Teaching Languages with Screen Media: Pedagogical Reflections

Description

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. 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