隨著華語作為二語日漸普及，學生在教室外使用各種不同的管道來精進自己的語言發展是很普遍的現象。對多數華語為二語的學習者而言，「漫畫」(comic books) 是眾多易取得資源的管道之一。許多學習者均從「漫畫」中得到似乎無窮無盡的「可理解輸入」(comprehensible input)，培養學習者進行傳統文學作品的閱讀及比較的技巧。本論文的研究重點是如何將漫畫融入實際的華語課堂環境。
本論文的第一步回顧內容導向教學以及廣泛閱讀教學的相關文獻，並提出在華語課堂環境中使用漫畫協助教學的框架和原則。接著選擇兩部具有共同主題內容 – 料理 – 的漫畫，並進行以下分析：首先，取出漫畫中的文本，以獲取有關漫畫詞類和難度的數據，並跟不同類型之文本進行比較。其次，嘗試鑑定漫畫中的哪些特徵符合內容和語言的整合學習 (CLIL) 的要求。最後，根據結果編寫教案，並提出相關提示與建議。
本論文結果支持前人研究結果，認為：(1) 透過廣泛閱讀教學計劃，漫畫可以順利融入華語課堂環境，達到良好的教學效果。(2) 大量的閱讀是傳統華語教學經常缺乏的一點，漫畫融入教學有助於讓中級學習者對中文閱讀有初步的能力，並能提高閱讀興趣，讓學習者成為自主學習者。

With the ever rising popularity of Chinese as a second language, it comes with no surprise that students use all different sorts of input sources outside of the classroom in order to further progress on their own. In that regard, many students find in comics a seemingly endless supply of comprehensible input, which in turn allows them to move on to more "classic" literature. The main idea behind this thesis is to identify the ways in which comics could be used to teach Chinese as a second language in an actual classroom setting.
Through a thorough analysis of literature revolving around two main topics –content based instruction, and extended reading – we lay out a framework and key requirements for using comics in a TCSL classroom setting. Then, we select two comics with a specific subject – cooking in our case, and further analyze them using statistics based on the text in the comics, in order to get some data on the type and difficulty of the comics' words, then we identify which particular aspects of the comics match CLIL requirements. Then, an example class plan is drafted, and we lay out some further relevant tips.
This thesis supports its relevant literature: through structured extended reading plans, comics can be successfully integrated in a classroom setting. Reading is something that traditional TCSL often lacks, and comics can give students basics in reading Chinese, in order to become an "autonomous acquirer".

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