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A Socio-Critical Glance at EFL Through the Exploitation of Cinematographic Texts: How We Got Here, Where We Are Now, and What We Ought to Do Next
Abstract
This chapter examines an instructional combination of multiliteracies pedagogy (ML), critical applied linguistics (CAL), and cinema-based instruction for the teaching of English as a foreign language (TEFL). Despite being greatly beneficial and pertinent to our students' multimodal and heterogeneous reality, these approaches are rather absent from both the EFL class and academia, and even more as a single method. A scoping state-of-the-art literature review is presented, illustrating the complementarity of ML, CAL, and cinema-based instruction; and systematizing the research field. The review results have verified the effectiveness of the method proposed as regards EFL students' linguistic, intercultural, and socio-critical development. In light of the various research shortcomings identified within each area, concrete avenues for action are established. Another end result of this review is the compilation of a clearly-defined methodological framework to apply multiliteracies and critical applied linguistics designs to TEFL.
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