Using Science Fiction Films to Advance Critical Literacies for EFL Students in China

Autor/in	Liu, Shuyuan
Titel	Using Science Fiction Films to Advance Critical Literacies for EFL Students in China
Quelle	In: International Journal of Education and Literacy Studies, 7 (2019) 3, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Science Fiction; Films; Critical Literacy; English (Second Language); Second Language Learning; Foreign Countries; Multiple Literacies; Critical Thinking; Thinking Skills; High School Students; Teaching Methods; High School Teachers; Language Teachers; Technological Advancement; Popular Culture; China + Suchen Sie Ihr Suchwort? Film; Kritisches Lesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Kritisches Denken; Denkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Technological development; Technologische Entwicklung; Popkultur
Abstract	As a unique literary genre, science fiction can serve as a motivating text to develop students' critical analytical skills and to promote critical thinking about new technology and its societal controversies under proper guidance. In the field of English as Foreign Language (EFL) learning, using science fiction films in the classroom affords EFL learners new language-learning experiences. This paper explains how films, as a multimodal resource in EFL classes, can enrich students' multiliteracies--specifically how the science fiction genre can develop students' critical literacies under careful meaning-making curriculum design. A preliminary study, taking 30 students in a foreign language high school in China, is reported in this paper. Findings reveal that carefully selected science fiction films such as "I am Legend" and "Blade Runner" can serve as pivotal sources for developing EFL learners' literacy under the multiliteracies pedagogy. Such films can also connect students with Western ideology to reinforce their identity as participants in globalization. This study further suggests that key points in successful design of the course in an EFL classroom include posing critical questions to promote critical thinking and actively analyzing multimodal texts to uncover underlying meanings in source material. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01