Topical issues of language training
in the globalized world
142
7.
Kramsch, C. (1997). The Privilege of the Nonnative Speaker. Modern Language Journal,
81(1), 1-13.
8.
Llurda, E. (2005). Non-native language teachers: Perceptions, challenges and
contributions to the profession. Springer.
9.
Medgyes, P. (1994). The Non-Native Teacher. Macmillan.
10.
Nguyen, T., & Kim, Y. (2018). The Struggles of Non-Native Language Teachers: A Case
Study of Teaching Foreign Languages in Vietnam. Journal of Language Education, 7(1),
112-129.
11.
Saidova.G.A., The theoretical view to content, evaluation and translation errors in
linguistics (article) Proceedings of Global Technovation 3rd International
Multidisciplinary
Scientific
Conference
Hosted
from
Granada,
Spain
https://conferencepublic.com January 30th, 2021
12.
Saidova.G.A., The method of listening and short-term memory in interpreting and
simultaneous translation (article) Proceedings of 4th International Multidisciplinary
Scientific Conference on Innovative Technology Hosted from San Fransisco, USA
https://conferencepublic.com January 30th, 2021
13.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in
Language Teaching, 10(3), 209-231.
TEACHING CULTURAL COMPETENCE THROUGH ENGLISH-
LANGUAGE MOVIES: STRATEGIES AND IMPLEMENTATION IN HIGH
SCHOOL CLASSES
Joldasbayev Amir
student
Uzbek State World Language University
Scientific advisor: Kendjayeva Zemfira
teacher
Uzbek State World Language University
Abstract
This article explores the strategies and implementation of teaching cultural competence
through English-language movies in high school classes. It examines the potential of films as a
medium to enhance cultural understanding and empathy among students. By integrating movies into
the curriculum, educators can provide a dynamic and engaging way to discuss and reflect on diverse
cultural perspectives and social issues. The article highlights practical methods for selecting films,
structuring discussions, and aligning these with educational objectives to foster a comprehensive
understanding of global cultures. This approach not only enriches students
’
linguistic skills but also
broadens their worldviews, making them more informed and empathetic global citizens.
The global
interconnectedness of today
’
s world demands an educational approach that not only teaches
language but also instills cultural competence. The integration of English-language movies into the
high school curriculum represents a novel approach to address this need, aligning with the Republic
of Uzbekistan
’
s educational reforms and international standards like the CEFR.
Key words:
Cultural competence, English-language films, high school education,
intercultural learning, movie-based learning, educational strategies, global awareness, empathy
development
Topical issues of language training
in the globalized world
143
The globalization of societies and the increasing diversity within school
populations underscore the importance of teaching cultural competence to students.
English-language movies offer a unique and potent tool for educators aiming to
enhance students
’
understanding of different cultures and perspectives. This article
discusses effective strategies and methodologies for using films to teach cultural
competence in high school settings.
Strategies for teaching cultural competence. Integrating experiential education
techniques such as role-plays, simulations, and field experiences can effectively
develop cultural competence by allowing students to actively engage with diverse
cultures (Dsw, H. 1998). Utilizing online platforms creatively through blogging,
recorded lectures, and social media can help instill cultural competence in distance
education students, providing them with cultural immersion experiences and
interactive opportunities to learn about diverse cultures (Arbour, M., Kaspar, R., &
Teall, A. 2015). Implementing a
‘
not-knowin
g‘
stance, which emphasizes reflection,
humility, and dealing with cultural otherness, can guide trainees in psychotherapy to
navigate complex cultural issues effectively (Watson, P., Raju, P., & Soklaridis, S.
2017).
Selection of appropriate films: Choosing films that accurately and respectfully
represent various cultures is crucial. Educators should opt for movies that offer genuine
insights into the lifestyles, values, and conflicts of different communities. Utilizing a
blended learning model, specifically the flipped classroom approach, can be effective.
This involves students preparing for movie viewings at home and using class time for
discussion and activities that deepen their understanding of the cultural themes
presented in the films (Popova, S., Karandeeva, L., & Ulyanov, S. 2021). Films help
improve not just cultural competence but also language skills like vocabulary,
listening, and speaking. Teachers should choose films that provide authentic cultural
insights and colloquial expressions, making the learning experience more
comprehensive (Wardhany, D. 2022). When using films to teach culture, it
’
s important
to give clear instructions, consider the film
’
s length, use engaging materials, and ensure
that online tools used are appropriate for the class
’
s needs. Feedback and student
participation should be encouraged to maximize the educational impact (Yugsi LLano
et al., 2022). Assign students to research the cultural background of the movie
’
s setting
or the historical context related to the movie. This prepares them with a basic
understanding before viewing.
