Using film and song in the modern languages classroom

 

Using film and song in the modern languages classroom

 

I am not arrogant enough to recommend or even suggest teachers should pursue the course of action outlined here – every teacher must find methods and strategies that suit him/her and their students – but these methods worked for me and my pupils, and I do think they are worth considering.

Before dealing with the broader educational reasons for using film and song in the modern languages classroom, I would point out a few practical or more directly linguistic reasons for their use:

Pupils or students see and hear language in action, and this is not confined to the more traditional practices of using artificial and contrived examples of use of vocabulary and structures pupils have been studying. While such exercises are essential when first presenting new structures and vocabulary, film and song offer a sense of freedom beyond the classroom walls and an application to reality, while also inviting learning in an engaging form of entertainment.

Study of a language need not be restricted to words and structures and should be expanded to incorporate contexts, situations and places that lead to a broad discussion of culture, society, mores and thinking, and films, film clips or songs are the perfect vehicle for such developments.

Background knowledge by way of reading remains unreliable and may be unpopular (when suggesting to a class of 13-years-olds that they could read a chapter or two of a book in bed before going to sleep, I was once greeted with “What saddo would do that?”, a sentiment shared by most of the class). Films, clips and songs offer a degree of teacher control but also allow room for pupil input leading to collaboration and engagement.

It might be an idea to start by showing a clip from a foreign film or playing a song toward the end of a lesson to prove that language is used and culture exists beyond the confines of the classroom.

Carefully chosen clips of just a few minutes duration or a short song may be used to introduce or illustrate points regarding culture and society, but may equally be used to illustrate language points the class has been studying. Broad observation-style questions could be prepared, or comprehension questions if focusing on language. Pupils or students in more advanced classes could be invited to describe a character or discuss their reaction to him/her, or give their thoughts on a song and why it was written.

Discussion of the film or song could or even should take place in the native language to begin with (to encourage participation and build the confidence necessary to share ideas), followed by preparation of the structures and vocabulary in the foreign language to enable students to express their ideas in the foreign language being studied. Notes prepared by the teacher should reflect the input of the students. Vocabulary and structures shared with the class should be largely the result of discussion and brainstorming.

Although teacher-led (teachers should prepare thoughts on themes and notes on character and character development, offering students basic phrases and choices of vocabulary to reflect possible responses and students’ own reactions and feelings), there is substantial (and essential) input from the students who are motivated as they are expressing their own thoughts and engaging in something far greater than an academic exercise in language-learning. The language becomes a means to the end of self-expression rather than an end in itself, offering satisfaction and ownership.

It is essential NOT to simply supply pre-prepared vocabulary and structures or sentences. While judicious questioning can direct students toward certain aspects or concepts, students should feel that the language produced is largely the result of their efforts to reflect and to express their views. Vocabulary and structures should be shared with the entire class and not just individual students – good ideas and useful vocabulary and expressions will benefit all.

With more advanced classes (such as Higher and Advanced Higher in Scotland, A-level in England), an entire film may be used and students may be invited to give a brief synopsis and discuss characters and themes in brief, expressing (after discussion in the native tongue and preparation of structures and vocabulary in the foreign language in the way previously outlined) their own thoughts and reactions to the film viewed.

Music and song appear to be even more effective than film alone. I have used French musicals or French films that use music as an essential element in the storytelling (“Les Choristes”, “Notre Dame de Paris” and Les Misérables”) and I found that students responded more immediately and with greater emotional engagement and understanding if songs were used to advance the storyline or build character development.

Certain songs were studied individually to exploit vocabulary but also to discuss what is conveyed about characters, their outlooks and the broader themes of the piece.

The result is that the task transcended a “normal” linguistic exercise and it was no longer regarded as a dull, scholarly lesson. Students found the exercise fulfilling as they felt they were being consulted, had ownership of their work and were not obliged to comply with fixed or rigid outcomes. Moreover, analytical skills and background knowledge gained in this process may be transferred to other subjects and topic areas such as English, History, Philosophy and Health and Wellbeing.

Shared resources and worksheets have a necessary place in language learning but the process outlined here leaves room for impromptu and spontaneous personal contributions, and while it may appear somewhat disorderly, the end result was motivated and enthusiastic participants who produced lucid and committed work.

Of course, it is not intended that films and songs should be used in every lesson, but they may provide a channel for exploitation of knowledge and linguistic skills developed elsewhere in the syllabus.

Looking beyond the linguistic and analytical components of using film and song in the classroom, students willingly participated in self-organised concerts, sang songs studied in class, and were keen to attend cinematic or theatrical presentations of films or shows studied in class. There was even correspondence with a French film director and a French-Canadian singing star, and encounters with numerous performers in shows.

In 2015, I was very touched to receive the following missive from a former senior pupil. I share it (with her permission) in the hope of encouraging teachers of modern languages to at least contemplate making use of film and songs in the classroom, and inviting students to reflect on them and share their responses to them.

I would just like to thank you for all the French you have taught me over the years. From speaking to many folk who were taught French from crap French teachers, I feel sorry for them. They have never heard of Notre Dame de Paris or Les Misérables. What the feck?! Thank you for the amazing academic years you gave us. Best teacher ever! Feeling blessed to know the things you taught us. xx

 

Please find below the titles of a few French films, among many others, that were particularly successful or popular with pupils, and for which notes on character and theme may be found on my blog or my YouTube channel:

Taxi

Les Choristes

La Rafle

Untouchable

Oui, mais...

Jean de Florette

Manon des Sources

Molière

Subway

Nikita

Léon

Angel-A

Les Enfants du Paradis

Notre Dame de Paris

Les Misérables

 

My thanks for taking the time to read this article. I hope you found it of some value.

Stuart Fernie (stuartfernie@yahoo.co.uk)