Date of submission:
ENRICHED FOREIGN LANGUAGE LEARNING
Project
RESEARCH & DEVELOPMENT TASK for APRIL 2012
Target group: FOREIGN TEACHERS
Vegova LJ
Amresh Prakash TORUL
School:
Author:
THE USE OF FILMS IN THE FL CLASSROOM
Films can play an important role in the FL classroom. They can be used to cultivate language skills,
develop media literacy and support intercultural learning. Nevertheless, their usage must be carefully
considered from the initial point of the selection of the film through its adaptation for classroom usage
to its eventual implementation. In terms of this project, it is the usability (ie. practicality and efficacy)
of films to assist in the delivery of intercultural education that is of key importance, namely:
 to develop intercultural awareness;
 to develop intercultural sensitivity;
 to develop intercultural communicative competence; and
 to promote empathy, understanding and acceptance of other(nes)s.
INSTRUCTIONS:
This R&D task requires you to read the emailed journal article (Roell, 2010) and use it as an impetus to
start producing an open and flexible catalogue of suitable films for use in the FL classroom.
1. Read the Roell’s (2010) journal article “Intercultural Training through Film”. In particular pay
close attention to the following aspects:
a. The cultural theme categories which Roell has identified.
b. The techniques employed during the pre-, while- and post-viewing phases of the
implementation.
c. The questions used to evaluate the intercultural aspects of a film.
2. Reflect on what you read in Roell (2010). Do you think the techniques and activities she identifies
are worthwhile?
3. Conduct an Internet search of different films (in your target language) which could be utilised in
the FL classroom for (inter)cultural learning. Ensure you use the Appendix 1 guiding questions
when conducting your review.
4. Use the enclosed matrix to tabulate your findings from the previous step.
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013, razvojne
prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
Reflections on Roell (2010)
I found Roell’s article to be very informative about using films in the foreign language classroom. It
was not only an interesting read; it was also well structured, which makes it easy for the reader to take
worthy notes.
The author was very open-minded to start by acknowledging the fact that English is now a global
language and this directly affects teaching of the language, especially as a foreign one.
It made sense to establish the importance or advantages of using films in the classroom in the first
place. From my own experience, I can say that many English teachers, students and parents do not
think that films can be useful in language teaching. Many students take it for granted, and their parents
think that teachers use films during lessons to run down the clock. For these reasons, I think the article
did well to provide several valid reasons for using films in the foreign language classroom.
One problem which always arises when it comes to “culture” is the definition of the word itself. Too
many times people have high-profile discussions, debates and research about culture without even
understanding its meaning. Culture is indeed vast, but again, credit has to go to the author of this
article, for coming up with a very simple and clear definition.
After defining culture, it made sense to illustrate the different ways that it can be represented in films,
hence, the categorisation of cultural themes. Not only did the author identify clear categories, she also
gave good examples of films that fit into the categories, accompanied by concise descriptions. These
categories can be helpful in the future to decide which films to use in the classroom.
When it came to activities around films that are used in the classroom, the author did well to structure
them into 3 phases: pre-viewing, while-viewing and post-viewing. It makes lesson or unit planning
much easier and manageable.
Pre-viewing:
The article suggests that the background knowledge of students be worked on before viewing a film. I
agree with this approach. When it comes to stereotypes, it is definitely a good idea to discuss with
students the possible roots and causes with students. With this activity, there is always the opportunity
to compare the students’ views after viewing, which is a practical way of evaluating the effect the film
had on them.
The use of trailers is also an interesting idea. They can be exploited in several ways. Students can get
an idea of the film. They can be asked to reflect on the trailer, after viewing: How accurate was it?
Was it just another marketing ploy? If yes, how successful was it in arousing the viewer’s curiosity?
While reading this part on movie trailers, I thought teachers could even use the poster of a film and its
DVD cover as discussion point. Many films titles are accompanied by catchy tag lines and slogans.
These elements can also be discussed. Students can be asked to be critical of them and also come up
with alternatives of their own.
I also liked the idea of using movie stills. While speculating about the film, students could practice
language structures for guessing, including modal auxiliary verbs of speculation, deduction or
certainty. Sound without picture could be used for listening exercises, especially where specific
accents are involved. I appreciate the author’s honesty that this activity can be challenging for some
students.
