Reality TV shows and empathy in the EFL classroom
PDF (English)

Schlagworte

Reality TV
empathy
EFL teaching and learning
X Factor
emotions

Zitationsvorschlag

LASA ÁLVAREZ, B. (2018). Reality TV shows and empathy in the EFL classroom. Glottodidactica, 44(2), 9–23. https://doi.org/10.14746/gl.2017.44.2.01

Abstract

The aim of this study is to explore the extent to which reality TV shows, such as the X Factor, can be effective and emotionally engaging resources in the EFL classroom, particularly for teenagers. Such TV formats, especially the sections in which contestants narrate their personal experiences, have the potential to engage viewers in a powerfully emotional way. Similarly, when used as teaching resources, these first-person discourses are capable of challenging students' empathy very directly, triggering emotionally charged responses to the expressions of others. Thus, under examination here will be the potential value in language teaching and learning of reality TV talent shows and the empathy they produce in students

https://doi.org/10.14746/gl.2017.44.2.01
PDF (English)

Literaturhinweise

Anderson, L. (2011). Autobiography. 2nd edition. Oxford & New York: Routledge.

Aragão, R. (2011). Beliefs and emotions in foreign language learning. System, 39, pp. 302–313.

Arnold, J. / Brown, H. D. (1999). A map of the terrain. In: J. Arnold / H. D. Brown (ed.), Affect in language learning (pp. 1–24). Cambridge: Cambridge University Press.

Banks, J. A. (2016). Cultural diversity and education. Foundations, curriculum, and teaching. 6th edition. London & New York: Routledge.

Brown, H. D. (1973). Affective variables in second language acquisition. Language Learning, 23(2), pp. 231–244.

Canning-Wilson, C. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 6(11). http://iteslj.org/Articles/Canning-Video.html [27.01.2017].

Clough, P. T. / Halley, J. (ed.) (2007). The affective turn. Theorizing the social. Durham: Duke University Press.

Cortés, C. E. (2000). The children are watching: How the media teach about diversity. New York: Teachers College Press.

Day, E. (2010). Why reality TV works. Observer Magazine. The Guardian. 21st November, 2010. https://www.theguardian.com/tv-and-radio/2010/nov/21/why-reality-tv-works [28.01.2017].

De Bruin, J. / Zwaan, K. (2012). Introduction: Adopting idols. In: J. De Bruin / K. Zwaan (ed.). Adopting idols: Authenticity, identity and performance in a global television format (pp. 1–7). London & New York: Routledge.

Dewaele, J.-M. (2011). Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik. International Journal of English Studies, 22(1), pp. 23–42.

Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39(3), pp. 13–15.

Dewaele, J.-M. / Wei, L. (2012). Multilingualism, empathy and multicompetence. International Journal of Multilingualism, 9(4), pp. 1–15. DOI:10.1080/14790718.2012.714380.

Dovey, J. (2000). Freakshow: First person media and factual television. London: Pluto Press.

Foucault, M. (1990). The will to knowledge. The history of sexuality. London: Vintage Books.

Gallacher, L. (2004). Project work with teenagers. Teaching English. http://www.teachingenglish. org.uk/article/project-work-teenagers [13.10.2016].

Gruba, P. (2006). Playing the videotext: A media literacy on video-mediated L2 listening. Language Learning and Technology, 10(2), pp. 77-92.

Guiora, A. / Brannon, R. / Dull, C. (1972). Empathy and second language learning. Language learning, 22, pp. 111–130.

Hackley, C. / Brown, S. / Hackley, R. A. (2012). The X-Factor enigma: Simon Cowell and the marketization of existential liminality. Marketing Theory, 12(4), pp. 451–469.

Hanley, J. E. B. / Herron, C. A. / Cole, S. P. (1995). Using video as an advance organizer to a written passage in the FLES classroom. Modern Language Journal, 79(1), pp. 57–66.

Harmer, J. (2015). The practice of English language teaching. 5th edition. Harlow, Essex: Pearson.

