Teaching cultural competence through English-language movies: strategies and implementation in high school classes

Аннотация

This article explores the strategies and implementation of teaching cultural competence through English-language movies in high school classes. It examines the potential of films as a medium to enhance cultural understanding and empathy among students. By integrating movies into the curriculum, educators can provide a dynamic and engaging way to discuss and reflect on diverse cultural perspectives and social issues. The article highlights practical methods for selecting films, structuring discussions, and aligning these with educational objectives to foster a comprehensive understanding of global cultures. This approach not only enriches students’ linguistic skills but also broadens their worldviews, making them more informed and empathetic global citizens. The global interconnectedness of today’s world demands an educational approach that not only teaches language but also instills cultural competence. The integration of English-language movies into the high school curriculum represents a novel approach to address this need, aligning with the Republic of Uzbekistan’s educational reforms and international standards like the CEFR. Key words: Cultural competence, English-language films, high school education, intercultural learning, movie-based learning, educational strategies, global awareness, empathy development 142 Topical issues of language training in the globalized world The globalization of societies and the increasing diversity within school populations underscore the importance of teaching cultural competence to students. English-language movies offer a unique and potent tool for educators aiming to enhance students’ understanding of different cultures and perspectives. This article discusses effective strategies and methodologies for using films to teach cultural competence in high school settings. Strategies for teaching cultural competence. Integrating experiential education techniques such as role-plays, simulations, and field experiences can effectively develop cultural competence by allowing students to actively engage with diverse cultures (Dsw, H. 1998). Utilizing online platforms creatively through blogging, recorded lectures, and social media can help instill cultural competence in distance education students, providing them with cultural immersion experiences and interactive opportunities to learn about diverse cultures (Arbour, M., Kaspar, R., & Teall, A. 2015). Implementing a ‘not-knowing‘ stance, which emphasizes reflection, humility, and dealing with cultural otherness, can guide trainees in psychotherapy to navigate complex cultural issues effectively (Watson, P., Raju, P., & Soklaridis, S. 2017). Selection of appropriate films: Choosing films that accurately and respectfully represent various cultures is crucial. Educators should opt for movies that offer genuine insights into the lifestyles, values, and conflicts of different communities. Utilizing a blended learning model, specifically the flipped classroom approach, can be effective. This involves students preparing for movie viewings at home and using class time for discussion and activities that deepen their understanding of the cultural themes presented in the films (Popova, S., Karandeeva, L., & Ulyanov, S. 2021). Films help improve not just cultural competence but also language skills like vocabulary, listening, and speaking. Teachers should choose films that provide authentic cultural insights and colloquial expressions, making the learning experience more comprehensive (Wardhany, D. 2022). When using films to teach culture, it’s important to give clear instructions, consider the film’s length, use engaging materials, and ensure that online tools used are appropriate for the class’s needs. Feedback and student participation should be encouraged to maximize the educational impact (Yugsi LLano et al., 2022). Assign students to research the cultural background of the movie’s setting or the historical context related to the movie. This prepares them with a basic understanding before viewing. Below is a table outlining various strategies for teaching cultural competence using English-language movies in high school classes. This table organizes the strategies into categories, providing a clear framework for educators to follow (Hofstede, G. 1991).: 143 Topical issues of language training in the globalized world category strategy implementation film selection choose culturally - select films that represent a diverse and appropriate variety of cultures and perspectives films -ensure films are age-appropriate and engaging -preview films to prepare for sensitive content. pre-viewing provide background - discuss the cultural, historical, preparation information and context and social context of the film -introduce key vocabulary and concepts related to the film -address any potential stereotypes shown in the film. viewing optimize the viewing - ensure high-quality audio and experience visuals - use subtitles if necessary to aid unders