Am Beispiel “Anatomie”: A Proficiency‐Oriented Approach to Film for First‐ and Second‐Year German

Using Film in the L2 Classroom: A Graduate Course in Film Pedagogy

“…Readings were Rogers (), which focused on using film in a principled, proficiency‐oriented way and discussed the process of choosing a film, goals, pre‐screening activities, exercise development, and assessment; Charlebois (), which described a film unit in a CBI English as a Second Language class, including selecting a film, pre‐, during‐, and post‐viewing activities, and a critical response paper assignment; and an excerpt from Sherman (). Students considered the challenges in using feature‐length films in beginning/intermediate classes, along with advantages, and debated the merits of showing the film in or out of class.…”

“…While the benefits and uses of film in L2 classrooms are numerous, there are challenges as well. For example, Rogers () acknowledged that films are often used as fillers or in isolation, and that “we show films in class because we recognize their potential and know they appeal to today's students, but are often frustrated that students cannot actively discuss a film's content” (p. 171). The course described in this article aimed to make graduate student instructors aware of the pedagogical value of certain materials and tools and give them the ability to lead such discussions with their own students.…”

“…While the benefi ts and uses of fi lm in L2 classrooms are numerous, there are challenges as well. For example, Rogers (2007) acknowledged that fi lms are often used as fi llers or in isolation, and that "we show fi lms in class…”

“…Sherman () noted that authentic video is available in great quality, quantity, and variety and is relatively inexpensive (via the Internet, for example). Beyond these virtues, students like movies; Rogers () noted the appeal of film and video to students; Sherman (, p. 2) called video “today's medium.”…”

Articulating the Curriculum through Cultural Themes: A Literacy and Genre Approach to Teaching Protest, Rebellion, and the Reevaluation of the Past

“…This is a clear focus of proficiency‐oriented approaches, but is sometimes less explicitly articulated in literacy and genre‐based approaches. As Rogers (2007) has argued, popular films can be an ideal medium for connecting with students and engaging their interests. This builds upon another key element of translingual/transcultural competence (MLA, 2007, p. 4), namely that students “reflect on the world and themselves through the lens of another language and its culture … grasping themselves as Americans in the process.” This is challenging at the early stages of language learning, but still a goal toward which instruction should be oriented as it is central to the advanced forms of literacy and transcultural competency outlined above.…”