Abstract
As a unique literary genre, science fiction can serve as a motivating text to develop students’ critical analytical skills and to promote critical thinking about new technology and its societal controversies under proper guidance. In the field of English as Foreign Language (EFL) learning, using science fiction films in the classroom affords EFL learners new language-learning experiences. This paper explains how films, as a multimodal resource in EFL classes, can enrich students’ multiliteracies—specifically how the science fiction genre can develop students’ critical literacies under careful meaning-making curriculum design. A preliminary study, taking 30 students in a foreign language high school in China, is reported in this paper. Findings reveal that carefully selected science fiction films such as I am Legend and Blade Runner can serve as pivotal sources for developing EFL learners’ literacy under the multiliteracies pedagogy. Such films can also connect students with Western ideology to reinforce their identity as participants in globalization. This study further suggests that key points in successful design of the course in an EFL classroom include posing critical questions to promote critical thinking and actively analyzing multimodal texts to uncover underlying meanings in source material.
Highlights
Teaching literacy through science fiction films offers an alternative to traditional literacy pedagogy, which has been limited to reading and writing modalities and has ignored other modes of meaning that could influence traditional literacy (New London Group, 1996)
Findings reveal that carefully selected science fiction films such as I am Legend and Blade Runner can serve as pivotal sources for developing English as Foreign Language (EFL) learners’ literacy under the multiliteracies pedagogy
This study further suggests that key points in successful design of the course in an EFL classroom include posing critical questions to promote critical thinking and actively analyzing multimodal texts to uncover underlying meanings in source material
Summary
Teaching literacy through science fiction films offers an alternative to traditional literacy pedagogy, which has been limited to reading and writing modalities and has ignored other modes of meaning that could influence traditional literacy (New London Group, 1996). Substantive science fiction films, such as I am Legend (Goldsman, Lassiter, Heyman, & Morits, 2007) and Blade Runner (Deeley, 1982; see Table 1 for similar examples), that foreground totalitarianism, science and technology ethics, Western ideologies, and globalization provide EFL learners opportunities to participate in discussions as global citizens. Such films’ multimodalities and engaging content may enrich EFL pedagogy in China’s elite foreign language high schools, namely by deepening students’ reading engagement and promoting critical literacy skills. After reporting on a study that includes these films in an EFL high school class in China, this paper concludes by examining how carefully selected science fiction films can be used to develop students’ multiliteracies
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