CLIL-multiliteracies-multiple literacies theory : on the passage from active viewing to active filmmaking

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practico-theoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use "movie maps" effectively in the classroom as a means to scaffold Content and Language Integrated Learning (CLIL) classes and to move from "active viewing" to what we designate as "active filmmaking".