Introducing new vocabulary to the students before viewing is also one of my favourite approaches. It
is a good idea to equip the students with the knowledge required in order for them to fully grasp the
point of the plot and the underlying message. Not knowing important vocabulary related to the story
affects the students’ appreciation of the film and defeats the purpose of the lesson(s).
While-viewing:
The article gave a brilliant idea of switching subtitles and sound off in turns, to promote
understanding. Simple techniques like this one can add depth to the lesson. Simple, but I would never
come up with this idea.
The one idea I am not too sure about is using a handout during viewing for vocabulary. I prefer to deal
with vocabulary before viewing the film. I think this handout would be a distraction for the students as
they would have to check the handout every now and then and as a result, they would miss important
visual elements of the film.
Observing elements of culture from the movie is a meaningful activity, as long students are properly
briefed on what to observe. If I were to carry out such an activity, I would try it first with a short
scene, to make sure that the students can observe specific cultural elements from a scene. This
observation can be very useful in that it provides a great opportunity for students to compare those
cultural elements with their own culture. I think this activity promotes the students’ awareness of their
own culture, as well as developing their intercultural awareness.
Post-viewing:
The article came up with several interesting and useful techniques to check the students’
comprehension of the film and also use the new language they have just learnt.
Fly on the Wall gives teachers the chance to revise aspects of descriptive and narrative language. It
also stimulates the students’ memory and ability to quickly write down what is on their mind. Students
can also practise using vocabulary required to describe the various aspects of a character.
From what I read about Feeling Flow, I think it can be a very deep activity with the capacity to
enhance the students’ sensitivity to other people’s feelings and emotions. Keeping in mind that my
students have a strong technical background, I think this activity would go down well with them. Since
the intensity of a character’s emotional intensity is very often directly proportional to their loudness
and tonality, I am sure that some sort of collaboration can take place between English and Physics
teachers. Perhaps a specific scene could be selected, and students asked to plot a graph of a character’s
voice level in decibels as time progresses. Comparing the graph to the plot might give an indication of
the character’s personality. What do they do when their stress level goes higher? Do they shout more?
Does it have anything to do with their cultural background?
The Relationship Diagram would be another activity that my students would enjoy, since it is visual. I
would expect them to use software to draw those diagrams. Their Computer Science teacher could
help them identify the appropriate software to draw the diagrams. Besides the technical side, this
activity forces students to analyse the relationships between the characters. To be able to do this, they
have to dig deeper in the plot and identify the nature of their relationships from the different events
that defines them. The Climax activity can be used here. This is impossible to achieve, however,
unless the students understand the plot properly. Students can also be asked to present and justify their
diagrams. An activity like climax help students think out of the box and find possible causes of a
problem. This can sometimes help them understand certain social problems and the behaviour of
people around them.
The Diary activity seems to be a powerful role play activity. I can see it forcing students to put
themselves in the shoes of someone-else and having to defend this character. This activity can
definitely develop the students’ ability to feel and understand other people’s problems. It can help
them become better individuals who are able to respect other people’s culture.
The Critical Incident technique allows students to analyze intercultural encounters that caused a
misunderstanding. While it is good that students try to determine the causes, it is better to ask students
to come up with possible solutions to the problem.
Amresh Prakash Torul
Enclosure 1: REVIEW OF FILMS – TARGET FOREIGN LANGUAGE: ENGLISH
Choose and describe 5 - 7 films. Give reasons for your selection of each film.
No
1.
Film Title
Year of
Production
Blood Diamond
(2006)
Synopsis of film with setting
(at least 100 words for each film)
Genre
The story takes place amongst the chaos and civil war
that sadly prevailed over Sierra Leone in the 1990s.
Political
thriller
Danny Archer is a white South African mercenary
who finds himself in prison for trying to smuggle
diamonds that he got in exchange for weapons.
There, he finds Solomon Vandy, a local fisherman of
the Mende tribe. Archer learns that Solomon was
forced to work in the diamond fields, and has found
and hidden the diamond. He also learns that
Salomon's family has been taken by the rebels.
They are both African, but have different histories
and circumstances. Archer promises Solomon to help
him find his family, but in return, he wants 50% share
of the diamond.
With the help of Maddy Bowen, an American
journalist, Solomon's family is found in a camp, but
his son is not there. He has been taken by the rebels
and turned into a child soldier.
