VIRTUAL Prague Research & Teaching Conference
Abstract
Traditional language instruction often prioritises vocabulary and grammar over the cultural and communicative contexts that enrich learning. Emphasising cultural enrichment inherent in language learning encourages teaching that promotes the creative and imaginative use of the target language. By integrating short films into the language curriculum, learners are provided with opportunities to engage deeply with both language and culture. Film offers a medium for students to explore language through play, experimentation, and expression, fostering a more dynamic and interactive learning environment (Field, 2000). Whilst films are increasingly being used in the language classroom, there is a clear dominance of European and western culture in the films generally used to support cultural learning. For example, for teachers of French, there is a tendency to focus on French national cinema, despite French being spoken in many countries around the world, especially in Africa. The narratives and visual styles of films often reflect filmmakers’ personal and cultural experiences, offering students diverse perspectives that challenge and expand their world-views, thus underscoring the importance of a less Eurocentric approach. This not only supports language acquisition but also aligns with the goals of decolonising education by emphasizing inclusivity and critical reflection on cultural contexts. This paper investigates the use of short film as a means of decolonising the curriculum in language education, as well as exploring a wider cross curricular approach. Focusing on teaching French in South Africa and Mandarin in the UK, this paper questions whether historical complexity should be part of a nation-specific approach to teaching or if decolonising the curriculum should be a global movement.
Carol-Mei Barker is an educator, programmer and researcher, specialising in film education. She currently leads education at the British Film Institute working with schools, teachers and universities across the country to support the use of film in the curriculum. She completed her PhD on Chinese cinema and the global city at the University of Bradford, where she also lectured. She has produced a short film co-funded by the British Film Institute and Film London, written extensively on film for various publications, and was programme consultant at the Open City Documentary Festival in London.
Muriel Huet is a social entrepreneur and education activist with nineteen years’ experience in film education. She has worked with the British Film Institute for over 12 years as a presenter, researcher, and film curator. Muriel has led conferences on short films and Francophone cinema and created research projects to integrate cinema into teaching. She developed numerous teacher training tools, including a MOOC with BFI & Into Film. Her passion for cinema led her to establish Cinema TAKE, promoting filmmaking among youth. Muriel also teaches French at WITS University, where she is pursuing a PhD on using cinema in language teaching.