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Screening Languages
Film in the mfl classroom
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Context of modern languages teaching in England
Only compulsory at Key Stage 3 and KS2 from 2014
Uninspiring curriculum
‘Teaching to the test’ – external pressures
New curriculum challenges
The New National Curriculum
Purpose of study
‘Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world’.
‘The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and writing’.
The New A Level - context
A grave decline in the numbers studying modern languages beyond the age of 16
Knock-on effect on university study
Serious problem with teacher supply
ALCAB – guiding principles of reform
The new A level should be:
Intrinsically motivating
Challenging, but negotiable
Reliable in rewarding demonstrated competence.
Revised content should enrich the cognitive and linguistic challenge, developing independent language use through a range of stimulating and relevant contexts and through interaction with culturally rich content which can be reliably assessed.
Why film?
Film is an artistic medium and a form of cultural expression that is accessible, engaging and often under-valued
What is distinctive about short films?
Cognitively challenging content
Accessible cultural form
Range of cultural contexts
Places language in context in a unique way
Accurate representation of language in use
They are short!
Sounds
Words
Images
Film as content
Story
Narration
Manipulation of images
Learning to view
Viewing to learn
In the target language
Character Setting
StoryMood
Ambience
Qui? Ou? Quand?
‘Tell Me’ gridsSmall film
click to start
and click to
stop
Qu’est-ce qui se passe
Speaking skills
‘Predictive speech’ - what is he/she going to say/do?
Learner originated questions
Descriptions and summaries
Describing film shots
Teacher led q & a
Speaking skillsafter viewing
Discussion of film – likes/dislikes re characters, aspects of film
Information gap activities and role play
Storyboard - continuing the story, alternative endings
Guessing games: describing characters/events
Re-sequencing mixed-up stills from film, relating correct sequence
Listening skills
Gap filling
multiple choice questions
true/false questions and statements
Proof marking
hands up when you hear
re-arranging texts
select words from grids
keyword context questions
recall of key phrases
Writing
•Storyboarding
•Sub-titles
•Prediction
•Alternative ending
Reading
Script (transcribed)
Own and each other’s written work
Place des Fêtes
Spontaneous use of language
Increased learner autonomy
Increased confidence
Moving on…. Feature films
Film in context
Focus on plot
Focus on themes and techniques
In order to …
‘Develop a detailed understanding and appreciation of the works studied, by writing critical and analytical responses in the language of study’
Value for teachers
Develops new pedagogical knowledge and approaches
Develops their knowledge of and confidence in exploring film as a cultural medium
Changes their expectations of pupils in terms of attainment
Enables them to integrate more effectively cultural awareness into their teaching
Collaborative learning community
Confidence to take risks –experimentation
Imagination and originality
Motivation and professional development
Teacher comments
‘….it was most enjoyable to see kids creating new language, being creative and independent…’
‘I was pleased to observe that the students not only became increasingly engaged with the movie as the lessons progressed but they were also more enthusiastic about the language’.
During this sequence, my Year 8 students will have
control. They will be tasked with presenting to me and
their peers on the corto as a whole. They can come at it
from multiple angles, and will be supported in terms of
vocabulary and grammar by me. Time will mostly be
spent in the ICT room, with groups of students
watching, freezing, re-watching and transcribing the
short movie. The presentations will be between 2-4mins
long, and must be given in the target language. Each
group member will have to speak.
Value for pupils
Improves their motivation towards learning another language
Improves their attainment in listening, speaking, reading and writing
Develops an interest in film as a cultural form
Develops their cultural knowledge
Encourages them to continue learning a language at Key Stage 4
Pupil comments
‘Films make you concentrate more’
‘Film lessons made learning French fun and we learned words other than the usual pets and foods’
‘As we went through the films more, I started to understand unfamiliar words’
I enjoyed watching the French films. I liked them because although they were simple, I will still be able to learn from them about French languagage and also things that French people do and know
Want to know more?
bfi.org./screeninglanguages
www.filmeducation.org
Ciné-minis
Jenny Carpenter
BFI / Independent consultant
Dr Shirley Lawes
BFI / University College London, Institute of Education
Mark Reid
BFI: Director of Education
