Film in Language Learning
Twelve Week Pilot
Wanted!
Experienced ESL/EFL Teachers and their students to take part in twelve week study into the benefit of using feature length films in language learning.
Overview: via Zoom – February 2023
Workshops: via Zoom -March 2023
Requirments
Teachers
- at least two years experience teaching ESL/EFL students
- based in an adult education centre/community college/etc
- experienced at leading conversation courses
- confident using audio/visual equipment
- prepared to offer personal feedback during/after the course
- willing to collect and return student feedback
- active user of social media (preferred)
Students
- 16 students (minimum)
- B1 level of English (minimum)
- prepared to complete 2-3 hours of homework every week
- check homework every week before movie (15-20 mins)
- watch feature length film (90-120 mins)
- take part in paired discussion after watching movie (20-30 mins)
- keep a weekly diary of engagement with English (PDF document provided)
Room*
- comfortable seating
- quality projector and screen
- surround sound speakers
- a darkened environment (minimal external lighting)
- mobile phones switched off/ airplane mode
- easily adaptable for pair work before and after viewing
* Watching movies in a group environment requires conditions that replicate as closely as possible the cinematic experience. Language learners receive maximum benefit through total immersion. All distractions should to be kept to a minimum.
Why Movies?
Film offers students a rich, sensory portal into the language and culture of other people. Unlike literature, which is based on abstract symbols, film communicates directly through images and sound. The simple act of watching movies allows learners to see, hear and experience language in context. This process, in many ways similar to L1 learning, enables students to observe language in use, to absorb a wealth of everyday phrases and vocabulary and demands little in return except to follow the unfolding adventure. The magical quality of film, with its continuous stream of vision, sound and language, stimulates our senses and provides a total immersive experience that remains unmatched by all other mediums.
Movies and Language Learning
Watching movies alone on a small screen is now a hugely popular phenomenon. Figures for Netlix show that its streaming service has grown from just over thirty-million worldwide viewers in 2013 to a whopping two hundred million by Q4 of 2020. With audio and subtitles available in many languages, independent learners are already taking advantage of the huge glut in content that is available online. Language Learning With Netflix (LLN), an online tool that allows viewers to watch foreign language shows with subtitles both in the original language and English, has already been downloaded by thousands of users. The biggest challenge to watching foreign language films is the sheer amount of unfamiliar language. While it’s true that total beginners will become easily frustrated, learners with basic knowledge (B1 and above), and the ability to read, will be able to comprehend much of what’s happening–especially when they are provided with key dialogue and vocabulary in advance.
A Picture is Worth a Thousand Words
Language consists of more than just utterances. It is visual, audible, contextual, physical and emotional. Film, the medium,was established before the advent of synchronised sound. The first film directors (Georges Méliès, D.W. Griffith, Charlie Chaplin) were masters at telling stories visually. The techniques they devised soon became standard and are still used throughout the world today. Continuity editing, angles, close-up, montage, tracking shots, parallel editing, camera movement — collectively became know as “the language of film”. As viewers/consumers of cinema, we have learned how to interpret this visual language.
Sub Titles v Dubbing
In Germany, France, Spain and Italy almost all TV and cinema is dubbed. Unfortunately, for language learners that’s a real disadvantage. Since 2011, EF Education First have produced a yearly English Proficiency Index which measures the English communication skills of adults in countries where English is not an official language. In the last ten years, the top five places have alternated between The Netherlands, Sweden, Norway, Denmark and Finland (Singapore occasionally dislodges one or the other) Among all EU countries, the last spots are usually occupied by France, Italy and Spain.
As research by Robert Vanderplank, Henrik Gottlieb, Jennifer Lertola and many others show there’s a link between how a country chooses to broadcast foreign language programmes (sub-titles v dubbing) and language proficiency. In the EU, The Netherlands, Sweden, Norway, Denmark and Finland all use subtitles .
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42, 272–281
Vanderplank, R. (2016a). “Effects of” and “effects with” captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners?
Henrik Gottlieb, (1997) Subtitles, Translation & Idioms. (PhD), University of Copenhagen,
Jennifer Lertola, (2013) Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian English as a Second Language (ESL) Learners. Jennifer Lertola University of Bologna, Cristina Mariotti, University of Pavia
Koolstra, C. M., & Beentjes, J. W. J. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research & Development, 47, 51-60.
Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology
Kothari, B., Takeda, J., Joshi, A., & Pandey, A. (2002). Same language subtitling: A butterfly for literacy? International Journal of Lifelong Education
European Union Study on the use of subtitling. The potential of subtitling to encourage language learning and improve the mastery of foreign languages EACEA/2009/01
The English Language Film Club
Putting film at the heart of language learning
In 2011, I set up the first English Language Film Club at my local adult education centre in Germany. Unfortunately, there was no template to work from. Consequently, I had to design a language course that would provide B1 learners and above with learning material that enabled them to watch feature length films in their entirety.
The model I’ve established has four components. (student are required to be active participants in all four)
The English Language Film Club
1: Homework
2: Check Homework
3: Watch a Movie
4: Discuss a Movie
Design
Almost every step in the development of the film club was designed in collaboration with students. In fact, when offered the choice of having to do homework, or not , there was general unanimity. Students wanted as much dialogue and vocabulary related to every film as possible. In addition, students wanted access to it five to six days in advance.
Feedback
In a 2019 survey involving 20 students all agreed that film is good medium for learning language. On the question of whether or not their English had improved since joining, many said they couldn’t judge but quite a few felt their English hadn’t declined. Students seem to view the course as an enjoyable way of maintaining their level of English.
Homework
Feedback on homework varied. Although everyone recognised the value of reading the dialogue, completing vocabulary exercises , looking over background information and watching interviews, some felt irritation at the time required to complete it ( two-three hours per week) Nevertheless, all agreed that doing homework aided their viewing pleasure.
Additional Comments
In additional comments, students talked about looking forward to each screening and the shared experience of watching movies together. A number of participants mentioned how much they loved receiving background information about the film the stars, directors, genres and so on. Some said they’d developed unique friendships
The Language of Film
From an early stage it became clear that I needed to provide students with more than just language learning material. Unlike reading and literature, which are subjects taught in school, most cinema goers have only a vague notion about the history and language of film. Although I didn’t want the film club to become a “film appreciation course” I recognised that teaching some of these elements provides students with a considerably richer viewing experience. It also means I can utilise a broader selection of movies dating back to the 1940s.
What Next ?
What Next ?
Would you like to take part in a twelve week study into the benefit of using feature length films in language learning? Then get in touch today. Setting up a Film Club can be a richly rewarding experience for both language learners and teachers.
If you are interested in taking part, or require more information, use the contact form opposite.
Please also provide the name of your school, college or learning centre.