Using Manga To Build Bridges For Bilingual Students Summary

New Learning Methods for Bilingual Students

In the article "Using Manga to Build Bridges for Bilingual Students," Karina Quilantan-Garzc, a bilingual teacher in a Texas school district where many of her students speak Spanish as their first language, explores the use of manga as a tool for bridging the language and cultural gap between bilingual students in a classroom setting. The use of manga in language instruction is not a new concept. In fact, it has been used in Japan for decades as a tool for teaching English to Japanese students. However, its use in bilingual education in the United States is relatively new. Quilantan-Garza's article highlights the potential benefits of using manga in bilingual education and suggests that it could

For example, teachers can use manga as a tool to teach vocabulary, grammar, and reading comprehension. They can also use manga to introduce students to Japanese culture and society. In addition, teachers can encourage students to create their own manga, which can help them develop their creativity and writing skills. The author also discusses the potential benefits of using manga for non-bilingual students. By reading manga, non-bilingual students can develop an interest in Japanese culture and society. They can also gain an appreciation for the unique storytelling and artistic techniques used in manga. Overall, Quilantan-Garcia makes a compelling case for the use of manga in the classroom. She notes that manga can be an effective tool for helping bilingual students improve their language skills and promoting cultural exchange and understanding. While manga may not be appropriate for all classrooms or students, it is certainly worth considering for teachers who work with bilingual students or who want to introduce their students to Japanese culture and

Quilantan-Garza created a unit called "Reading Manga, Writing English." She selected several manga books that she thought would be interesting to her students and used them to teach various English language skills. For example, she had her students read manga and then write summaries of the stories in English. As she notes, there are certainly challenges to using manga as an instructional tool, such as finding appropriate content and addressing negative perceptions of manga as "lowbrow" literature. However, I think the potential benefits of using manga outweigh these challenges, and I would encourage more educators to consider incorporating manga into their teaching