The Ligne Claire to Literacy: Integrating Hergé's Tintin as a Multimodal Pedagogical Tool into the Indian School English Literature Curriculum

Abstract

This paper critically examines the pedagogical limitations of the classical English literature curriculum as implemented in Indian schools. The dense linguistic and emotional complexity of Elizabethan and Victorian texts frequently alienates young learners, encouraging rote memorisation ("mugging up") rather than genuine literary engagement. As a constructive response, this article advances a theoretical proposal for the strategic integration of Hergé's The Adventures of Tintin, supplemented by its animated series, as a multimodal scaffolding tool within existing curricula. Special emphasis is placed on albums in which Hergé engages with South Asian geography, culture, and characters, thereby enhancing cultural proximity for Indian learners. Drawing on Dual Coding Theory, the Affective Filter Hypothesis, and multimodal literacy scholarship, the paper argues that the visual and narrative sophistication of the Tintin series can meaningfully enhance cognitive development, emotional intelligence, and communicative competence in the Indian classroom without displacing the classical canon. The paper concludes with a concrete framework for implementation and a transparent discussion of both the opportunities and the limitations of this approach..