Over the decades, English language learners have challenged educators and policymakers to find the best method to educate them; however, controversy remains over whose vision of what constitutes “the best” program for ELLs (Crawford, 2004, p. 29). Graphic novels are gaining popularity as understanding of various literacies (critical, visual, etc.) fluctuates. This trend could help educators as more instructional methods are sought to increase the literacy skills of English language learners. Between the hard work of librarians, English language teachers, and the popularity of film adaptations of popular graphic novels, this little-studied format is gaining respect and teaching time (Carter, 2007). Through various studies, project-based learning using graphic novels has been shown to help students in this endeavor by creating “strong connections between the arts and retention, self-image, and academic progress,” all positive components that we want to see in the English for Speakers of Other Languages ​​(ESOL) classroom (Carter, 2007, p. 4). Students learning to master...