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Using Non-Native English Films to Promote Multiculturalism in ELT.Journal of NELTA

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Using Non-Native English Films to Promote Multiculturalism in ELT.Journal of NELTA NELTA Using Non-native English Films to Promote Multiculturalism in ELT Classroom Nazua Idris Abstract This paper aims to present how the incorporation of non-native English films can enhance the multicultural awareness among the English language learners. As the non-native English films expose the students to linguistic and cultural diversity, they can be used as effective tools in designing materials for ELT classroom. To demonstrate how teachers can incorporate these films in their classroom, the paper discusses various approaches to design materials for language classroom, and contains three sample lesson plans for intermediate, upper-intermediate and advanced level students. The lesson plans exploit a number of non-native English films to generate a discussion of different cultures along with teaching English language. Finally, the paper ends with some suggestions for the teachers. Keywords: Non-native English Films, Multicultural Awareness, Cultural Analysis, Comparative Cultural Analysis, Critical Cultural Analysis Introduction English language teachers around the language by non-native speakers in non- world have acknowledged the importance native cultural contexts as learners need to of promoting multicultural awareness learn to communicate effectively with non- among language learners. As English native speakers of English. language courses are taught almost in all the departments through ESP (English for Again, due to the strong influence of Specific Purposes) and ESL (English as a Western media, students are constantly Second Language) courses, the language being exposed to media contents presenting classroom becomes an important platform biased information about different cultures. to teach students about different cultures, The students who are exposed to the and prepare them to cope up with the Western mode of education or exposed to multicultural scenario of the current world. the Western culture only, lack the Due to the rapid growth of information opportunity to develop adequate technology, language learning needs are no understanding of other cultures to judge longer confined to the learning of the native those biased opinions critically. As a result, language or culture only. In this age of due to this gap between the globalization, it is essential that students misrepresentation and the reality, the develop an awareness of other cultures, and students end up nurturing misconceptions become familiar with the use of English regarding other races, which results in Journal of NELTA, Vol 19 No. 1-2, December 2014 65 NELTA xenophobia, race prejudice, and lack of can be variations. Non-native English films competence in intercultural relationship include: and communication. Therefore, language teachers should promote discussions on the 1. films produced by the countries who non-native cultures along with the native are non-native speakers of English (the culture in their classroom. countries outside Britain, Canada, U.S.A and Australia), for example, Bend it Like ELT practitioners have always encouraged Beckham (India), Grave of the Fireflies the inclusion of native English films in the (Japan). language curriculum to enhance learners’ competence in the target language and 2. films produced about the people, culture. However, in my paper, I will argue culture, and behavior of the people how the non-native English films can who belong to the non-native English become important teaching-learning tools in speaking communities, for example, developing positive attitude of the language Brick Lane (Britain). learners toward other cultures. While the native English films expose the students only 3. Films which are the adaptations of to British or American culture, the non-native non-native English fictions or drama, English films expose them to lifestyles, beliefs, for example,The Kite Runner (written attitudes, human behaviors, and customs of by Afgan-American writer Khaled different cultures around the world. A critical Hosseini, produced in America by analysis of the cultural and linguistic content director Marc Forster). of such films will not only facilitate students’ acquisition of various language skills and 4. Non-native films which may not be intercultural competence, but also trigger produced in English language but their critical thinking. Therefore, this paper culturally rich and available with discusses various ways of utilizing non- English subtitles, for example, Bekas native films in language classroom. The paper (Kurdish), Osama (Persian). initiates this discussion by exploring the review of the literature on how non-native Literature review English films can stimulate multiculturalism among the language learners. Then the paper Multiculturalism in English language moves onto a discussion of various teaching approaches of incorporating these films in language curriculum, and includes three Multiculturalism refers to cultivating an sample lesson plans for intermediate, upper- awareness regarding the cultural diversity intermediate and advanced learners. The across the world. This awareness does not paper ends with further suggestions for the only mean knowing about different cultures teachers and a list of non-native English but also mean having sensitivity about other films. cultures. Various researchers have defined this awareness in different ways. Sinicrope, Non-native English films Norris and Watanabe (2007) see this awareness as an “ability to step beyond Generally, non-native English films refer to one’s own culture and function with other the English films which are produced by the individuals from linguistically and non-native speakers of English, and set in culturally diverse background” (p. 1). their culture rather than the culture of the Similarly, Fantini (2006) says that native speakers of English. However, there multicultural awareness involves “a complex of abilities needed to perform effectively and 66 Journal of NELTA, Vol 19 No. 1-2, December 2014 NELTA appropriately when interacting with others Therefore, the most important goal of who are linguistically and culturally different multicultural education is to liberate the from oneself” (p. 12). minds of the learners from the biased notions about the people of other cultures. Nurturing such consciousness about other The best way to achieve this goal is to make cultures is important for living in this 21st learners aware of the common ties they century multicultural world. share with other cultures, and encourage Shemshadsara (2012) identifies the need for them to appreciate the differences. Wieto strong multicultural understanding in a (2010, cited in Shemshadsara, 2012) language classroom because of the “recent recognizes the significance of promoting development both nationally and cultural sensitivity in the classroom to help internationally” (p. 95). Chlopek (2008) also students come out of their narrow stresses on the impact of promoting cross- judgmental ideas and prejudices about the cultural awareness in this globalized world, people of other countries. Likewise, and suggests that by developing such an Tomlinson (2001, cited in Tomlinson and awareness learners can “benefit by gaining Masuhara, 2004) makes an important solid knowledge of the different world observation that if the multicultural cultures, and . develop the ability to awareness is cultivated in a language compare their native culture to other classroom, learners gradually realize the cultures, to evaluate critically and interpret underlying similarity among the cultures, the results of such comparisons, and to develop a sense of equality, attain a greater apply this knowledge successfully in both level of comprehension regarding their own verbal and non-verbal communication” (p. culture, cultivate a positive attitude toward 12). other cultures, and become more tolerant toward cultural diversity. In a similar vein, Hence, cultivating multicultural awareness Knuston (2006, cited in Beaudrie et al., should be the goal of contemporary 2009) also states the importance of cross- education as it is essential for peaceful co- cultural awareness in making the learners existence and intercultural exchanges. understand their own cultural identity in According to Hadley (1993), for a relation to the people from other cultures. harmonious existence, learners need to The formation of identity through such have multicultural awareness and intercultural exchange creates a sense of sensitivity, promoted through educational equality in the learners which is the goal of materials. Stratiem (1981, cited in Hadley, multiculturalism. 1993) recognizes the importance of cultural sensitivity and global understanding in Using non-native English films to terms of language education, and asserts promote multiculturalism that such sensitivity can be achieved through the successful integration of Non-native English films can become effective various cultures into language teaching tools to enhance multicultural awareness which will result in a greater among the language learners. These films are understanding of humanity. Stern (1992) rich in cultural content, such as linguistic suggests that language learners can achieve variety, speech patterns, cultural concepts, more proficiency by “becoming sensitive to verbal and non-verbal behavior, local history, the state of mind of individuals and groups tradition, geography, environment, customs, within the target language community” (p. festivals, religious and social beliefs, socio- 217). political and economic structure, superstitions, taboos
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