Learning a Foreign Language and Locality through an Animated Documentary Film

Autor/in	Burr, Solvita
Titel	Learning a Foreign Language and Locality through an Animated Documentary Film
Quelle	In: Language Learning & Technology, 27 (2023) 2, S.199-225 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Multiple Literacies; Indo European Languages; Documentaries; Animation; Essays; Ethnography; Cultural Awareness; Learning Activities; Place Based Education; Semiotics; Assignments; Evaluation Criteria; Foreign Countries; Undergraduate Students; Films; Social Systems; Social Change; Uncommonly Taught Languages; Online Courses; Course Descriptions; Washington (Seattle); Latvia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Documentary film; Documentary films; Dokumentarfilm; Essay; Aufsatzunterricht; Ethnografie; Cultural identity; Kulturelle Identität; Lernaktivität; Semiotik; Assignment; Auftrag; Zuweisung; Ausland; Film; Social system; Soziales System; Sozialer Wandel; Minderheitensprache; Online course; Online-Kurs; Kursstrukturplan; Lettland
Abstract	This paper describes one 4-week long online language learning module which utilizes the animated documentary film "My Favorite War" (Burkovska-Jakobsen, 2020) and analyzes four students' final essays. The learning module was created considering ethnographic views of cultural inferences (Spradley, 2016), the framework of social space (Lefebvre, 1991), multimodal theory (Kress & van Leeuwen, 2006), and the model of learning activities, or knowledge processes (Cope & Kalantzis, 2015). It was developed for a Latvian language course at the University of Washington (Seattle, USA) in 2021. Its goals are to help students learn more about the target language and locals' place-based experiences, and to promote students' semiotic consciousness while developing their multiliteracies. However, the assignment's assessment criteria related to the interaction of semiotic resources and of linguistic and non-linguistic information were not shared in order to find out if students would include these issues in their essays. Analysis of students' essays show that after the learning module, students were able to comprehend (a) some individual compositional elements from the film; (b) symbolic and functional meanings of differently marked spaces; and (c) the main character's feelings in various social spaces, internal conflicts, relationship models, and thoughts about family, work, war, historical truth, and independence. The described learning model can inspire educators worldwide to develop similar teaching practices for other less commonly taught languages. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01