Video Technology in the Foreign Language Classroom #6

In the last twenty years foreign language teachers have been searching for ways to make learning in the classroom more like what occurs outside of the classroom. Recent technology has given the foreign language teacher the tools that will supplement their curriculum and emphasize meaningful activities to enhance the student’s learning experience. If used correctly, video technology gives opportunities for learning that students would not be able to experience otherwise. Students are able to watch native speakers interacting with one another in real world settings speaking with one another and using different accents, using different postures and gestures to provide alternate forms of communication. Moreover, the use of the video camera is a tool that has been around for a long time.

Only since the introduction of video-based materials into the foreign language classroom, teachers and students have available to them the material necessary to simulate real-life experiences in both the target language and culture. Some of the types of materials available to the foreign language teacher are: videos for curriculum enhancement, foreign literature, art, fashion, film, commercials, and culture among others.

In the article “Video Production in the Foreign Language Classroom: Some Practical Ideas” the author, Sebastian Brooke, explains how he uses the production of videos as a way to eliminate students’ anxiety. Brooke says that “video production relieves the students of some of the anxiety they may feel when giving live performances and accordingly they appear more relaxed and confident in their language production on video.” He requires all of his students to prepare a group video about a scenario of their choice. More exciting is the fact that Brooke breaks down the use of video technology using three different approaches: mini-documentaries, interviews and creative audience targeted advertisements. In each one of the approaches, all students are involved in the production of the videos; as editors, creators of scripting, producers and hosts. It is very interesting to see that the title of this article proposes the use of video production in the foreign language classroom when he really explains its use in the English classroom. I still like the article because it explains many practices and ideas that apply to the teaching of any language.

In a few simple steps, Darlene Combs explains in the article Using Digital Video in the Classroom what is needed to get started in the video production. She says, “Video production lends itself to enhancing the creative and thoughtful writing process.” It is very true for Spanish language learners. Students are able to use their creativity, which in turn allows them to become better writers once they are able to view their own work and learn from their mistakes. Also, video production encourages teamwork.

I started the use of video technology when trying to present authentic language situations in Spanish, printed texts were not enough. Photographs and illustrations (even with the addition of audio tape recordings) lack the dynamic quality necessary to provide an active context to present and work through the various linguistic features of the language being used. On the other hand, voice register, tone, and gestures bring a slice of real life into the classroom, which not only can lead to a fuller comprehension of the spoken language, but can also benefit learners in a number of other ways.

As a final point, I encourage the use of video technology to teach Spanish. They are easy to produce and fun to watch. Last school year, I initiated the production of videos. I introduced my students to Latin American food with a video of myself cooking a dish from Latin-America. My students liked the video very much. In fact, a week later we had a “Taste of Latin America Day” in which all students had to bring a dish from a Latin American country. All students, including those who never completed any assignment, brought a dish. I belive that I motivated them with the video. A few months later, all students videotaped one another while presenting a paragraph about themselves. I used this assignment as an assessment tool for me to know where they were, and for them as a self assessment. They were encouraged to use proper grammar, current vocabulary, correct tone, fluency, among others. Using video technology in the classroom enhances the learning experience in a positive way and students are very enthusiastic about using it. While most educators will agree that a qualified language teacher is the most important factor in foreign language instruction, video production does show promise as a supplement to traditional approaches to foreign language teaching.