Critical reviews of a film

 Cecilia Silva, Osaka (Japan)

https://doi.org/10.3916/C19-2002-16

Keywords

Cine, español como lengua extranjera, lenguaje audiovisual, contexto social

Abstract

This paper presents the use of a film, «Camila», in a class-group of Spanish as a foreign language. In order to explore the deep links between language practice and social context, the author uses a personal method that discovers them, using two elements called by her powerconcepts and knowledge skills.

References

ARNSTINE, D. (1995): Democracy and the arts of schooling. Albany, State University of New York Press.

Link Google Scholar

BAILEY, F. (1996): «The role of collaborative dialogue in teacher education», en FREEMAN, D. y RICHARDS, J. (Eds.): Teacher learning in language teaching. Cambridge University Press.

Link Google Scholar

BANKS, J. (1994): An introduction to Multicultural Education. Massachusetts, Allyn and Bacon Powerful learning:conceptual foundation; http://www.stanford.edu/group/ASP/pl_concept_fdns.html

Link Google Scholar

POTTER, J. (1998): Media Literacy. California, Sage Publications.

Link Google Scholar

Fundref

This work has no financial support

Crossmark

Technical information

Metrics

Metrics of this article

Views: 20057

Abstract readings: 16894

PDF downloads: 3163

Full metrics of Comunicar 19

Views: 819248

Abstract readings: 697984

PDF downloads: 121264

Cited by