Archer and Salomon trek through lands controlled by
the rebels to find the diamond. The adventure would
save Solomon's family and give Archer a muchneeded second chance.
Keywords /
Intercultural topics
Conflict diamonds
and the Kimberley
process, corporate
social responsibility,
exploitation, civil war,
child soldiers in
Africa, racism, the
media’s responsibility
during war
Length
(mins)
143
Rating
R
Classroom
Suitability Level
Philadelphia
(1993)
Andrew Beckett works for a giant corporate law firm
in Philadelphia. He is a homosexual suffering from
AIDS. As his career progresses, he is anxious to hide
the AIDS-related lesions on his face.
As his employers start doubting him regarding the
illness, an important document for a legal case gets
mysteriously misplaced, for which he is later sacked.
Beckett believes that someone deliberately hid his
paperwork and that the firing is actually as a result of
his illness.
He asks several attorneys to take his case, including
personal injury lawyer Joe Miller, who is admittedly
homophobic and knows little about AIDS, and
therefore declines to take the case.
Unable to find a lawyer, Beckett decides to represent
himself at the court. While researching a case at a
law library, Miller sees Beckett at a nearby table and
reviews the material he has gathered. He feels pity
for him and decides to take the case.
During court proceedings, Beckett admits that he was
originally planning to tell his colleagues that he was
a homosexual, but changed his mind after hearing
them make homophobic jokes in the sauna of a
health club. He also admits that he engaged in
anonymous sex with another man at a pornographic
movie theatre.
However, he gains an advantage when someone from
his company confesses he long suspected Beckett
had AIDS but never said anything, and how he
regrets his inaction.
The jury votes in his favor, awarding him back pay
and damages worth nearly $4.5M.
Miller then visits Beckett in the hospital after the
verdict and overcomes his fear and is able to touch
Beckett's face. The latter eventually dies of his
illness.
Drama
2.
Homosexuality,
Homophobia, attitude
towards AIDS
patients,
discrimination at
work, labour law
125
PG-13
The Pianist (2002)
Władysław Szpilman is a Polish Jewish pianist. One
day in 1939, he is playing the piano in a radio station
when it is bombed by the Germans. World War II
was about to start. All Poles in the movie speak
English and the German soldiers speak German.
When they learn that Britain and France have
declared war on Germany, Szpilman and family hope
for a quick victory. However the Germans enter
Warsaw and living conditions for the Jews
deteriorate. They are robbed of their money,
possessions, houses, and must wear armbands with
the Star of David.
Later, they are sent to concentration camps where
living conditions are horrible. Szpilman, however, is
saved by a friend in the Jewish Ghetto Police.
The next part of the film is Szpilman's incredible
survival story. He becomes a slave labourer where he
also helps a Jewish uprising by smuggling weapons
into the ghetto.
Then he escapes with help from non-Jewish friend
Andrzej Bogucki and his wife.
But a year after, he has to flee from his hiding place
after a neighbour discovers him.
Sometime in August 1944, a German tank shells his
apartment and he is forced to flee and hide
elsewhere. Szpilman is almost entirely alone in the
city streets, and searches desperately for supplies.
He survives thanks to German captain Wilm
Hosenfeld. The latter is moved when Szpilman plays
a wonderful piece for him on piano and lets him hide
in the attic of a building which was a German post.
The German captain regularly brings Szpilman him
food and before leaving, gives Szpilman his coat to
keep warm.
Warsaw was freed but Szpilman almost gets shot by
Polish troops who thought he was a Nazi officer. Bu
he manages to tell them that he is in fact Polish and
that he was wearing the coat because he was “cold”.
Biographical War
3.
Invasion of Poland,
World War II, ethnic
cleansing, racism,
famine, friendship,
survival instinct
150
R
4.
American Gangster
(2007)
Set in 1968, this story is based on the life of Frank Lucas, a
famous heroin dealer. After the death of drug lord Ellsworth
"Bumpy" Johnson, Frank, his right hand, decides to take
control of the drug market in New York.
The other key character is Police Department detective
Richie Roberts. He is heading for a divorce and has to deal
with law school classes and his police career. When he
honestly turns in a large sum of drug money, his department
is not convinced and his career takes a knock.
