#8 - Allison Wienhold of Mis Clases Locas - Movies in World Language Class

Let's dive into how to use movies in your classroom! Allison of Mis Clases Locas is an expert in utilizing culture-rich movies as a source of input and cultural perspectives, especially for multiprep teachers.

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Allison Wienhold of Mis Clases Locas has over a decade of experience as a #deptof1 secondary Spanish teacher in Iowa. Allison loves to help save busy World Language teachers time with resources and professional development at misclaseslocas.com @misclaseslocas

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https://misclaseslocas.com/appropriate-movies-for-spanish-class/

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Transcript

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Welcome to the practical proficiency podcast. We've got something real exciting for you today. As you can see, we have a guest. Alison is here, and we are talking today about something that I know you're gonna love with the springtime episode, and that is movies. How to do movies in the target language in your world language class. Now, for many of you, I know that Allison needs no introduction, but for those of you who are new to the world language space and have not yet had the joy of interacting with some of miss classes. Locust, I will say that when I was in the classroom, yours were some of my favorite resources. I'm especially a big fan of, like, the weekend chat stuff. That was my favorite thing to use. So Allison makes resources, and also now is branched into doing professional development for teachers like you, who are branching into proficiency centered ideas. So, before we start talking about movies and how you used to use them in your classroom and the trainings that you give now, tell us a little bit about you. Where are you teaching, and what does this look like in your world language space? Well, thank you so much for having me, Devin. So, yeah, I'm Alison Wienhold. You might know me as nice classes locust. From my blog and resources and professional development. I have. I'm located in Iowa, and my experience has always been as a department of one secondary spanish teacher, meaning I have taught grades seven through twelve, but I've always been the only world language teacher in the entire district. In both. I've been in both private and public schools in Iowa. That is a lot of preps. And that, I think, is one of the reasons why people are so drawn to what you do, because it does translate so well into the Spanish 1234. And the cool thing about that, too, is that you really have created the spanish program that was at your school. Yep. Absolutely. All the way. Yeah. From sometimes exploratory, but for sure always having all levels of Spanish and really going into programs where I did create them from the ground up. And there really wasn't much there that I really wanted to use that existed before me, for sure. Now, teachers like that, where you're maybe feeling like you can always feel like you're the department of one if there's only like one or two people in your district, or if you really are the department of one, something that you can be an underutilized resource or something that you really just need sometimes is an incredible target language culture rich movie. But I don't know about you, but I feel like this is something that we talk a lot about in the world language space about how to use them. And it gets kind of treated like a sub activity, but it actually is a powerhouse way to deliver input. So I'm so glad that you're here to clarify all of that for us. Absolutely. And so that was my experience, like, in class was it was only ever used as a subplan, and it was always the same film and the only vhs that they had in Spanish. And so it took me a while to realize how much value and input you could find from using films as well as television programs and even short films as well, if you're not able to use a full length filming class. Funny story, too. Does anybody else, like, raise your hand, you know, virtually or in your car right now if you've ever used, like, Spanish extra, you know, like that, like, ridiculous movie series that, or, you know, tv series that we all, like, love to hate to love. My mom right now is taking a spanish class in college. And like, ten years later, when I saw extra in my own spanish class in college and then used it in my classroom, they're still using it, they're still assigning Spanish extra. Like, it will be around forever, I think, for sure. So when you tell your students, or like, when they see it in the plans, how do they usually react? Like, oh, what do they do when they know a movie's coming up? Well? And I feel like this, it kind of really depends on your situation. And if you are overusing films, if you are using a film as more of a special treat, no more than one per quarter, and it is most likely tied to your unit or the cultural celebration that is happening. most students are typically excited, but if you do have that apathy, all you have to do is offer. Okay, well, the alternative is, you know, we're going to do this packet, or we're going to start on with another unit or another book. And then usually as a group, the students like, yeah, we want the movie. So encouraging others to be excited in the fact that they get to do something most likely that's a little bit different than routine, different for the students, but also different for the teacher. it does give you, honestly, a break, but it gives you a little