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Using Film to Engage Learners in Mindful Discussions about Intercultural Communication

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by Bernadette M. López-Fitzsimmons | 09 Oct 2017
Resource Description: This resource will help ESL instructors teach abstract concepts to students about intercultural communication.  Learners will engage in higher order thinking skills analyzing the metaphors from the film and applying them to Chapter One of the textbook.
Audience: University
Audience Language Proficiency: Beginner
Duration: 2-3 fifty minute class sessions
Materials and Technology:

Film:  Olsen, C. (Writer). Noyce, P., Olsen, C., & Winter, J. (Producer). (2002). Rabbit Proof Fence [Motion picture]. Australia: Becker Entertainment.

Jandt, F. E. (2013). An Introduction to Intercultural Communication: Identities in a Global Community (7th ed.). Thousand Oaks, NE: SAGE Publications, Inc.

Objective(s):

To learn the concepts related to white supremacy, male hegemony, racism, ethnic cleansing, aboriginals, indigenous languages, culture, co-culture, subgroups, etc.

To apply these concepts and ideologies  to the story of the Maori girls -- Molly, Daisy, and Gracie -- in the film, "Rabbit proof fence," and explain how the girls' return home is symbolic of their aboriginal spirit. Learner swill work in pairs and then share in whole class share.

To discuss their ideas and opinions in class and then write a summary and reflection on the film, making connections to the ideologies discussed. Learners will contribute to writing sentence prompts, transitions, and the conclusion which will be posted for everyone to view.

Outcome(s):

1. Learners will be able to engage in high level thinking skills, connecting the film to textbook's concepts and ideologies

2. Learners will be able to discuss the metaphors in the film, explaining how they are examples of the textbook's concepts and ideologies.  they will listen and speak using academic English.

3. Learners will be able to write a summary and reflection using the textbook's terminologies and adding their own ideas and thoughts.

Activity Description:

1. Teacher will present the concepts and ideologies in Chapter One to the class.

2. Learners will engage in activities like role play, pair share, mini presentations, and taking notes.

3.  Learners will watch the film, "Rabbit proof fence."  They will take notes about the films main characters, white settlement, town, rabbit proof fence and its symbolism, eagle, aboriginal women singing, Christian Church, etc.

4.  Learners will recall vocabulary and terminology from Chapter One, applying them to the events in the film.  They will write these on the board.

5.  Learners will prepare sentence prompts to start the summary/reflection.  They will also make a list of transitions and concluding sentences. Learners will engage in small group discussions and in whole class share.

6.  Each learner will write his/her own summary with a reflection at the end. Learners will submit their assignments to the instructor.

 

 

 

 

References:

Olsen, C. (Writer). Noyce, P., Olsen, C., & Winter, J. (Producer). (2002). Rabbit Proof Fence [Motion picture]. Australia: Becker Entertainment.

Jandt, F. E. (2013). An Introduction to Intercultural Communication: Identities in a Global Community (7th ed.). Thousand Oaks, NE: SAGE Publications, Inc

Useful Links: https://en.wikipedia.org/wiki/Rabbit-Proof_Fence_(film)
TESOL Interest Section: Bilingual Education