Critical reading and use of comics in teaching French as a foreign language

Resumo

The ability to understand the information that is being transmitted both orally and in writing varies according to the abilities of individuals. If the ability to read is not developed from an early age (and if critical reading abilities are not promoted), serious communication failures can occur. Reading comprehension is a multidimensional process that includes several levels among which are the reader, the text and the factors associated with the reading activity. However, most of the research and theories on reading comprehension are based mainly on research conducted with monolingual speakers, leaving aside how students learn a foreign language. Recently, several investigations have emerged that highlight the potential of comics as an aid in pedagogical settings and as a tool to improve the reading comprehension of students (both monolingual and foreign language learners). The present paper investigates the cognitive and linguistic factors that influence reading comprehension in French as a Foreign Language (FFL). To do so, we present a pedagogical innovation proposal based on comic reading that will contribute to the critical reading comprehension processes of students of FFL. For this purpose, a method of sequencing activities for developing critical thinking skills through the use of a comic strip was designed. First, the students will look at all the information provided by the comic (both image and text), comparing the coherence and cohesion of the contents of other strips from the same comic. After that, students will organize and reconstruct the information analyzed in the previous steps through a series of activities proposed by the teacher. Then, students will be able to foster their creativity through the creation of their own activities and resources using the comic as the main tool. Next, students will implement their new knowledge to different contents. The final step is to reflect on the effectiveness of the comic in foreign language learning with a view to future interventions. This method of sequencing will allow students to move from a literal level where they only analyze the explicit elements of the story, to a level in which they will develop a critical and inferential thinking that will allow them to throw solid arguments to support and defend the hypotheses they can create in front of a text.