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Teaching through Film: CASE STUDIES AND STRATEGIES FOR EFFECTIVE LEARNING FLAME Research Centre,

Film as (quasi-)authentic linguistic and cultural input – challenges and chances in the secondary language classroom Isabella Seeger Bielefeld University. Teaching through Film: CASE STUDIES AND STRATEGIES FOR EFFECTIVE LEARNING FLAME Research Centre,

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Teaching through Film: CASE STUDIES AND STRATEGIES FOR EFFECTIVE LEARNING FLAME Research Centre,

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  1. Film as (quasi-)authentic linguisticandculturalinput – challengesandchances in thesecondarylanguageclassroomIsabella SeegerBielefeld University Teaching through Film: CASE STUDIES AND STRATEGIES FOR EFFECTIVE LEARNING FLAME Research Centre, Manchester Metropolitan University 26 July 2014

  2. Contents 1 Film as (quasi-)authentic input in the EFL classroom 2 Curricular input for lower secondary education 3 A holistic approach to teaching with film References 1.1 Towards a definition of "classroom authenticity" 1.2 Some merits of using film in the EFL classroom • 3.1 Focus • 3.2 Classroom methodology • 3.3 Teacher's responsibilities • 3.4 Assessment

  3. 1.1 Towards a definition of "classroom authenticity" 1 Film as (quasi-)authentic input in the efl classroom Film - produced for the information or entertainment of an English-speaking audience Authentic materials - Produced by and for native speakers - Not produced for language teaching - Characteristics of real-life discourse (Nunan, 1989; Nuttall, 2005; Gilmore, 2007) "CLASSROOM Authenticity" Learning situation - Use of materials in meaningful context - Authentic use of language - Meaningful outcome (Breen, 1985; Taylor, 1994; Mishan, 2005) Non-fictional content Fictional content Limited view of authentic language & culture  Authentic input Representation of language & culture Quasi-authentic input C-R and discovery learning Genuinely communicative activities Autonomous learning  Authentic output

  4. 1.2 Some merits of using film in the EFL classroom 1 Film as (quasi-)authentic input in language learning Film can widely supplement the input from coursebooks or teachers "Films are such valuable and rich resources for teaching for they present colloquial English inreal-life contextsrather than artificial situations; an opportunity of being exposed to different native speaker voices, slang, reduced speeches, stress, accents, and dialects." (King, 2002: 2) Motivation, engagement with L2 (Sommer, 2001; King, 2002; MacGregor, 2007) Correlation of speaking and listening skills (Kusumarasdyati, 2004; Istanto, 2009) Meaningful, context- related situations (Lonergan, 1984; King, 2002) Visual support (Kusumarasdyati, 2004) Natural, real-life discourse (Katchen,2002; Gilmore,2007) Language variation (Sherman, 2003; King, 2002) FILM

  5. 2 Curricular input for lower secondary education The German EFL curriculum endorses CEFR goals and suggestions regarding communicative-ness and meaningfulness EFL curriculum for lower secondary education Prescribed input: Scripted materials (coursebook & audio/video materials, graded readers) MSW (2014) Standardised assessment Non-native speaker teachers Common European Framework of Reference for Languages (CEFR) Suggested possible input: Different texts from all kinds of media,including TV & cinema films Council of Europe (2001: 94) Inauthentic content and language (Sheldon, 1988; Mauranen, 2004; Römer, 2004, 2006, 2007; Rühlemann, 2008) Unfamiliar with language variation (Conrad, 2004) Desired output: Appropriate in context Frequent output: "Abiturspeak" (Mukherjee, 2004: 247)

  6. 3.1 Focus 3 A holistic approach to teaching with film Focusing on content and culture rather than on language Primary focus: non-linguistic features Supplement or contrast to coursebook information Diverts attention from L2 Meaningful language production "...the best input is so interesting and relevant that the acquirer may even ‘forget’ that the message is encoded in a foreign language." (Krashen, 2009: 66) Secondary focus: language Language variation Action-related registers (Gibbons, 2001) Discovery of social & discourse functions Unconscious acquisition of chunks (Nunan, 1999; Krashen, 2009) ! Crucial: lowered expectations Learners: Comprehension of language & content Teacher: Language comprehension vs language production Learners' ability to simplify Learners' enthusiasm about film

