In this issue, we would like to suggest using Japanese movies (J-movies) as Intercultural Language Teaching and Learning (ILTL) resources. After making task sheets for J-movies shown at our Japanese Film Festival and school visits to our centre, we realized that movies can also be a good resource for language learning in the classroom.
 

* If you would like more information about ILTL, please visit the ILTLP website
* Here are some past editions of Sensei’s Pages which give ideas for classroom activities with an ILTL focus.

 

Activity ideas using students' own names (Winter 2008)

Using SNS (Social Networking Services) in Japanese classes (Autumn 2008)

Creating a restaurant menu (Winter 2007)

Intercultural Language Learning on the topic of 'Obento' (Spring 2006)

Learning about culture and society through cultural products: Omusubi (Spring 2004)
   
  Using J-movies as ILTL resources
　

ILTL advocates fostering cultural awareness by developing language skills and cultural understanding together in a holistic way. This approach views language as a culturally embedded and culturally constructed way of expressing personal meanings and collective cultural meanings. In movies learners can experience language in an aural and visual context which is culturally rich and authentic. By becoming involved with the characters and their stories, learners become engaged with language and culture in a natural and enjoyable way.
The cycle below of four flexible overlapping activities of Noticing, Comparing, Reflecting and Interacting is the basis of ILTL practice. Through viewing movies, students will ‘notice’ things, and teachers can guide them to compare and reflect through classroom interaction.

 
  Activity examples
  Here are some example activities using 「ウォーターボーイズ Water boys」
  Step 1: Before watching the movie
 
1. The teacher gives the title of the movie to students and students guess the story of the movie from the title. Students tell their story to each other. The teacher can give some hints, for example by showing the picture of the DVD package or related websites.
   
  「今日(きょう)の映画(えいが) のタイトルはウォーターボーイズです。
どんな 映画(えいが)だと思(おも)いますか。」

「このDVDパッケージを見(み)てください。
これがウォーターボーイズです。 何(なに)をしていますか。」
     
2. The teacher gives an outline of the story to the students with background information (place, era, society, etc).
  「この映画(えいが)は、本当(ほんとう)の話(はなし)から作(つく)られました。 高校生(こうこうせい)の男(おとこ)の子(こ)たちがシンクロをする話(はなし)です。」
     
3. The teacher gives students key Japanese words or phrases from the movie, eg. 　　　
  男子校(だんしこう)　女子高(じょしこう)　部活(ぶかつ)　文化祭(ぶんかさい)　夏休(なつやす)み　シンクロ（シンクロナイズドスイミング）
     
4. Students are given a list of questions to help them notice language and culture related points.
  「つぎのところに気(き)をつけて映画(えいが)を見(み)てみましょう。」
 
  • What kinds of greeting words can you pick up in this film?
  • How do they count the rhythm in Japanese when they do physical exercise?
  • There are many katakana foreign origin words in this movie. How many can you pick up? What are they?
  • How do people address each other in this film? Focus on the words they put after their names, for example 「〜さん」.
  • Can you pick up differences in the language of the boys when they talk to each other and when they talk with teachers or girls? What are the differences?
  • What are the differences between Australian high school life and Japanese high school life?
  • What are the similarities in Australian high school life and Japanese high school life?
   
  Step 2: While watching the movie
 
5. Students pick up key Japanese words.
     
6. Based on the focus questions, students make mental notes on what they realized or what they think interesting or strange. 　　
   
 
 

1. Understanding the story and characters
 
7. In groups, students write an outline or story of the movie.
     
8. In groups, students make a ‘character web’ and write in the relationships of the characters and comments about them in Japanese. 　　
 
Character web download (PDF)
Click picture to enlarge
   
  2. Critically reviewing the movie
 
9. Based on the focus points in 4, students share with each other what they noticed.
   
10. Students discuss the differences or similarities between Japanese culture and their own culture, and consider reasons for these.
   
11. Students discuss the movie in general, explaining what they like or dislike about it.
   
12. Students write a film review, and exchange reviews with each other for reading.
   
13. In groups, students make a pamphlet about the movie.
   
  Example task sheets for other J-movies
  Here are some example task sheets and activity ideas for Waterboys and other well-known J-movies.
Click 'Task Sheets' to download them and click 'info' for information on these movies.
 
Water boys (Task sheet for junior secondary, Task sheet for senior secondary
Swing girls (Task sheet for junior secondary, Task sheet for senior secondary
Hula-girls (Task sheet for junior secondary, Task sheet for senior secondary
Always (Task sheet for junior secondary, Task sheet for senior secondary
  * We are planning to make more task sheets for J-movies for our JF Centre visit and 2009 Japanese film festivals. Information will be uploaded in future Omusubi for Japanese language teachers.
   
  News - ' しあわせ家族計画 (Happy Family Plan)' DVD coming soon!
  At present the Japan Foundation, Sydney is producing a Japanese language and culture DVD resource comprising two discs.
Disc 1 contains the Japanese movie 「しあわせ家族計画 (Happy Family Plan)」and Disc 2 contains Japanese language and culture learning activities based on the movie.
This DVD will be published by the end of 2009, and we will give you more detailed information in future Omusubi editions.
   
　 This article is written by Koji Matsumoto and Cathy Jonak
　  
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