time where you don't have to be the one providing the input all the time. Yeah, that's so nice, too, because when if input is the driving force in class and you're trying to do more of that, it's exhausting. It feels so often like you have to dance on a table in order to get people to pay attention to your input or even to just, even if it's not that interesting, to make sure people can understand it. So it is nice. It's nice to be, you know what? I'm gonna put on a movie, and we're gonna listen to what they're saying for once. That feels great, for sure. So when that. When that time comes and you're ready to put on a movie and introduce it to your students, you're doing that once a quarter thing. I know the number one thing that I always struggle with is how do you introduce it without making it feel a lot like we're going to turn this movie into a. Like, we're going to turn it into a book. How do you do that? I think that not introducing films was a big mistake that I had made early on. When you just press play and start it and you realize there's so much back end that could help, especially in, I think one of the biggest things that I've learned is introducing the characters in the target language with pictures has become a game changer. So I just put together basic slideshow that has pictures of the characters, their name, and then you can already have a little description. And this can really vary depending on the level, you know, your novice level. Practice exactly what you're wanting to do. Like, her name is this. She is this many years old. She lives here. She is the sister of this person. So it can be super basic or it can be deeper. but definitely having that visual. So then once students watch the film, they already feel connected. They don't feel so lost, especially if you're using it in the target language, that's already a big thing that's going to kind of throw them off. But if they already feel a little more secure and, oh, here are the main characters, and I already know how they relate to each other. You already maybe even have a little heads up on who is dating who, whose mom is who, and so that way it's not so overwhelming. Also watching the trailer, for sure, before the film can really help. And you can do this in a lot of different ways. You can have them just watch. You can watch the trailer in the target language. You can watch the trailer in the common language. You could use it in more of where you're describing what's happening in it. and along with that, you could have students make predictions based on these trailers of what they think is going to happen and then come back to that and see if they are correct in what actually does happen? But I would say those are My two biggest ways to introduce the film is using a trailer. So. And also using introducing the characters. I wish that I had asked you this while I was still teaching because that that would have made my movie experiences so much easier. Because the things that I used to do would be like I would go and run and ask the english teachers, like, how do you introduce a movie? And I would. They would always give me great ideas, but it would never actually help with the overwhelm that you talked about. When you are, you know, you're throwing students into the deep end with a. With a target language movie. But it's not a bad thing. Like sometimes I need to dip their toes in. But if they already, like you said, have those, they don't have to figure out how the characters are related to each other. They already have a little bit of a sense of security with that movie trailer of I don't need to figure out what's happening. The general gist I can at least like, I know that I'm going to be going into a Sci-Fi movie. I know that I'm going into an animated feature film where there's going to be kids, you know, that are running around in the 16 hundreds. I know what's happening with that. I can just start focusing on then maybe what the magic result will be that we're all looking for is maybe they can start paying attention to some of the language that's happening and some of the cultural subtleties that we want them to pick up on. such good ideas I like to have that you're using the visual because the whole point of a movie is to be something different, that they're. That they're. They're getting a different media, something that's truly from the native speaker's perspective too. So the. The visual is a really good idea. And I've learned that I'm a super visual learner. And so you can describe something all day, but if I don't have a picture of who that person is to be able to, then when I'm watching, know exactly who that is. I've learned that that really helps. And there's a lot of students as well, even projecting what you're going to say about them, especially for novice students. So they're seeing the words in addition to hearing them. And that goes along with also deciding when you're watching a film, what audio and subtitles you're going to use. And so I think that It really depends really on what your goals are. And if you, as the teacher, are going to be there the whole time to be able to support them. And if you are not going to be there as a teacher, if you do have a substitute, I would really suggest using the subtitles in English because they're not going to have somebody to help clarify meaning. and also using English with the novice students as well. But you might be able to use the target language subtitles if you are there supporting them, being able to pause check for clarification as well. Ooh, smart. That's