Teaching Languages with Screen Media: Pedagogical Reflections

✍ Scribed by Carmen Herrero; Marta F. Suarez (editors)

• Publisher: Bloomsbury Academic
• Year: 2023
• Tongue: English
• Leaves: 297
• Series: Advances in Digital Language Learning and Teaching
• Category: Library

✦ Synopsis

In recent years, the expansion of screen media, including film, TV, music videos, and computer games, has inspired new tools for both educators and learners. This book illustrates how screen media can be exploited to support foreign language (L2) teaching and learning.
Drawing on a range of theories and approaches from second language acquisition, audio-visual translation, multimodality, and new media and film studies, this book provides both best practices and in-depth research on this interdisciplinary field. Areas of screen media-enhanced learning and teaching are covered across four sections, focussed on film and broadcast media, in-depth case studies, translation and screen media and interactive media. With a focus on pedagogical approaches to teaching and learning Spanish, French, German, and English as a Foreign Language, Teaching Languages with Screen Media presents innovative insights in this new interdisciplinary field.

✦ Table of Contents

Cover
Halftitle page
Series page
Title page
Copyright page
Contents
Figures
Tables
Contributors
Acknowledgements
1 Screen Cultures and Language Education: Current and Future Trends in Teaching, Learning and Research
Introduction
Overview of the book
Current and future trends: Screen culture in teaching, learning and research
Notes
References
Part One Entertainment Media: Informed Research and Practice
2 Screen Media in Language Education: Towards a Student-Centred Approach
Introduction
From audiovisual media to screen cultures
Using screen media: functions, practical guidelines
Using screen media: designing activities
Conclusions
Appendix
Notes
References
3 Integrating Screen Media into the Language Curriculum
Introduction
Key concepts and pedagogical approaches
Teachers’ perspectives, praxis and curriculum requirements in the UK
Workshops, activities and resources
Conclusion
Notes
References
4 Bridging the Gaps Left by Boredom and Sociocultural Misperceptions: Does Foreign-Film Pedagogy Hold the Answer?
Introduction
Film in the MFL curriculum in England
Film pedagogy as a tool to enhance motivation
Films for intercultural appreciation
Conclusion
References
5 Teaching Languages to Generation Z Students: The Impact of the Use of Audiovisual Materials in the Spanish Classroom
Introduction
Theoretical background
Method
Materials and activities
Data analysis
Conclusions
Notes
References
Appendix: Students’ survey
6 Language Education at the BBC: Past, Present and Future
Introduction
An overview of BBC educational broadcasting
BBC’s responses to these challenges
BBC foreign-language education
Recent developments and considerations
Conclusion
Notes
References
Broadcast series
Part Two Interactive Screen Media: Informed Research and Practice
7 Designing an International Tourism Fair to Improve Students’ Learning with Collaborative Work
Introduction
Theoretical framework
Project background
Methodology
Results and discussion
Conclusions
Notes
References
8 Translating Film Reviews as a Means of Improving Students’ Interlinguistic and Plurilingual Abilities
Introduction
Theoretical background
Final recommendations for teachers and conclusions
Appendix
Notes
References
9 Benefits and Drawbacks of Using Social Networking Sites in Higher Education: The Case of Facebook as a Transmedia English-Language Teaching Tool
Introduction
Theoretical background
Method
Data analysis
Discussion and conclusions
References
Appendix
Note
10 The Kinaesthetics of Gamification: Exploring the Theory Behind Exergaming as a Potential Aid to Language Learning
Introduction
What is exergaming?
Multiple Intelligences and kinaesthetic learning
Theories of cognitive development
Parallels found between learning dance and learning a language
Learner engagement in exergaming
Where exergaming may benefit
Conclusions
References
Games
11 Video-Based Approaches to Foreign-Language Pedagogy: Two Case Studies on Techno-CLIL in the Secondary School Classroom in Italy and the Netherlands
Introduction
Case study 1: Multimodal input in a CLIL science project in Italy
Case study 2: Teaching mathematics with CLIL and machinima in the Netherlands
Conclusion
References
Appendix
12 Participatory Video in Practice: Filming with Women from the Sudanese Community in Bradford
Introduction
Participatory video
Entering a community: building rapport and trust
Filmmaking: themes and techniques
Showing: final product and screenings
Conclusion
References
Glossary
Index