Developing Critical Consciousness Through Film

Charlebois, Justin

doi:10.18806/tesl.v26i1.133

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…Readings were Rogers (), which focused on using film in a principled, proficiency‐oriented way and discussed the process of choosing a film, goals, pre‐screening activities, exercise development, and assessment; Charlebois (), which described a film unit in a CBI English as a Second Language class, including selecting a film, pre‐, during‐, and post‐viewing activities, and a critical response paper assignment; and an excerpt from Sherman (). Students considered the challenges in using feature‐length films in beginning/intermediate classes, along with advantages, and debated the merits of showing the film in or out of class.…”

Section: Course Methodology and Themesmentioning

confidence: 99%

“…Film and video in the foreign language classroom also fit into content‐based instruction (CBI) and task‐based language teaching (TBLT). Charlebois (, p. 124) described a method for developing critical consciousness through film in a CBI classroom where, he stated, “[t]he goal … is to increase language proficiency through the medium of a content area,” such as film. Markee (, p. 81) defined TBLT as an “analytic approach to syllabus design and methodology in which chains of information‐gathering, problem‐solving and evaluative tasks are used to organize language teaching.” Films allow the instructor a stimulus for information‐gathering, problem‐solving, and evaluation.…”

Section: Review Of Researchmentioning

confidence: 99%

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

Sturm¹

2012

Foreign Language Annals

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This article is a description of a graduate pedagogy course on using film in language courses at the university level; the principles and methods taught are adaptable to any level and any second (L2) or foreign language course. The focus is the methodology, or topics and themes covered by the course, and results of the implemented method: student reactions, based on course evaluations and correspondence received by the author. Students in the course were enthusiastic and receptive to the course, and their coursework became part of a repository for other teaching assistants at their university. Long‐range implications are further implementation of film‐based pedagogy in L2 courses, providing a contextualized methodology and opportunities for communication in the L2.

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Section: Course Methodology and Themesmentioning

confidence: 99%

Section: Review Of Researchmentioning

confidence: 99%

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

Sturm¹

2012

Foreign Language Annals

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“…Pisarenko (2017) regards this latter aspect as essential for learners' personal growth. Charlebois (2008) demonstrated the consciousnessraising potential of films in that their students reflected on race and sexuality at the same time as they learnt English when watching the film The Color Purple.…”

Section: The Motivation Dimensionmentioning

confidence: 97%

“…Thus, more empirical evidence is needed to prove or disprove the theoretically defined advantages of authentic audio-visual resources (Canning-Wilson, 2000;. More specifically, concerning the use of films for EFL, the scarce empirical research available has focused on examining student perceptions and performance in university contexts (Charlebois, 2008;Seferoğlu, Copyright © 2021, authors, e-ISSN: 2502-6747, p-ISSN: 2301-9468 2008; Sturm, 2012), failing to contemplate, therefore, other educational contexts such as compulsory secondary education, where attention to this matter has been minimal and inconclusive since only a very limited number of the advantages of using films for EFL lessons have been tested-Ruey and Kun (2014), for example, devoted their study to analyzing merely secondary school English students' improvement in speaking.…”

Section: Introduction Audio-visual Materials and Eflmentioning

confidence: 99%

Films for Efl: Exploring the Perceptions of a High School Teacher

Auñón¹,

Férez²

2021

Indonesian J. Appl. Linguist.

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Introduction: Research on teacher perceptions on the use of films in the secondary school English classroom is scarce since most studies have focused on other educational levels and on the opinions of students. Besides, most of these studies are merely of a theoretical nature. Consequently, there is a need for empirical research which sheds further light on both Compulsory Secondary Education and teacher perceptions on this matter. Objective of the paper: this study explores the perception of a secondary school teacher on the use of a film as a tool for conducting EFL classes. Method: data were obtained according to the following steps. Firstly, the English instructor was interviewed regarding her views on the use of authentic audio-visual materials in the English classroom. Then, the teacher examined a film-based lesson plan which included the advantages of authentic audio-visual resources for EFL as defined by scholars in the field. Finally, the teacher was interviewed again to trace changes in her perception. Findings: the results of the study show that, in the initial interview, the participant’s opinion was positive although her use of movies as a didactic aid was vague and minimal. However, in the final interview, she reflected a more positive view and she was willing to include films and their multiple educational benefits into her lessons, advocating, therefore, a more holistic understanding of EFL. Conclusion: the contextually situated awareness elicited through the teacher’s own experience of the lesson plan made her question her own classroom practice. This led to the amplification of the teacher’s understanding of EFL, which, at the post-intervention stage, emerged not only as a linguistic endeavour but also as a platform from where to promote critical thinking, aesthetic sensitivity or awareness towards issues of social justice.

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“…Several practitioners have used critical pedagogy and the problem‐posing spiral to explore issues and promote critical consciousness (Abednia & Izadinia, 2013; Charlebois, 2008; Okazaki, 2005). Wallerstein and Auerbach (2004) have developed a cyclical conceptualization of learning into a language teaching/learning methodology called “Problem‐Posing Approach” adapted from Paulo Freire's philosophy of critical pedagogy.…”

Section: Problem‐posing Approachmentioning

confidence: 99%

Adult English language education at a time of globalization: Opportunities for critical social change

Biazar¹

2022

New Horiz Adult Ed & HR Dev

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In this article, adult English language learning is historicized and situated within the context of globalization and empire building. The purpose of this article is to link adult English as a second language (ESL) learning with imperialism and globalization, but also reveal that there is great radical potential within spaces of adult ESL for making progressive social change by virtue of being a location in which forces of globalization, migration, possibly displacement meet relations of race, class, and gender. The article ends with a section on current work being done in the field of adult English language teaching that is critical and aims for action and social change.

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Developing Critical Consciousness Through Film

Cited by 4 publications

References 6 publications

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

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

Films for Efl: Exploring the Perceptions of a High School Teacher

Adult English language education at a time of globalization: Opportunities for critical social change

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