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Authentic materials are used to teach Indian undergraduates aged 18–20, emphasizing parallel reading (screenplay) and selected audiovisual works from popular culture in class. Learners then read and write through film adaptations of novels with extracts from the original texts, supporting extended practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reading-through-films-flourishing-creativity-literacy/589571/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reading-through-films-flourishing-creativity-literacy/589571.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What curriculum design does the paper propose for teaching English?","Question",{"text":112,"@type":113},"It proposes a comprehensive curriculum that develops the four skills using parallel audio-visual and written texts, combining screenplay-based reading with classroom audiovisual viewing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper justify using authentic materials and films?",{"text":117,"@type":113},"It draws on prior studies to argue that authentic language samples connect classroom learning with real-world language and expose learners to multiple varieties of English.",{"name":119,"@type":110,"acceptedAnswer":120},"What practical classroom activities are described for learners?",{"text":121,"@type":113},"Students are introduced gradually to films based on novels, supported by extracts from the original texts, to practice extended reading and writing and to focus on language features such as pronunciation and discourse markers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589571,1792619856,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 1; February 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nReading through Films  \nMadhavi Gayathri Raman (Corresponding author) Dept. of Materials Development, School of English Language Education, The English and Foreign Languages University, Hyderabad, India  \nE-mail: [gayathriraman@yahoo.com](gayathriraman@yahoo.com)  \nVijaya  \nSchool of English Language Education, The English and Foreign Languages University, Lucknow, India [E-mail: vijuciefl@gmail.com](E-mail: vijuciefl@gmail.com)  \nDoi:10 .7575/aiac.alls.v.7n. 1p.168  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.168](http://dx.doi.org/10.7575/aiac.alls.v.7n.1p.168)  \nReceived: 26/09/2015  \nAccepted: 30/11/2015  \nAbstract  \nThis paper captures the design of a comprehensive curriculum incorporating the four skills based exclusively on the use of parallel audio-visual and written texts. We discuss the use of authentic materials to teach English to Indian undergraduates aged 18 to 20 years. Specifically, we talk about the use of parallel reading (screen-play) and audiovisual texts (Shawshank Redemption, and Le is Beautiful, A Few Good Men and Lion King) drawn from popular culture in the classroom as an effective teaching medium. Students were gradually introduced to films based on novels with extracts from the original texts (Schindler’s List, Beautiful Mind) for extended reading and writing practice. We found that students began to pay more attention to aspects such as pronunciation, intonational variations, discourse markers and vocabulary items (phrasal verbs, synonyms, homophones, and puns) .  \nKeywords: Reading, films, popular culture, ESL classroom, language skills  \n1. Introduction  \nCertain themes appeal to the human mind across cultures bridging linguistic barriers. They can become a strong binding force inspite of the tensions created by the texts due to cultural differences. Some of the common favourite themes that emerged in our experience of using films in language classrooms are psychological disorders, human suffering, and triumph of good over evil. While English films transport the students to an unfamiliar world and culture, the themes provide vitality and sustenance to class. India due to it ’s colonial past and presence of classical English literature in the syllabi even at the school level, is not totally oblivious to literature from other cultures.  \nIndian learners are an interesting case in second language and literacy development. Most adolescent and adult L2 learners in language classrooms in the US and other countries have exposure to the target language and opportunities to listen to and speak English but may have little or no print literacy. In contrast, a large majority of Indian L2 learners are introduced to the language through the print medium. These learners, who often go on to become proficient users of English, learn to write and read their first words even before they articulate them. The learning of first words in the language happens simultaneously with the development of writing and reading without much exposure to the spoken form of the language outside the class. A possible reason for this lies in the history of English language teaching in India, dating back to the work of Michael West and the immense popularity of the Structural method with its overemphasis on the learning of structures through reading and writing. Consequently, listening and speaking received little or no attention in class. Adding to this is the low spoken proficiency levels of the teachers (NCF, 2005) and inadequate infrastructure facilities.  \nUntil recently, listening and speaking was not a part of the English curriculum in India. Even now a majority of classrooms tend to be devoid of listening activities. In cases where listening is incorporated in the syllabus, the tasks are limited","cbCaikqCsGsHiUnB","https://ap.wps.com/l/cbCaikqCsGsHiUnB","pdf",184777,"English","# Introduction\n## Themes and cross-cultural relevance in film-based language teaching\n## Indian learners and literacy development\n## Role of authentic materials and films in ESL\n## Benefits of authentic language samples\n## Motivation and confidence through authentic materials","[{\"question\":\"What curriculum design does the paper propose for teaching English?\",\"answer\":\"It proposes a comprehensive curriculum that develops the four skills using parallel audio-visual and written texts, combining screenplay-based reading with classroom audiovisual viewing.\"},{\"question\":\"How does the paper justify using authentic materials and films?\",\"answer\":\"It draws on prior studies to argue that authentic language samples connect classroom learning with real-world language and expose learners to multiple varieties of English.\"},{\"question\":\"What practical classroom activities are described for learners?\",\"answer\":\"Students are introduced gradually to films based on novels, supported by extracts from the original texts, to practice extended reading and writing and to focus on language features such as pronunciation and discourse markers.\"}]","Reading through Films - Flourishing Creativity & Literacy | PDF",1792067645,18]