This document outlines Tetyana Kucher's presentation on using movies and television shows for second language acquisition. It discusses incorporating multimedia for authentic language exposure, including objectives for linguistic and culture-related learning. Four levels of implementation are identified: as a lesson plan, separate course, permanent part of a course, or full program. Selection criteria for relevance and appropriateness of movies/shows are provided. Examples of activities for pre-, during, and post-viewing are given. The document concludes with thanking the audience.

1. Tetyana Kucher, M.A.
ESL educator
PhD in progress
Curriculum and Instruction doctoral program
Department of Teacher Education and Administration
University of North Texas
Dallas, TX
Tetyana.Kucher@unt.edu
The IAFOR
International
Conference on
Education 2020
Saturday, Jan. 11
13:40-15:20 Movies for Second
Language Acquisition
https://tinyurl.com/IAFOR
https://tinyurl.com/viewhandout

2. Multimedia
for authentic
language
exposure
Video
games
Movies/
TV
Shows
Songs

5. Multimedia
for authentic
language
exposure
Video
games
Movies/
TV
Shows
Songs

9. Language
Learning
Behind the Screen
Movies for Second
Language Acquisition
“… [understanding] the values and representation the speakers of the language have
of the world and how these speakers represent themselves in their cultural production”
(Kramsch, 1998).
https://tinyurl.com/IAFOR https://tinyurl.com/viewhandout

10. Agenda
Objectives and Structure
Criteria for Relevance and Appropriateness
Genre selection
Examples of Activities

11. Linguistic
• Listening
• Speaking
• Vocabulary
• Writing
• Reading, etc.
Culture- or Content-related
• Socio-cultural context
• Connections to home countries experiences
• Critical evaluation of characters’ decisions
and actions
• etc.
Other pedagogical objectives
Objectives

12. How do you plan to incorporate movies /
TV-shows in your ESL program?
Lesson
Plans
Movies/TV-shows are
used occasionally and
irregularly within an
established course
Separate
Course
A separate course
developed to only use
video materials for
ESL instruction
Permanent
part of a
course
e.g. Listening &
Speaking class with a
permanent and regular
TV-show component
Program
A program with its own
courses dedicated to
teaching ESL through
movies / TV-shows
Levels of implementation:

13. Relevance and Appropriateness
Criteria
Basic Linguistic Social-cultural
- Age appropriateness
- Linear/sequential presentation
- Good or high quality of video and
sound
- Well-written plot with distinct
development points (midpoint, climax,
resolution, etc.)
- Generally relatable content
(especially for dated movies/TV
Shows)
- Proper types of speech styles
(colloquial, semi-formal, formal)
- Vocabulary difficulty
- Pronunciation clarity
- Variety of accents
- Speech pace
- Reasonable amount of jargon and
cultural references
- Considerable percentage of
speech/dialogue.
- Universal themes and
generally relatable content
- Representation of generally
positive social message
- Minimal representation of bias,
stereotyping and discrimination
(unless targeted in the movie
as a social message)
- Ethnically/culturally sensitivity.

14. Movies
(adapted from King (2002)
1. Scene Approach
• single-scene (only one scene or segment from the entire film
is utilized)
• selective scenes (only a few scenes from different parts of
the same film)
2. Whole Film approach
• single-sitting (watching the entire film in a single viewing)
• sequential scenes (teaching scene-by-scene or one segment
at a time)
Movies vs. TV-Shows
And why we prefer TV-shows
TV-Shows
1. Single Show
• sequential episodes
• selective episodes
2. Multiple Shows
• sequential episodes
• selective episodes
PROS CONS
Vocabulary isolated
Grammar no context, plot
PROS CONS
developed plot overwhelming
cultural context delayed discussions
PROS CONS
developed plot limited cultural contexts
familiar characters
fitting for in-class view
PROS CONS
variety of cultural contexts new characters
variety of genres
fitting for in-class view

15. Example Your
integration
General
Objectives:
Linguistic: comprehensive language development with the emphasis on vocabulary. listening, speaking, and writing
Cultural: Identify, compare, and contrast elements of American culture present in television series to real life in
America and home countries.
Semester
Duration:
8 weeks
Level of
Integration:
Separate course
Frequency: One class per week
Type: Multiple TV-shows
selective episodes:
Weeks 1-4: TV-show #1
Weeks 5-8: TV-show #2
Instructional
Time:
2 hours;
Each class – one episode of 40 mins
OR
two episodes of 20 minutes,
and relevant activities

16. Genre Selection
o Seinfeld
o How I Met your Mother
o Middle
o Everybody Loves Raymond
Sitcoms, romcoms
o Gilmore Girls
o Heroes
o Monk
o Desperate Housewives
Drama, action
Beginning,
Low-Intermediate
Intermediate
High-
Intermediate,
Advanced
o Arrow
o Breaking Bad
o Sherlock
o The Sopranos
Detective, crime

17. Basic Terms
Relating to TV-Shows
series, episode, genre, character, protagonist, antagonist, motivation, plot,
conflict, climax, resolution, etc.

18. Pre-Watching
Activities
• Warm-up discussion
• Introduction of the main themes /
characters / cultural concepts
• Vocabulary introduction
Pre-Watching Activities Examples
Gilmore Girls Season 1 Episode 1

19. While-Watching
Activities
• Matching
• Short Answers
• Multiple Choice
• True/False
• Close listening
While-Watching Activities Examples
Seinfeld
How I Met your Mother
Heroes

20. Post-Watching
Activities
• General understanding of the plot,
vocabulary
(short essays, role-playing,
discussions)
• Making inferences, speculating
about the future, expressing
agreement/disagreement,
discusings cultural elements
Post-Watching Activities Examples
Heroes
Gilmore Girls
Seinfeld

21. Thank you
Tetyana Kucher
tetyanakucher1@gmail.com