Intercultural Training with Films
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Christine Roell Intercultural Training with Films ilms are a great medium to use • Films involve the viewers, appeal not only to practice English, to their feelings, and help them but also to facilitate intercul- empathize with the protagonists. Ftural learning. Today English is a global • DVDs usually come with subtitles language spoken by people from many in English, which facilitates under- countries and cultural backgrounds. standing and improves reading skills. Since culture greatly impacts com- After discussing the importance munication, it is helpful for teachers of teaching intercultural communica- to introduce lessons and activities that tion and suggesting films that match reveal how different dialects, forms of specific cultural categories, this article address, customs, taboos, and other describes some activities to use when cultural elements influence interac- showing a film in the classroom and tion among different groups. Numer- presents a task-based project involv- ous films contain excellent examples ing the use of films. of intercultural communication and Using films for intercultural are highly useful resources for teach- training ers. Additional reasons for teachers to incorporate films in class and encour- Culture, according to one defini- age their students to watch movies in tion, is the values, traditions, customs, English include: art, and institutions shared by a group • Films combine pleasure and learning of people who are unified by nation- by telling a story in a way that cap- ality, ethnicity, religion, or language. tures and holds the viewer’s interest. The language teaching profession’s • Films simultaneously address differ- interest in cross-cultural communi- ent senses and cognitive channels. cation has increased during the past For example, spoken language is few decades. According to Kramsch supported by visual elements that (1995), this development is due to make it easier for students to under- political, educational, and ideological stand the dialogues and the plot. factors; even though politicians might • Students are exposed to the way feel that learning a foreign language people actually speak. will solve socioeconomic problems, 2 2 0 1 0 N u m b e r 2 | E n g l i s h T E a c h i n g F o r u m educators think that for that to happen a lan- Films that illustrate intercultural conflict guage course must contain legitimate cultural Not surprisingly, there are many films that content. Kramsch (1995, 90) thinks that in illustrate the conflicts and problems that arise the future the language teacher will be defined between members of different cultural groups: “not only as the impresario of a certain lin- • Witness shows the culture clash between guistic performance, but as the catalyst for an the mainstream American lifestyle and ever-widening critical cultural competence.” the Amish culture. Intercultural topics that show how people • A Love Divided, based on a true story, from different backgrounds communicate and reveals some causes of hostility between interact are becoming more prominent in lan- Catholics and Protestants in Ireland. guage teaching. Teachers can benefit from the • Ae Fond Kiss is about the problems treasure trove of films that deal with subjects faced by an Irish woman and a man like immigration, xenophobia, adjusting to of Pakistani descent after they start a a new culture, or the dilemmas faced when relationship. one belongs to two cultures. Although films • Save the Last Dance shows the resent- cannot substitute for actual interaction with ment a white teenage girl is exposed members of other cultures, they can provide to due to her relationship with a black useful preparation for those encounters by classmate. fostering understanding and developing sen- • Yasmin explores the anger and estrange- sitivity. “Learning about stereotypes, ethno- ment a young British Muslim woman centrism, discrimination, and acculturation feels because of the way she is treated in in the abstract can be flat and uninspiring. the wake of the 2001 terrorist attacks. But if we experience intercultural contact with our eyes and ears, we begin to understand it” Films that deal with racism (Summerfield 1993, 1). Intercultural contact Some films tackle the difficult topic of through films enables students to understand racism: other people’s actions and to have empathy • American History X is about a Southern with members of minority groups. Films also Californian skinhead who is impris- vividly represent intercultural misunderstand- oned after committing murder; in pris- ings and the roots of racism. on he starts seeing the error of his ways. • This Is England portrays a teenager who Culture representation in film joins a skinhead group in the early 1980s. There is a wide variety of films with inter- • A Class Divided is a documentary cultural themes, and the teacher must consult about an experiment conducted by reviews or see the movie firsthand to deter- Jane Elliott, a teacher in a small all- mine if it is appropriate for the desired lesson. white Iowa town, in the wake of the The following categories describe cultural ele- assassination of Martin Luther King. ments in just a few of the films available for Elliott divided her class into blue-eyed study. (Note than many of the films can fall and brown-eyed groups to make them into more that one category.) experience discrimination. (The film can be watched at: www.pbs.org/wgbh/ Films that foster empathy with foreigners pages/frontline/shows/divided. The The following films foster empathy with website also provides a teacher’s guide, people of different backgrounds: transcripts, and other resources.) • Bread and Roses portrays the situation of Ana, a young Mexican woman who Films that contain stereotypes works illegally in the United States. Movies are authentic cultural products, • Dirty Pretty Things is about illegal work- and many tend to be culture-bound. These ers in London. types of film allow students to identify the • In This World shows the journey of two stereotypes held by a certain culture. Afghan brothers who are on their way • The Prince and Me portrays Paige, an to Europe. (For more information and American student who displays stereo- teaching resources on the subject of refu- typical values of achievement, success, gees, see: www.savethechildren.org.uk.) ethics, equality, optimism, efficiency, E n g l i s h T E a c h i n g F o r u m | N u m b e r 2 2 0 1 0 3 and pragmatism. Interestingly, these suitable technique to study nonverbal com- values were also identified by research- munication. Nonverbal communication in ers looking at the rhetoric of several different cultural contexts appears in: U.S. presidential election campaigns • The Joy Luck Club (Chinese) (Larson 2009). • Bread and Roses and Real Women Have • Green Card portrays a Frenchman full Curves (Mexican) of joie de vivre in a stereotypical way. • My Big Fat Greek Wedding, which con- • Mind Your Language is a British com- tains an example of proxemics edy series from the 1970s. Although somewhat dated, it portrays stereotypi- Films that deal with different patterns of cal characters from different countries. behavior Some of the episodes can be found on Cultural differences are often perceived in YouTube. how individuals or societies regard time, orga- nization, communication, and relationships. Films about cultural traditions and The following categories explain some behav- intergenerational conflict ioral patterns that are also represented in film: Conflict often ensues when a traditional value system is upheld in spite of the influence Monochronic and polychronic perceptions of modernization. Oftentimes, members of of time the younger generation adopt modern ideas, Monochronic individuals or societies tend even though they live in a traditional environ- to be data-oriented and value planning, struc- ment. The following films provide examples ture, and punctuality. Polychronic individuals of different cultural traditions and intergen- or societies accept unstructured activities and erational conflict due to cultural expectations: interruptions and do not mind improvisation • Monsoon Wedding offers an interest- or a change of plans. ing glimpse into a Punjabi wedding • Cast Away questions the monochronic and can be used in the classroom concept of planning and efficiency. to compare wedding traditions and • My Big Fat Greek Wedding shows exam- discuss the concept of arranged mar- ples of polychronic behavior. riages. (See http://weddings.iloveindia. There are several self-tests to determine com/features/arranged-marriages.html whether one tends towards a monochronic for information on the topic and other or polychronic personality. (One test can aspects of Indian culture.) be found at: www.innovint.com/downloads/ • Whale Rider is about a Maori girl mono_poly_test.php. The test can be adapted in New Zealand and her conflicted for use as a lead-in to the topic. A possible relationship with her grandfather and follow-up activity could be a discussion of the culture. advantages and disadvantages of the two ways • The Story of the Weeping Camel deals of organizing time.) with a family of camel herders in Mongolia. Individualism vs. collectivism • Double Happiness is about a young In general, people or societies that gravitate Chinese-Canadian woman who comes towards individualism value self-sufficiency into conflict with her traditional family. and independence, while those who embrace collectivism value group involvement when Paraverbal and nonverbal communication