Responding to Literature Texts through Films in English and the L1 within a Multiliteracies Pedagogy

Mallika Vasugi Govindarajoo ,Shakina Rajendram

doi:10.7575/aiac.ijalel.v.5n.2p.56

Abstract

This article presents the results of a study exploring the aesthetic and critical responses of English as a Second Language (ESL) learners when engaging in the multimodal design of literature texts through films in English and their first language (L1). Participants consisted of 25 culturally and linguistically heterogeneous first-year undergraduate students in a Literature in English Language Teaching program in a Malaysian public university. The participants engaged in a multi-modal design of the novel Step by Wicked Step by Anne Fine in three phases over a period of eight weeks based on the four components of the multiliteracies approach: situated practice, overt instruction, critical framing, and transformed practice. The transformed practice component of this approach involved students making and presenting short films both in English and in a local Malaysian language or dialect. Data for the study came from six focal participants’ journal reflections throughout the project and semi-structured interviews with them. The findings showed that the multimodal design of texts through films in the L1 increased personal meaningfulness and intercultural understanding. It also allowed learners to function as language experts, take liberties with the text, and look beyond the text for inspiration from dramas and movies.

Highlights

1.1 BackgroundTo arrest a decline in English language proficiency among Malaysian students, one of the moves by the Malaysian Ministry of Education (MOE) was to introduce literature texts as part of the English language curriculum in schools
Studies revealed that Malaysian secondary school students showed little interest towards the prescribed literature texts due to irrelevance of themes, mismatch of students’ language competence and cultural distance (Vethamani 2004)
Based on the findings of this study, the researchers conclude that engaging in the multimodal design of literature texts through films in learners’ L1 instead of English made significant differences in their aesthetic and critical responses

Summary

Introduction

To arrest a decline in English language proficiency among Malaysian students, one of the moves by the Malaysian Ministry of Education (MOE) was to introduce literature texts as part of the English language curriculum in schools The objectives of this move as outlined by the MOE include enhancing students’ proficiency in English as well as contributing to personal development and character building. Studies revealed that Malaysian secondary school students showed little interest towards the prescribed literature texts due to irrelevance of themes, mismatch of students’ language competence and cultural distance (Vethamani 2004). Another reason for students’ lack of enthusiasm was the instructional methodology employed by teachers in the ESL classroom (Vethamani, 2002).

Objectives

Methods

Results

Conclusion