“Pride”, Prejudice and Solidarity Promoting ICC through British Comedies in the EFL classroom...

“Pride”, Prejudice and SolidarityPromoting ICC through British Comedies in the EFL classroom

Theresa Bizer

Content

•General Introduction •Comedies•“Pride”•Criteria for selecting a film•Tasks

General Introduction

•Intercultural communicative competence▫main goal of the EFL classroom

•benefits of films ▫audio-visual appeal

motivation ▫authentic language use▫offer a change of perspective

new/ different culture

-> films can be used to promote ICC

Comedies• popular genre

▫ difficult to define• interesting for all genders

Concerning ICC:• humour

▫ soft skill of communication▫ cannot be taught

• British sense of humour▫ important for the self-image

• use of stereotypes ▫ easier for learners to notice ▫ autotypes

•British comedy •directed by Matthew Warchus•released in September 2014•based on true events

Scene 1In this sequence the audience is introduced to the

two characters of Mark and Joe. The focus switches from Mark’s place to Joe’s. This change highlights the completely different lifestyles of the two characters. Despite their differences they both are on their way to the Gay Pride March in London. For Joe it is his first march and the film focuses on his feelings and his experience. During the March other characters such as Steph and Mike are introduced who will later also be part of LGSM. The scene ends with Mark giving a speech about why they should support the miners, and LGSM is founded.

Criteria for selecting a film

• Learning objective • Question of Solidarity, … selection of scenes

• different presenting methods• straight through approach, sandwich approach,… aspect of time

• language level• Year 9/10

• offer a change of perspective▫ time /place▫ queer culture and mining communities

• availability of related material ▫ DVD▫ documents from that time

• appropriateness of content• interest

Tasks

•Post -Viewing Activity▫create your own scene of the first meeting

•Pre- /While - Viewing Activity• compare the scene in the film with your

own

-> Important: Discuss the stereotypes the learners use in their scenes.

Task

•Watch the scene and think about what could be used in the classroom.

Example for a discussion about stereotypes •“All lesbians are vegetarians”

Discuss and analyze the stereotype with your learners

Scene 2 The LGSM group arrives in Onllywn. The first

meeting is anything but a success. After Mark’s speech many leave the Welfare Hall and at night some of the group members discuss leaving as they do not feel welcome. After a bumpy start and the representation of many stereotypes and awkward situations the groups begin to really get to know each other, and after Jonathan’s spectacular dance performance most of the miners are ready to accept the help of LGSM.

Tasks

•Post- /Pre- Viewing Activity

▫1984: ‘Pits and Perverts’ benefit gig organized by LGSMhuge financial success

Scene 3The LGSM members and many other supporters

of the gay rights movement are getting ready for the Gay Pride march (June 1985), having an argument with the organizers about ‘political’ statements on the march when several coaches arrive, bringing dozens of Welsh miners who have come to support the Gay Pride March and walk with them, displaying the banners of their mining lodges. Text-over with information about some of the characters and the contuination of the events.

Thank you very much for your attention.

Selected Bibliography • Arcario, Paul (1993): Criteria for selecting Video Materials. In: Stempleski, Susan; Arcario, Paul

(Eds.) Video in Second Language Teaching: Using, Selecting, and Producing Video for the Classroom. Alexandria, VA. : Teachers of English to Speakers of Other Languages (TESOL), Inc., P. 109-121.

• Bourke, John (1965): Englischer Humor. (Kleine Vandenhoeck-Reihe. 212).Göttingen:Vandenhoeck& Ruprecht.

• Byram, Michael (1997): Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

• Emig, Rainer (2006): Taking Comedy Seriously: British Sitcoms in the classroom. In: Linke, Gabriele (Ed.): New Media- New Teaching Options?! Heidelberg: Universitätsverlag Winter, P. 17-35.

• Henseler, Roswitha; Möller, Stefan; Surkamp, Carola (2011): Filme im Englischunterricht. Grundlagen, Methoden, Genres. Seelze: Kallmeyer in Verbindung mit Klett Friedrich Verlag GmbH.

• Pride. (2014). Dir. Matthew Warchus. 20th Century Fox Home Entertainment.• Raaf, Bettina (2005): Humor im Englischunterricht. München: Langenscheidt (Münchener

Arbeiten zur Fremdsprachen-Forschung, Bd. 11).•  Wagner, Katja (2008): Stereotype und Fremdsprachenunterricht. Über den Umgang mit

Vorurteilen und Stereotypen im interkulturellen Fremdsprachenunterricht. Saarbrücken: VDM Verlag Dr. Müller.

• Watzlawick, Paul; Beavin, Janet H.; Jackson, Don D. (Eds.)(1990): Menschliche Kommunikation: Formen, Störungen, Paradoxien. 8th ed. Bern [u.a.]: Huber.