because that's always a question that teachers are wondering is, like, does this still count if there's going to be subtitles or what should I do with this? And, yeah, like, of course it does, but, you know, we all know, like, what happens when the subtitles are on. Like, there's not as much language going on, but at that point, like, you need somebody there for a clarification because, you know, we know exactly what's going to happen. If it's novice students and the subtitles are in French, like, phone under desk all day, like, you're going to lose the whole point of the lesson. also, that was also something that was always in the back of my mind whenever I'm putting on a target language movie because, you know, in other classes, like, movie day is is nap time, is, is phone time. So just. Just coming off the top of my head, what are some things that you would do in your classroom to make sure that, like, let's avoid that at all, at all costs? Like, this is a learning opportunity. This is a moment that you are focused in on what's happening on screen. I think having. I had, like, the phone caddy, which I know, I mean, many students hate, but if I'm doing it as the opportunity, I'm giving you the opportunity to have a break from your phone. There's chargers over there. They need to be in their spots. They're safe. Nobody's going to touch them. And then that way, it gives the students the opportunity to be engaged in class and engaged in what is happening and giving them a break from the phone and be able to enjoy, enjoy a film and be able to be immersed in it without the constant notifications and distractions. and for students who do need a little more guidance, having, you know, some, you know, a piece of paper, a worksheet that has some questions along the way in chronological order especially for, for example, squirrelly middle school students who just need. I need they need a task to do. or for students who, it just helps them to understand and check for comprehension kind of along the way. you don't have to have something like that, but I would highly recommend if you do, it's on paper, because once again, if it's on a screen, then now you're opening up other tabs and you're distracted and not really paying attention to the film. And what are the things that you, as the teacher are doing? You mentioned that if you can, if this is an activity where you are in the room with the students during the movie, what are some of the things that you're doing to help go for clarification? What is that? Can you give me an example of what that looks like? Yep. So it really, once again, depends on how much time you're giving to this. you know, do you have a lot of time or is this more of just, okay, we're going to watch this film in one block or in just a couple regular class periods, but if you do have time. And so, for example when I used the film canela in Spanish one, and it's related to food, it's set in Mexico City. And Kara Jacobs had shared a lot of great resources about this film. And I'd used this film, like, after a food unit, but for an entire week. So this is in Spanish one. We're stretching the film out over a week. So we had introduced the characters, introduced the vocabulary, introduced what was going to happen, watched a little chunk of film, and then maybe only even ten minutes, and then having a specific time at your pause and talk about what happened and maybe review what happened, maybe maybe even do some more like, discussion over it, and also maybe introduce the next portion that you're going to watch, introduce what's going to happen, and then watch that section, and then just kind of repeat this as well as when you start class the next day, reviewing what happened, whether you're just doing out loud or maybe you're doing a technology game, like a quizlet or a quizzes or something, to start class, to kind of review what happened and then move in, introduce, watch a little bit more and just kind of continue throughout and giving them a lot more input. If you're having that. If you have that time to kind of spread out and use a film a little deeper, discussing more of what's happening, then you can get into more of the cultural things. And what did you see? What did you wonder what do you think about that your predictions, all of that. There's a lot to unpack there. There's several ways that you could do this. If you're, like, listening to this and you need a movie, like next week, you could just. You roll the movie, you have some activities to go with it. And on the fly, when you notice that your students are having some moments, you just pause the video. You. You're like. You're doing the same things that you would doing if they're struggling with reading. I'm imagining, from what you're saying. Yeah. And if you have some more, like, I call it beta, like, with my practical proficiency network members, it's like we're trying to get the. The b minus lesson quality out there and then add on it and build on it for later years. So the first year you do it, you try that, you see if students like the movie, and then next year, why reinvent the wheel? Use the same movie and add some more resources to your toolkit, maybe make some new things, take some screenshots, maybe even make some kind of clip chat moments out of it if you want to, and break it up over a couple days. That could be phase two and then phase three. You could make a sort of mini unit out of it if you wanted to. But there's a lot of different ways from what you're saying that you could. You could either make it a, this is a one day