Below is a table outlining various strategies for teaching cultural competence
using English-language movies in high school classes. This table organizes the
strategies into categories, providing a clear framework for educators to follow
(Hofstede, G. 1991).:
Topical issues of language training
in the globalized world
144
category
strategy
implementation
film selection
choose culturally
diverse and appropriate
films
- select films that represent a
variety of cultures and perspectives
-ensure films are age-appropriate
and engaging
-preview films to prepare for
sensitive content.
pre-viewing
preparation
provide background
information and context
- discuss the cultural, historical,
and social context of the film
-introduce key vocabulary and
concepts related to the film
-address any potential stereotypes
shown in the film.
viewing
optimize the viewing
experience
- ensure high-quality audio and
visuals
- use subtitles if necessary to aid
understanding
- create a comfortable and
inclusive viewing environment.
post-viewing
discussion
facilitate reflective and
analytical discussions
- encourage open dialogue about
the film
’
s content and its cultural
implications
-use guided questions to spark deep
thinking
-allow students to share diverse
perspectives.
integration with
curriculum
link film content to
curriculum objectives
- connect themes from the film with
subjects like English, history, or
social studies
-use films to complement and
enhance the existing curriculum.
assessment and
feedback
evaluate understanding
and gather feedback
- assign projects, essays, or
presentations to assess
comprehension
-use quizzes and discussions to
gauge insights gained
-collect student feedback to
improve future teaching strategies.
continued
engagement
encourage further
exploration and
learning
- provide additional resources
related to the film
’
s themes and
cultures
Topical issues of language training
in the globalized world
145
-recommend other films, books,
and articles for extended learning
-encourage participation in
cultural events.
professional
development
train educators on
effective film-based
teaching
- offer workshops and training
sessions on the use of films in
education
-share best practices for handling
cultural content sensitively
-promote ongoing learning about
cultural competence.
Contextual preparation: Before viewing, students should be given a background
on the cultural, historical, and social contexts of the movie. This preparation sets the
stage for deeper understanding and engagement. Guided discussions: Post-viewing
discussions are essential. Questions should be designed to elicit students
’
reflections
on the cultural issues presented in the film, encouraging critical thinking and empathy.
Integration with curriculum: Films should be integrated into the broader curriculum to
enhance their educational value. Connections with literature, history, and social studies
can enrich students
’
learning experiences.
Assessment of understanding: Evaluate students
’
learning through reflective
essays, projects, and presentations that explore the cultural themes and personal
impacts of the films. Implementation in high school classes, implementing movie-
based learning in high school requires thoughtful planning and flexibility. Teachers
should consider their students
’
maturity and sensitivity levels when selecting films and
designing activities. Collaborating with colleagues in other departments can enhance
the interdisciplinary benefits of movie-based cultural education.
Implementing a program to teach cultural competence through English-
language movies in high school classes involves several key steps to ensure
effectiveness and relevance. Here
’
s a detailed guide on how to execute this initiative
(Kramer, E. M. 2012).:
1.
Curriculum integration
: The first step is integrating film studies into the
existing curriculum without disrupting the core educational objectives. Teachers
need to align the films with the goals of subjects like English, Social Studies,
and World History. For example, a film depicting historical events can be used
in both history and language classes to deepen understanding and enhance
language skills simultaneously.
2.
Selecting films
: Select films that are not only culturally informative but also
age-appropriate and engaging for high school students. It
’
s important to choose
films that represent a variety of cultures and perspectives, including those of
marginalized or less commonly represented groups. Teachers should preview
films to ensure they are suitable and prepare to address sensitive topics.
Topical issues of language training
in the globalized world
146
3.
Pre-viewing activities
: Before showing the film, conduct pre-viewing activities
to provide students with necessary background information. This might include
discussions about the country where the film was produced, common
stereotypes, and the historical and cultural context of the story. Providing
vocabulary lists and key phrases can also help students understand and engage
with the film more deeply.
4.
Viewing setup
: Arrange a comfortable viewing environment in the classroom.
Ensure that all students have a good view of the screen and that the audio is clear.
Consider using subtitles to aid comprehension, especially for films with heavy
accents or dialects.
5.