Helms, G. (2005). Reality TV has spoken. Auto/biography matters. In: M. Kedar / L. Warley / J. Perrault / S. Egan (ed.), Tracing the autobiographical (pp. 43–63). Waterloo, Ontario: Wilfrid Laurier University Press.

Hill, A. (2005). Reality TV. Audiences and popular factual television. London & New York: Routledge.

Hill, A. (2007). Restyling factual TV. Audiences and news, documentary and reality genres. London & New York: Routledge.

Horwitz, E. K. (1995). Student affective reactions and the teaching and learning of foreign languages. International Journal of Educational Research, 23(7), pp. 573–579. DOI: 10.1016/0883-0355(96)80437-X.

Lefstein, A. / Snell, J. (2011). Better than best practice: Developing teaching and learning through dialogue. Abingdon & New York: Routledge.

Leith, W. (2017). The empathy instinct by Peter Bazalgette – review. The Evening Standard. 26th January, 2017. http://www.standard.co.uk/lifestyle/books/the-empathy-instinct-bypeter-bazalgette-review-a3450201.html [06.02.2017].

Mateos Blanco, T. (2009). Emociones y sentimientos a través de relatos: la relación educativa desde el punto de vista del alumnado autóctono e inmigrante. In: L. Núñez Cubero / C. Rodríguez Pérez (ed.), Emociones, cultura y educación. Un enfoque interdisciplinar (pp. 145–163). Sevilla: Universidad de Sevilla.

Matheson, D. M. (2005). Media discourses. Maidenhead & New York: McGraw-Hill. O’Connor, B. (2012). Spaces of celebrity. National and global discourses in the reception of TV talent shows by Irish teenagers. Television & New Media, 13(6), pp. 268–583.

Olivares-Cuhat, G. (2012). Does empathy make a difference in the foreign language classroom? Alicanto. Journal of Literature, Linguistics and Education, 5, pp. 62–72.

Richards, J. C. / Rodgers, T. S. (2014). Approaches and methods in language teaching. 3rd edition. Cambridge: Cambridge University Press.

Rothe, A. (2011). Popular trauma culture. Selling the pain of others in the mass media. New Brunswick, NJ & London: Rutgers University Press.

Siddell, F. (2011). Sounds comprehensible: Using media for listening comprehension in the language classroom. In: W. M. Chan / K. N. Chin / M. Nagami / T. Suthiwan (ed.), Media in foreign language teaching and learning (pp. 43–67). Gottingen & Boston: De Gruyter.

Smith, S. / Watson, J. (2010). Reading autobiography. A guide for interpreting life narratives. 2nd ed. Minneapolis & London: University of Minnesota Press.

Szyszka, M. (2015). Multimedia in learning English as a foreign language as preferred by German, Spanish and Polish teenagers. In: L. Piasecka / M. Adams-Tukiendorf / P. Wilk (ed.), New media and perennial problems in foreign language learning and teaching (pp. 3–20). New York & London: Springer.

Turner, G. (2004). Understanding celebrity. London: Sage Publications.

Ur, P. (2006). Teaching listening comprehension. 25th printing. Cambridge: Cambridge University Press.

Vickers, S. (2017). Against empathy by Paul Bloom; The Empathy Instinct by Peter Bazalgette – review. Book of the Day. The Guardian. 6th February, 2017. https://www.theguardian.com/books/2017/feb/06/against-empathy-paul-bloom-the-empathy-instinct-peter-bazalgettereview [06.02.2017].

Welsh, J. (2007). X Factor final hit by phone scandal. Digital Spy. 27th October, 2007. http://www.digitalspy.com/media/news/a78001/x-factor-final-hit-by-phone-scandal/ [29.01.2017].

Weyers, J. R. (1999). The effect of authentic video on communicative competence. Modern Language Journal, 83(3), pp. 339–349.

Wood, H. / Skeggs, B. (2011). Reacting to reality TV. The affective economy of an ‘extended social/public realm’. In: M. M. Kraidy / K. Sender (ed.), The politics of reality television. Global perspectives (pp. 93–106). London & New York: Routledge.