thing, or if you want to, you could extend it out to, this is a full movie unit that we're gonna like. I used to teach block classes. I'm thinking that I would have done, like, ten minutes each day, if possible. And that is a great way. If you're not allowed to watch a full movie. I know people who have broken up films as a part of their lesson over a week or even more than a week, because you're doing it in little pieces as well as especially on a block, that part of your class, you're watching a film or a show, and then you're going in and doing a different activity, a different unit that maybe is related. And hopefully I mean, that's a really great way, is I like pairing films with novels or pairing films with units as then something as a comparison or a cultural companion to be able to see another side, to be able to get a different perspective and get a visual as well. Oh, awesome. So what are some. What are some good pairings that you've seen work well, for example, with Spanish, too. Okay, so the film Ferdinand set in Spain about a bull and pairing it with the book by Carrie Toth Bianca Nieves, which is also set in Spain relating to bullfighting. And so pairing those. So it's not the same story. You know, it's not like when the english teachers show the movie after the book. Obviously it's not the same story, but it works really well that we'd read the book, watch the film and then do a speaking and or writing assessment after where they're comparing and contrasting, they're chatting about the different Actually in both of them the bull is named Ferdinand. And so they can really And to add another layer, you could also add in the short film Ferdinand, the Disney short film from the thirties, and there's like a whole bunch of different ferdinands you could compare and contrast there. Oh, well, Ferdinand moments, I like that. there you go. Another option would be like the book Felipe allou about the baseball player and then pairing it with the documentary Pelotero, which is about more current dominican players and kind of the current process of recruiting for the MLB versus how it happened kind of in the fifties, sixties in the book. So just to kind of see different perspectives of also it gives students a visual of the dominican republic and, yeah, just something else. I like to do that film actually before the book. So it kind of depends on if you're wanting to introduce a place or if you're wanting to just use it as a companion with another unit. Oh, smart. Those are really good ideas because then, yeah, you, with topics like that, it's always better to go deep rather than wide. Like if you're doing a unit on the dominican republic, you're never going to be able to cover it all. Why not focus in on peloton culture and everything about it? And because dominicans are, they're so into it. That's where I studied abroad. And like, you better believe we went to some baseball games. But that, that would be such a cool unit to do. And you could see like a really multifaceted approach to it with using movies and books. Yeah, when you are working with a movie. And so there are probably some moments with things like that where you probably want to dive deep into some cultural content. How do you decide when it's right to, hey, let's focus on. It's going to be difficult to phrase this question, but I know this is something that a lot of world language teachers struggle with when it comes to culture is they want, they want to talk about all the interesting things about that culture. And not necessarily like teach culture because you can't teach culture, but help students discover things about culture and they want to really get to the good juicy stuff that you might only be able to do with novices in the l one. How do you handle that when you've got this movie that's got all this great cultural content that just might not be quite available for your spanish ones, your spanish twos, etcetera? Like do you, do you talk about it with some input stuff? Do, do you pair it with some books or do you just talk about it in English? What are your thoughts on that? I think once again, it really depends on your goals and it really depends on how much time you have to work with and knowing if this is, yeah, it just depends on how much, if your goal really is digging deeper into the culture of this film, then for sure, make time to talk about it. Make sure, make time to introduce some of the things they may see. So then while they're watching the film, maybe they could even check off or some of these different things like, oh, I saw that as a part of it that we had discussed and then bring that up. But maybe also that you're just leaving time of have that you're allowing students, if they have a question about different things, to jot it down. If you're not able to stop and talk about it right, then make sure that you do reflect. Let them ask those questions, whether it's one on one, whether it's in a group of maybe different, especially things that they had questions about that film. and yeah, once again, it just depends on if you, you know, because you can take all the time in the world to talk about it, but it depends if you actually have that time to devote to it in class. And one of the most powerful things that we can do with helping students expand their cultural zone of awareness really is reflection. And that is something that they can do independently at times, especially after a film, because you never know what they're going to pick up on and what they're going to find as new and different for them. Yes, that