Contemporary cinema in language learning: from linguistic input to intercultural insight

Using Film in the L2 Classroom: A Graduate Course in Film Pedagogy

“…Students read an excerpt of Sherman (), along with Baddock (), which addressed film as an authentic text in language learning; Pegrum, Hartley, and Wechter (), which reported and analyzed results of a survey of attitudes toward foreign film among U.K. students of French, Spanish, and German; and Pegrum (), which discussed film in L2 classes as a response to the call for intercultural literacies and the shift in L2 acquisition to intercultural competence. Class began with a review of resources such as equipment and media, organization, and why one should use authentic video in an L2 class.…”

“…Students read an excerpt of Sherman (2003), along with Baddock (1991), which addressed fi lm as an authentic text in language learning; Pegrum, Hartley, and Wechter (2005), which reported and analyzed results of a survey of attitudes toward foreign fi lm among U.K. students of French, acquisition at the university, one PhD student in French linguistics, and one exchange student from France who was a graduate student in a similar program in her home institution. All six students were teaching one or two courses in L2 French at the university during the semester in which they took the fi lm pedagogy course.…”

Teaching a Film Clip in a Multiliteracies Framework

“…It is beyond the scope of this paper to discuss the extensive bibliography on the use of video in foreign language teaching. Indeed, the benefits of video are well documented: as a motivator (Chapple & Curtis, 2000;Pegrum, Hartley, & Wechtler, 2005); as an effective tool in developing listening comprehension generally (Herron, York, Corrie, & Cole, 2006), and through the use of organizers (Yang, 2014) or subtitles/captions (Winke, Gass & Sydorenko, 2010;Winke et al, 2013); and as a mechanism for acquiring cultural knowledge (Herron, Cole, L2 Journal Vol. 10 Issue 3 201849 Corrie, & Dubreil, 1999;Lütge, 2013) and intercultural competence (Wilcox, 2009).…”

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

“…Furthermore, cinema provides French learners with several benefits (Appetito, 2019;Kanellopoulou, 2019;Rousse, 2006). In fact, multiple scholars have shown that watching films is one of students' favourite leisure activities to enhance their linguistic competence; it is not surprising, then, that they are willing to work on this didactic tool at high school (Herron et al, 2002;Pegrum et al, 2005). Nonetheless, cinema is hardly used in the French classroom due to scarcity of resources, lack of teacher training, time constrains, and the practical challenges it presents (Kanellopoulou et al, 2019;Kerrita, 2017;Pegrum et al, 2005).…”

“…Indeed, the few French teachers who include cinema in their lessons do not exploit its full potential since they often use it inappropriately. Most of them make use of films just as a time-filler and as a reward, that is to say, without any pedagogical objective in mind (Arey, 1993;Herrero, 2016;Giunta, 1989;Kerrita, 2017;Michalzcyk, 1976;Pegrum et al, 2005;Rousse, 2006;Rouxel-Cubberly, 2014). Hence, the motivation for this study lies in the promotion of an alternative method which can contribute to solve the above-mentioned problems concerning the teaching of French at high school while showing secondary school French teachers how to take full advantage of cinema as a didactic resource.…”