Including Diversity through Cinema-Based Affective Literacy Practices: A Case Study with EFL/ESL Pre-Service Teachers

Autor/inn/en	Romero, Elena Dominguez; Bobkina, Jelena
Titel	Including Diversity through Cinema-Based Affective Literacy Practices: A Case Study with EFL/ESL Pre-Service Teachers
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 4, S.859-871 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Romero, Elena Dominguez) ORCID (Bobkina, Jelena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2023.2168007
Schlagwörter	Diversity; Films; Preservice Teachers; Social Change; Teacher Responsibility; Foreign Countries; Teaching Methods; Literacy Education; English (Second Language); Second Language Learning; Second Language Instruction; Social Justice; Workshops; Masters Programs; Language Teachers; Teacher Education Programs; Consciousness Raising; Teacher Attitudes; Change Agents; Case Studies; Spain + Suchen Sie Ihr Suchwort? Film; Sozialer Wandel; Lehrverpflichtung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Gerechtigkeit; Lernwerkstatt; Schulung; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Bewusstseinsbildung; Lehrerverhalten; Case study; Fallstudie; Case Study; Spanien
Abstract	This article shares an innovative pedagogical experience that approaches diversity through cinema-based affective literacy practices in the EFL/ESL classroom. Following a social justice approach to education, we designed and implemented a workshop to develop affective literacy practices targeted at 49 pre-service teachers from the Master's programme in EFL/ESL Teacher Training at the Complutense University of Madrid (Spain). Then, we analysed the experience's results through semi-structured interviews with 20 teachers who volunteered to participate in the study. Our ultimate intention was to raise pre-service teachers' awareness of teachers' important responsibility as agents of positive social change (Katsiaficas 2020). The conclusions point to the success of the experience and unveil implications for future lines of work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01