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1. Block, Katherine, “Teacher perceptions of graphic novels” (2013). Graduate Research Papers. Paper 31. http: //scholarworks.uni.edu/grp/31
2. Brown, H. D. (1994). Teaching by Principles. An Interactive Approach to Language Pedagogy . New Jersey: Prentice Hall Regents
3. Bruggeman, L. (1997). ‘Zap! Whoosh! Kerplow!’: Building high-quality graphic novel collections with impact. School Library Journal, 43(1), 22-27.
4. Burmark, L. (2009). Why visual literacy? www.lynellburmark.org/a_whyvisualliteracy.asp
5. Campbell, K. H. (2007). Less is more. Teaching literature with short texts – grades 6-12. Portland/ME: Stenhouse
6. Canagarajah. S. (2008). In this issue. TESOL Quarterly 42(4), 537-539
7. Cary, S. 2004. Going Graphic: Comics at Work in the Multilingual Classroom. Portsmouth: Heinemann
8. Cohn, N. (2007). Visual language grammar . Presentation, Visual and Iconic Language Conference, Aug 2-3, 2007, University of New Mexico. www.emaki.net/readings.html
9. Hymes, Dell, 1971 “Competence and performance in llinguistice theory” in R. Huxley and E. Ingram (eds.) Language Acquisition: Models and Methods. London: Academic Press