Richie’s partner at work then dies from overdosing on "Blue
Magic", a new and powerful type of heroin being sold by
Frank Lucas. He is later invited to head a team of narcotics
agents in charge of finding out who is supplying Blue Magic.
By cutting out the middle-man in the drugs supply chain,
Frank is able to provide a higher quality product at a cheaper
price than his rivals, eventually wholesaling drugs to most of
the dealers in the New York area. He smuggles his drugs into
the country through the US military involved in the Vietnam
War.
Soon after, Frank meets and falls in love with Eva, a
glamorous Puerto Rican. By now, his family, consisting of
his brother and numerous cousins, support him in his
business. He soon becomes the biggest gang leader and drug
dealer, but still prefers to operate quietly and stay away from
the limelight.
One day, while attending the Fight of the Century between
Muhammad Ali and Joe Frazier, Frank breaks his own rule
and wears flashy clothes, sitting in the front row. Roberts is
on duty observing the event and becomes suspicious. He
begins to investigate Frank
Later, Richie gets another break when his men witness
Frank's cousin shooting a woman. They get him to wear a
wire which allows Richie and his task force to discover key
information on a major operation involving a military plane
carrying drugs. While conducting the search, Richie and his
men follow the drugs into the drug apartments used by
Frank’s team. They raid the place.
Drug trafficking – the
winners and losers, crime in
New York in the 1960/70s,
the path to “success”, the
price of “success”, African
American culture
157
R
5.
The Special
Relationship
(2010)
Meanwhile, Frank is at the church and he is arrested after the
service ends. Richie tells Frank that he has a chance of doing
a shorter term in jail if he helps him in the case. Frank then
provides the names of numerous other criminals, including
detectives of the NYPD.
Frank has his term reduced for his collaboration. He is
defended by his former prosecutor, Richie Roberts, who is
now a barrister.
In 1993, Tony Blair goes to Washington D.C. to seek advice
from the same people who brought Bill Clinton to power.
There he learns an important lesson: "Listen to what the
people are saying. It's easier to change what the party stands
for than what the people want."
Three years later, at a European conference, Blair keeps the
advice in mind and addresses the audience partly in French.
He gathers popularity amongst his fellow European
politicians. Even though he is not the Prime Minister of
Britain, Bill Clinton invites him to Washington D.C. and
treats him as the Prime Minister. Blair wins the election and
soon receives Clinton at 10 Downing Street. Both men reflect
on their "unique opportunity" to put forward their centre-left
ideas and ensure change over the next few years. This is
where Blair brings up the "special relationship".
Later, the pair meets again for supper with their wives, both
Clintons give important advice to Blair.
World events then conspire with the Monica Lewinsky
scandal to affect the relationship of the two men. The crisis
in Kosovo turns out to be the final nail in the coffin in the
special relationship.
Then, in the 2000 election, new leadership into the White
House means that Blair has to reassess his position and
decide how the relationship will carry on.
Political
The “special relationship”
between USA and Britain,
mind games between
politicians, scandals in
politics and public relations,
political culture in Britain
and America
93
TV14
No
1.
Film Title
Blood Diamond (2006)
2.
Philadelphia (1993)
3.
The Pianist (2002)
Argumentation of choice
Africa, as a continent, is too often viewed by students as a liability for the world and many of them blame Africans for their fate.
Other students stand on the other extreme point of view. They see the west as the only ones to blame for the violence in the
continent. This film takes a look at the civil war in 1990’s Sierra Leone and how conflict diamonds play a central role in its
financing. Unfortunately, conflict diamond, or blood diamond, still finds its way in the jewellery industry today. The film shows
that it takes people from both sides to conspire together, for war to happen, and that the ultimate victim is always the common
man.
I think this is an interesting topic for students aged between 16 and 18. They are normally very keen on topics related to politics,
war and conspiracies.
Students also take their freedom and lifestyle for granted. In Slovenia, for example, many young people can afford to be depressed
about issues that African children do not have the luxury to encounter. The use of child soldiers is a real problem in Africa, and
perhaps by viewing this film, our students can appreciate that their situation is not that bad, after all. But more importantly, this
film could help them understand that African people also have their own culture, and it is not fighting. They also love their
children and family, and have feelings, just like Europeans and Americans do. The war is a result of the greed of a bunch of
opportunists, both on African land, and in the west.
