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ERIC Number: ED545640
Record Type: Non-Journal
Publication Date: 2003-Feb-21
Pages: 16
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: N/A
From the Couch to the Classroom: A Fresh Curricular Approach for Television in EFL Instruction
Mora, Raul Alberto
Online Submission, Paper presented at the Annual Communications Symposium (7th, Lexington, KY, Feb 21-Feb 22, 2003)
American (and English language) television has gradually become a more influential factor in the way people are learning English overseas, as access to cable programming has widely spread across cities, regardless of socio-cultural backgrounds. What students watch on TV affects not only how they are learning the language, but also their cultural constructions about their local and international societies. Oftentimes, their visions of reality are exactly those that movies and series portray. Unfortunately, schools are not addressing this cultural phenomenon in its full length, only using video as a linguistic aid. English instruction, and education in general for what matters, cannot stay aside in the discussion of these cultural issues, and it has to find ways to reinvent itself, providing further challenges to learners other than learning grammar, while reinforcing the possibilities they have to construct knowledge. This paper will present my proposals for a curricular approach brings television more meaningfully to the English as a Foreign Language classrooms. First, I will go over some ideas that took me through this not-very-well-paved road of rethinking curricula. Then, I will mention some elements that validate the novelty in the proposal. I will move on to explaining how I would implement it and how I find it beneficial for the EFL curriculum. Two appendices present: (1) Draft of Class Project; and (2) Assessment Criteria for Quality of Contents and Accuracy in Language Use within the Projects (Proposal).
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A