Cinema as a didactic tool in the secondary school foreign language classroom: French

Boussif, Imad; Auñón, Estefanía Sánchez

doi:10.30827/portalin.v0i35.15460

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Scholars from different countries define communicative culture as a basic component of personal culture, preparing one for self-actualization, adaptation to reality. Information culture is viewed as the ability to work purposefully with information, using modern tools; acquiring it students have to master a set of communication skills, rational methods of communication, ways to transfer information, and the ability to retrieve and effectively use it (Bezanilla et al, 2020;Börü, 2018;Boussif & Auñón, 2021;Comerford, 2019;Corbisiero-Drakos et al, 2021;Fedorov, 2018;Law & Stock, 2019;Linds et al, 2020;Luton, 2021;Nilsson & Karlsson, 2019;Redfern, 2021).…”

Section: Introductionmentioning

confidence: 99%

The “Recore” Methodological Case For Language Teachers Working With Cinematic Discourse

Gats¹

2021

European Proceedings of Social and Behavioural Sciences

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The article addresses the problem of analyzing cinematic discourse as a means of training language teachers. The goal of the empirical research is to substantiate cinematic discourse as a didactic resource for the Russian language and literature lessons. In order to achieve this goal the experimental work was carried out and students' achievements in solving methodological problems in the field of teaching the Russian language and literature were compared. The research is based on theoretical and experimental methods; the method of constructing learning situations was applied. In the course of the study, it was confirmed that in teaching philology students in Moscow and Taganrog the methodology of teaching the Russian language and literature in the digital space, it is advisable and productive to use creolized texts that emotionally affect the viewer and have a pronounced educational potential. The results of the study confirmed our assumption that the readiness to use creolized texts and media texts in the classroom allow meaningful and didactically correct formation of pupils' subject and meta-subject skills, which include comparing texts of different nature, formulating a standpoint related to their content, as well as the ability to a produce detailed oral and written response. The study resulted in determining the structure of the methodological case, which can be used by teachers of the Russian language and literature at lessons involving the use of video content.

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Section: Introductionmentioning

confidence: 99%

The “Recore” Methodological Case For Language Teachers Working With Cinematic Discourse

Gats¹

2021

European Proceedings of Social and Behavioural Sciences

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“…In the specific case of teachers in training, cinema is recognized as an important tool for educational innovation, however, it is these same young teachers in training who recognize that much more training is needed for the correct use of cinema in the classroom, as several empirical studies show (Lorenzo-Lledó & Roig-Vila, 2017;Lorenzo, 2019). In addition, other empirical studies, such as those of Boussif and Sánchez Auñon (2021) or Porta (2018) among others, show how students learn from a film-based approach and find this methodology effective and motivating.…”

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confidence: 99%

Primary school pre-service teachers’ perception of documentary films as educational resources

Díaz

Sánchez-Giner²

2022

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In today's society, audiovisual resources represent a fundamental form of relationship with the world and the acquisition of information and knowledge. In this sense, several scientific studies recognize the usefulness of audiovisual in general, and documentary film in particular, as an educational resource. Research indicates that cinema is not a resource widely used by teachers. This research is conceived within the framework of the initial training of teachers of Primary Education. To this end, and with the criterion of ease of access to the sample population, a questionnaire organized in five dimensions was designed. The questionnaire was administered to 213 students of Degree in Education of the University of Murcia (Spain). The results point at the documentary cinema as an educational resource known by future teachers. They also recognized the interest of documentaries for their future teaching practice. However, throughout their educational career they had not had much contact with documentary film nor were they great consumers of this type of resource. These results should make us reflect on initial teacher training in universities. Efforts should be increased to promote the acquisition of higher-level media competence that allowed teachers to analyze and select good resources for use in the classroom and that has an impact on the competence of their future primary school students.

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Environmentalism in the English classroom: An autoethnographic analysis of a cinema-based didactic proposal

Sánchez Auñón,

Férez Mora

2024

Didáctica

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Environmental degradation is a global concern with cross-curricular significance. However, it is often absent from English classrooms due to educators' limited pedagogical expertise in this domain. This article endeavours to promote the integration of environmental themes into English language instruction by presenting and analysing an instructional didactic proposal centred on the film Avatar (2009). As such, the article explores the principles of eco-education and the possible advantages of employing cinema as an educational tool. The authors implemented a film-based eco-education teaching unit in two high school classes and assessed its impact through an autoethnographic method. The results revealed that, while the English students encountered challenges with the approach, the proposed teaching unit positively influenced their environmental awareness and proactivity. It also cultivated an engaging learning environment, thereby enhancing various aspects of their linguistic competence. Consequently, this paper serves as a model for the implementation of environmental approaches in English classrooms, an area that has seen limited exploration by researchers, and which both teachers and scholars have requested. In broader terms, given the nature of the participants’ difficulties when working on the proposal, the findings reveal that there is a need to update teaching methods in English formal instruction and to provide further guidance on the didactic exploitation of films.

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Cinema as a didactic tool in the secondary school foreign language classroom: French

Cited by 3 publications

References 17 publications

The “Recore” Methodological Case For Language Teachers Working With Cinematic Discourse

The “Recore” Methodological Case For Language Teachers Working With Cinematic Discourse

Primary school pre-service teachers’ perception of documentary films as educational resources

Environmentalism in the English classroom: An autoethnographic analysis of a cinema-based didactic proposal

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