  7. 3.2 Classroom methodology 3 A holistic approach to teaching with film Raising interest, reducing anxiety, facilitating comprehension Encouraging autonomous learning and language production • Pre-viewing • Introducing the topic • (film trailer, summary/speculation, protagonists) • Relieving language difficulty • (key vocabulary; optional: subtitles) • Creating a cinematic atmosphere Younger or low-ability learners: • Short films or extracts • Simple guided discovery tasks • Guided presentation Teenage or intermediate learners: • Full-length films or extracts; • book extracts & film adaptations • Semi-autonomous research projects • Semi-autonomous • presentation • While-/after-viewing • Drawing attention to culture & language • Research on background info • Focus on chosen aspects For activities, see Stempleski & Tomalin, 2001; Sherman, 2003, Thaler, 2014, etc.

  8. 3.3 Teacher's responsibilites 3 A holistic approach to teaching with film Learners' enjoyment = teacher's frustration? No... ...grammatical accuracy & rule adherence ...learning of isolated words ...learning of correct spelling ...language production moulded on template phrases Teachers' shifting responsibilities Challenges: Specific design/adaptation of teaching materials Acceptance of "untidy" language (input & output) Difficulty of measuring unconscious language acquisition Rewards: Relief of responsibility as language expert & role model Relaxation of constant classroom control Personal enrichment & motivation

  9. 3.4 Assessment 3 a holistic approach to teaching with film Assessing learners' engagement with content, culture and language • Case study: • Coursebook units & film units • Comparative long-term assessment • Film enhanced retention of content, cultural aspects & vocabulary • (Seeger, 2011) Possible foci in assessment : Short- & long-term: Comprehension of content Cultural knowledge Appropriate use of vocabulary in context Written/oral language production Ability to deal with related authentic materials Long-term: Ability to relate knowledge from the film to real-world situations Fluency and appropriateness in language use "...it can often be the case that these messy, layered and overlapping types of learning are not enhanced in the orderly progression of 'covering the material' in the test-based classroom." (Costigan, 2008: 159)

  10. References Breen, M.P. (1985) 'Authenticity in the language classroom.' Applied Linguistics 6/1: 60-70 Conrad, S. (2004) 'Corpus linguistics, language variation, and language teaching.' In Sinclair, J. (ed.) How to Use Corpora in Language Teaching. Amsterdam: Benjamins: 67-85 Costigan, A.T. (2008) Teaching Authentic Language Arts in a Test-Driven Era. Abingdon/New York: Routledge Council of Europe (ed.) (2001) Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Cambridge University Press Gibbons, P. (2001) 'Learning a New Register in a Second Language.' In Candlin, C. N. and Mercer, N. (eds.) English Language Teaching in its Social Context. Abingdon/New York: Routledge: 258-270 Gilmore, A. (2007) 'Authentic materials and authenticity in foreign language learning.' Language Teacher 40: 97-118 Istanto, J.W. (2009) 'The Use of Film as an Innovative Way to Enhance Language Learning and Cultural Understanding.' Electronic Journal of Foreign Language Teaching 6, Suppl. 1: 278-290 Katchen, J.E. (2002) 'Video in ELT – Theoretical and Practical Foundations. Proceedings of the 2002 KATE International Conference.' The Korea Association of Teachers of English: 256-259 King, J. (2002) 'Using DVD feature films in the classroom.' ELT Newsletter, Article 88/Feb 2002 Krashen, S. (2009) Principles and Practice in Second Language Acquisition. (1st Internet ed.) Available at http://www.sdkrashen.com/content/books/principles_and_practice.pdf (Accessed 13 July 2014) Kusumarasdyati (2004) 'Listening, Viewing and Imagination: Movies in EFL Classes.' 2nd International Conference on Imagination and Education, Vancouver, Canada, July 14-17, 2004. Clayton: Monash University Lonergan, J. (1984) Video in Language Teaching. Cambridge: Cambridge University Press

