Teaching hindi with comics

Peter Friedlander*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)


    The use of images has been a long established practice in Hindi language teaching. However, since 2015, I have also been experimenting with the use of online comics in teaching Hindi and have found that it has had beneficial learning outcomes. In an attempt to understand how comics may help in language teaching, I shall first explore how comic studies by scholars like Scott McCloud (1994) and narrative studies scholars such as Nick Lowe (2000) give new insights into the relationship between comics and narratives and ways to conceptualise language teaching. I shall then situate my own use of comics in teaching and discuss how the use of comics, images and narratives can help to convey non-verbal aspects of socio-cultural communication. I also include a discussion on current limitations on possibilities for studies measuring the impact on learning outcomes of the use of comics in teaching Hindi. I conclude by suggesting three reasons for using comics in language teaching. First, studies of the use of comics in other disciplines have shown favourable learning outcomes. Second, anecdotal observations from Hindi teaching have indicated their value to contextualise the socio-cultural aspects of Hindi language usage for students. Third, that comics can fit into a conceptual model for language teaching involving three elements, scaffolding materials, authentic materials and comic materials as a support to stimulate and motivate students in their language studies.

    Original languageEnglish
    Pages (from-to)163-178
    Number of pages16
    JournalElectronic Journal of Foreign Language Teaching
    Publication statusPublished - 2018


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