potential of comics as a didactic resource for teaching English as an Additional Language (EAL) in primary education. The study analyses a classroom project conducted in October 2023 with 32 fifth-grade students at a private school in Brazil, in which learners adapted the Greek myth of Arachne into culturally contextualised digital comics. Drawing on a qualitative approach grounded in documentary analysis, the research examines how the creation of comics fostered linguistic development, multimodal literacy, and intercultural awareness. It also explores classroom dynamics, highlighting how collaborative tasks supported peer interaction, negotiation of meaning, and learner autonomy. The findings indicate that creating comics engages young learners, promotes creativity and collaboration, expands students’ semiotic repertoires, and encourages reflection on cultural diversity. Furthermore, the study underscores the role of digital resources in shaping multimodal meaning-making and points to practical challenges related to infrastructure and time constraint in this educational setting.
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