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The sudden outbreak of COVID-19 shook up the Global tourism and threatened many tourism destinations. After the first wave of COVID-19, the invention of vaccines prevented the spread of virus and the industry started healing itself. However, the second wave of the pandemic disrupted the recovery plans and polices of many tourism companies and planners. Tourism and Hospitality industry has faced many challenges in the past. But pandemic of this magnitude was unexpected. The impact is much deeper and complete end of such virus is unpredictable. The need of the hour is to take actions to unpack and reduce such recurring repercussion of COVID-19 and rethink and repackage tourism for restoring the demand. This foregrounds a framework to identify the impact of COVID-19 on Odisha Tourism and formulate a strategic approach for the restoration and survival of the tourism industry in Odisha. The study is both exploratory and descriptive in nature, based upon a qualitative research approach and includes collection of both primary and secondary data. Results of the study reveal that lockdown/shutdown and other restrictions due to pandemic have impacted the key tourism stakeholders in Odisha leaving them under financial instability. The study emphasises on promotion of domestic tourism in a big way. The study focuses on alternative tourism development and improved infrastructure relating to the screening, sanitisation and social distancing of the visitors will build confidence among the visitors and recreate interest in travel. IATA Travel Pass/Vaccination certificate should be a mandatory travel document for safe travel practice.

This paper aims to illustrate how first-generation immigrant youth who are English language learners respond to graphic novels and what literacies they acquire from reading and discussing graphic texts.

This paper is based on qualitative discourse data collected from an afterschool program with five high-school-aged English-language learners and their teacher. The afterschool program is centered on reading and discussing graphic novels.

Transcript analysis showed that the girls, even while working to “break” the written code, were engaged in critical analysis. In other words, English learners’ struggles to decode the words did not hinder them in assuming the role of a text analyst, and in questioning the creator’s message, purposes and worldviews.

This paper, which draws on an approach wherein the researcher pays close attention to immigrant youth as language users and meaning makers, can inform the methodologies of literacy and language researchers.

The paper can also inform the work of educators who are interested in pedagogical supports – texts and practices – that promote powerful language and literacy.

This paper is timely, given not only the challenges and possibilities associated with educating recent-arrival immigrant youth and English-language learners, but also the growing interest by language and literacy educators in the role of multimodal texts for developing multiple and critical literacies of all students.