  11. References MacGregor, L. (2007) 'Looking at cultural differences in movie trailers.' In Bradford-Watts, K. (ed.) JALT 2006 Conference Proceedings. Tokyo: JALT Mauranen, A. (2004) 'Spoken corpus for an ordinary learner.' In Sinclair, J. (ed.) How to Use Corpora in Language Teaching. Amsterdam: Benjamins: 89-105 Mishan, F. (2005) Designing Authenticity into Language Learning Materials. Bristol: Intellect Books MSW (Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen) (ed.) (2014) Zulasung von Lernmitteln in NRW [Approved teaching materials for NRW; my translation]. Available at http://www.schulministerium.nrw.de/docs/Schulsystem/Medien /Lernmittel/index.html (Accessed 14 July 2014) Mukherjee, J. (2004) 'Bridging the Gap between Applied Corpus Linguistics and the Reality of English Language Teaching in Germany.' In Connor, U. and Upton, T.A. (eds.) Applied Corpus Linguistics. A Multi-dimensional Perspective. Amsterdam: Rodopi: 239-250 Nunan, D. (1989) Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press Nunan, D. (1999) Second Language Teaching and Learning. Boston: Heinle & Heinle Römer, U. (2004) 'A corpus-driven approach to modal auxiliaries and their didactics.' In Sinclair, J. (ed.) How to Use Corpora in Language Teaching. Amsterdam: Benjamins: 89-105 Römer, U. (2006) 'Pedagogical Applications of Corpora: Some Reflections on the Current Scope and a Wish List for Future Developments.' Zeitschrift für Anglistik und Amerikanistik 54/2: 121-134 Römer, U. (2007) 'Learner Language and the Norms in Native Corpora and EFL Teaching Materials: A Case Study of English Conditionals.' In Volk-Birke, S. and Lippert, J. (eds.) Anglistentag 2006 Halle. Proceedings. Trier: Wissenschaftlicher Verlag Trier: 355-363

  12. References Rühlemann, C. (2008) 'A Register Approach to Teaching Conversation: Farewell to Standard English?' Applied Linguistics 29/4: 672-693 Seeger, I. (2011) Exploring film as EFL coursebook supplements and motivational stimulus: A German secondary school case study. Master's dissertation. Birmingham: University of Birmingham. Available at http://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/matefltesldissertations/ExploringfilmascoursebooksupplementsISeeger.pdf (Accessed 18 July 2014) Sheldon, L.E. (1988) 'Evaluating ELT textbooks and materials.' ELT Journal 42/4: 237-246 Sherman, J. (2003) Using Authentic Video in the Language Classroom. Cambridge/New York: Cambridge University Press Sommer, P. (2001) 'Using film in the English classroom: Why and how.' Journal of Adolescent & Adult Literacy 44/5: 485-487 Stempleski, S. and Tomalin, B. (2001) Film. Oxford: Oxford University Press Taylor, D. (1994) 'Inauthentic Authenticity or Authentic Inauthenticity?' TESL-EJ 1/2: 1-12 Thaler, E. (2014) Teaching English with Films. Paderborn: Schöningh

  13. Images thanksto Film: Cantet, Laurent (2008) Entre les murs [The Class]. France: Haut et court et al. Chadha, Ghurinder (2002) Benditlike Beckham. UK: Kintop Pictures et al. Daldry, Stephen (2000) Billy Elliot. UK: BBC Films et al. Egoyan, Atom (1999) Felicia's Journey. UK: Alliance Atlantis Communications et al. Hill, Tom (2006) Garfield: A Tail of Two Kitties (aka Garfield 2). USA: Twentieth Century Fox et al. Jennings, G. (2007) Son of Rambow. UK: Hammer & Tongs et al. Kaye, Tony (1998) American History X. USA: New Line Cinema et al. Van Sant, Gus (2007) Paranoid Park. USA: MK2 Productions et al. Other: Autonomous students: http://tesolatrennertnyc.files.wordpress.com/2011/12/students20talking20in20class.jpeg Coathangers (1): http://cdn3.micasa.ch/medias/sys_master/large/d/f/4/3/id_9115088355358_large.jpg Coathangers (2): http://www.dannielledishes.com/dannielle-dishes-1/?offset=1301670996000 Media signpost: http://bookpublicityservices.com/wp-content/uploads/2013/04/Media.jpg Speaking-Listening: http://jackson-consulting.com/wp-content/uploads/2013/12/listening.jpg They'll figure it out: http://transitionculture.org/wp-content/uploads/2013/05/LaurelAndHardy-TheyThinkOfSomething.jpg

  14. Thank you

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