Students can also be asked to reflect on the social responsibility of companies and their customers. How many of them would ask
themselves whether they are financing terror by purchasing a product? The same goes for the media. Students get the chance to
analyse the journalist, Maddy’s influence on the story. Another issue that can be discussed are the exploitation of a nation because
of resources. Diamonds are just one example. Teachers can point out the fact that natural resource exploitation and conflict
occurred also in countries like Colombia, Cambodia, Ivory Coast, Nigeria and the Democratic Republic of Congo.
This film touches two very sensitive topics. At the time it was made, people around the world had very different attitudes towards
AIDS patients. The same can be said about homosexuals. From my own experience with students, I can safely say that a huge
number of students are homophobic in Slovenia. This film should provide a very interesting point of discussion on this topic.
Another interesting area is the typical American mentality of never-say-die. Students can discuss whether this is a stereotype or is
suing the normal thing to do in the States. Labour law in America can be compared to that in Slovenia.
Many students are fascinated about the World War II. Some of them got it from video games, and other from war action films.
This film shows another side of the war. A dark one. Students can see the war from the point of view of Jewish people in Poland,
and what they had to go through. The invasion of Poland and World War II itself can be a great historical point for discussion, but
there are also important elements like racism and ethnic cleansing that can be explored. Genocides also occurred in Bosnia,
therefore, the topic should be treated with a lot of sensitivity. A friend in need is a friend indeed! Helped by his friend, the main
character finds his way to safety. That person did not have to help him, but did it, risking their own lives, instead of turning him in
to the Nazis. This is a great example for students to discuss. In this film, students can see what a man will do when his life is at
risk, to what extent he can go. Students get a clear illustration of a human being’s survival instinct. There is also the point that not
all Germans in Nazi Germany were bad people.
4.
American Gangster
(2007)
Drug addiction is a big problem in the society. American Gangster is based on a true story that reveals how a circle of influential
people make more than a living by selling drugs to vulnerable sections of the society. There is an old stereotype that the ill fate of
African Americans is the result of White Americans’ actions. In this film, students can see that it does not matter what the skin
colour is. The only thing some people care is money, even if it costs the lives of their own people. The film, however, presents
Frank Lucas’s character in such a way that the viewer can feel pity or compassion for him, in the end. Teachers should urge their
students to think critically and question the film maker’s intentions. Did Frank Lucas deserve a second chance? Does anybody
deserve a second chance, no matter what their crime was? These are some questions that students can ponder about.
The film also provides some insight into life in New York city at that time. It is very easy for a viewer to assume that crime was
part of the lifestyle of a New Yorker at that time. Or did crimes happen just in Harlem and areas where African Americans lived in
numbers? I think these points can be raised in the classroom and students can compare the cultural aspects from the film to films
that portray modern New York city.
Frank Lucas’s road to “success” is also very interesting. Students can comment on how he reached his goal and how self-discipline
kept him focussed, and how the one time he went flashy, marked the start if his downfall. There is a very deep reflection in the
film about success and enemies, and failure and friends, which can make interesting discussion in the classroom.
5.
The Special
Relationship (2010)
Students may also compare the language spoken by the African Americans in the film, their tone, slang, culture, way of life,
compared to the white people portrayed in the film, for example, Ritchie Roberts and colleagues.
A lot of people talk about Britain and America being allies and then the special relationship between the two countries is brought
up. But most of them ignore the fact that this relationship can sometimes hang by a thread, and if not nurtured, like any
relationship, it can reach the point of no return and things would never be the same again for the two countries. This film gives
students a very good idea on how things look from the inside as far politics are concerned. Sometimes, it comes down to the
decision of one man and his readiness to face the consequences.
The Special Relationship contains a lot of cultural elements like the way politics is conducted, how the public is addressed, kept
informed, and how issues are prioritised by politicians in Britain and the United States. Students can compare these elements and
comment on politics in Slovenia, especially at this delicate time, as far as the economy of Slovenia is concerned.
The mind games between the two politicians are also an important part of the film. Staying on top of the relationship is important
for both of them, yet, Blair is more submissive than Clinton, until the very last moment. Students can compare the style of
language used by Blair, which suggest more respect for his American counterpart that he ever got from him.
Political scandals are bad enough, but are made worse by the media. Students can discuss the role of the media in these situations
and compare America, Britain and Slovenian media and their influence on politics.