Guided discussions
: After viewing the film, conduct guided discussions to
delve into the themes, cultural elements, and conflicts presented. Encourage
students to express their thoughts and feelings about the film and discuss
different characters
’
perspectives. This can be done through open discussions,
small group talks, or even structured debates.
6.
Interactive and reflective assignments
: Assign interactive projects or essays
where students can explore a particular aspect of the film in greater detail. This
could involve researching the historical background, comparing the film
’
s
depiction of culture with real-world facts, or reflecting on how the film
’
s themes
apply to contemporary issues.
7.
Feedback and evaluation
: Gather feedback from students about their learning
experience. What did they find most insightful? Was anything particularly
challenging? Use this feedback to adjust the program for future classes. Also,
evaluate students
’
understanding through assessments that may include essays,
presentations, or creative projects.
8.
Continued learning and resources
: Provide students with resources for further
exploration, such as books, articles, documentaries, and even follow-up films.
Encourage students to continue learning about the cultures explored in class and
to seek out their own film selections for personal growth and understanding.
9.
Professional development for teachers
: Offer training sessions for teachers to
help them effectively use films as a teaching tool. This could cover topics like
sensitive handling of cultural issues, facilitating discussions, and integrating
films with different subjects.
By following these steps, high school teachers can effectively implement a
program that uses English-language movies to teach cultural competence, enhancing
students
’
understanding of global cultures and fostering a more inclusive and
empathetic school environment. Using English-language movies as a pedagogical tool
offers a dynamic approach to teaching cultural competence. This method supports the
development of critical thinking, enhances linguistic skills, and fosters a greater
understanding and appreciation of global diversity.
Topical issues of language training
in the globalized world
147
References
1.
Dsw, H. (1998). Teaching Cultural Competence. Journal of Teaching in Social Work, 17, 65-
79.
https://doi.org/10.1300/J067V17N01_06
2.
Arbour, M., Kaspar, R., & Teall, A. (2015). Strategies to Promote Cultural Competence in
Distance Education. Journal of Transcultural Nursing, 26, 436 - 440.
https://doi.org/10.1177/1043659614547201
3.
Watson, P., Raju, P., & Soklaridis, S. (2017). Teaching Not-Knowing: Strategies for Cultural
Competence in Psychotherapy Supervision. Academic Psychiatry, 41, 55-61.
https://doi.org/10.1007/s40596-016-0552-9
4.
Popova, S., Karandeeva, L., & Ulyanov, S. (2021). Development of socio-cultural
competence among high school students in foreign language lessons through authentic feature
films. Tambov University Review. Series: Humanities.
https://doi.org/10.20310/1810-0201-
5.
Wardhany, D. (2022). Promoting English movie as a means of enhancing EFL learners
’
cultural competence. JOALL (Journal of Applied Linguistics and Literature).
https://doi.org/10.33369/joall.v7i1.16594
6.
Yugsi LLano et al., (2022). Developing intercultural sensitivity: An integrative approach to
global and domestic diversity. Intercultural Press.
7.
Byram, M. (1997). Teaching and assessing intercultural communicative competence.
Multilingual Matters.
8.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. McGraw-Hill.
9.
Kramer, E. M. (2012). Dimensional acculturation: Integrating the alien. Atwood Publishing.
10.
Ting-Toomey, S., & Chung, L. (2012). Understanding intercultural communication. Oxford
University Press.
THE PROBLEM OF CORRESPONDING FUNCTIONAL AND PRAGMATIC
CHARACTERISTICS TO BASIC COMPONENTS OF COMMUNICATION
Jumanazarova Moxinur
student of Uzbekistan State World Languages University
Scientific adviser: Saidova Ma
’
mura
Annotation:
This article explores the concept of language contact within the context of
globalization. It examines the causes, effects, and implications of language contact as the world
becomes more interconnected. The article highlights the various forms that language contact can
take, such as bilingualism, code-switching, and the emergence of pidgin and creole languages. The
causes of language contact in globalization are discussed, including migration and diaspora
communities, international trade and business, and travel and tourism. These factors contribute to
sustained interactions between speakers of different languages, leading to linguistic influences,
borrowing of words, and the creation of hybrid linguistic forms. The effects of language contact are
explored, emphasizing the borrowing of words and expressions, code-switching, and the potential for
language shift and endangerment. The article also emphasizes the importance of linguistic diversity
and the role of language technology in facilitating global communication. The implications and
challenges of language contact are addressed, including the need for language policy and planning
to accommodate multilingual societies.