would be a great exit ticket after they watch. What are some new things new to you? Things that you saw new to you? Words maybe words you did recognize. all kinds of different things you could do with that. And so we know that you're the queen of repurposing things across multiple preps with being the creator of a program here. What would you do if you needed to use a movie for multiple preps, how does that work? So once again, it depends. So if you know that, for example when the film Coco came out and it was new and everybody wanted to use it, and so it wasn't a film that I knew I was using with a certain book and a certain level. And I knew that all classes were going to use it around the Day of the dead. And so I used the same film in all of my levels, got to watch it, but with varying levels of introduction. For example we spent a really long time introducing the characters in the target language in Spanish one versus in Spanish three. I'm pretty sure we just like watch the trailer in Spanish and then watch the film. so there's kind of a lot of different things you can do with it, as well as different things with follow up. For example, if you know you're wanting to tie in a lot about family because you're teaching a family unit, so you're spending time discussing the family tree and who's related to who. Whereas if you're just watching it for the cultural aspect, maybe in upper levels, they're spending time noticing and reflecting on all the different elements of the celebration that they have learned about for the last couple of years. And reflecting on that and some deeper things depending on what level the students are at. And also using different audio. So as I mentioned, using the or, I mean, using the spanish audio with all but having subtitles for the upper levels to be in Spanish, but for the lower levels in English. And at the time, I think also teaching an exploratory class. So that class watched the film in English and we discussed the cultural components of it because it was their, I think maybe their first week of class, second week of class because they were. Only had it for a quarter. Oh, exploratory. What an adventure. Exploratory always is with your students when they, when they graduate, it's always like a little mini graduation. When they get to Spanish three, how do they react when, when you tell them, like lo subtito Los Angeles, like, how do they react to that? at least with mine, we had started the second semester of Spanish to watching authentic television programs on Fridays. And with those, a lot of times I started, for example, when we watched el internado laguna negra from Spain. we started that in the end of Spanish too. And with those, the subtitles were only available in Spanish. And so we really broke it down. Mike Pito had really great resources to teach about that show, and we only watched it in like ten minute increments with spanish subtitles. But because we did so much input of describing what's happening and pausing and discussing, that was kind of their introduction to spanish subtitles. And I think the biggest thing is being willing to pause and discuss and clarify and allowing students to tell you when they don't understand and to actually listen to them and pause and discuss. because if they know you're not going to stop it for anything, then they will just shut down and forget and not pay attention anymore. But if they really want to know you know, being. Giving that opportunity to pause and discuss. That feels like the ticket there because the. The once you. Once they feel overwhelmed, they will shut down. And like students, the like the students that we have nowadays more than ever, that their. Their. Their capacity is like, they're already at Max right now. So if you add any more overwhelm, like is gone. That that's a really good idea for honestly, just anything is that if you. If you feel that they're like the. The room is wandering, pause, slow down, try again. Or pause, slow down, clarify, rephrase. Like, that's kind of. That is the magic. That's the golden ticket with any kind of input, really. And it's a good reminder for movies too. Absolutely. So once you get to the. You get maybe to the end of your ten minute clip or if you've done a whole block of a movie day, what does a follow up activity look like? We've talked a little bit about some exit tickets, but what have been some. Some things that have worked well for. You for follow up, if you don't have a lot of time, but you do need, for example, you need to put something in the gradebook. We need some kind of little assessment over the film. I found it works well, especially if you had spent time before introducing characters, just doing like a quick character matching quiz where they're just matching the people and some, you know, like a basic description of them that could be with pictures or it could not be with pictures. and that, you know, it's a way for them to kind of show what they know they did understand. Or it could just be some. Some basic questions about the film, or maybe it's a reflection of the film that they get to write. Whether you're wanting it in the target language or you're wanting their honest reflection or cultural reflection in English those are a great way to do, like, if you only have a limited amount of time if you have more time I actually, there was a time that I was gone, so I used. And this was once again with the film cocoa. So later I had used it, Spanish one, watched it with a sub, and I came back and I was being observed that Monday after having a sub. And so I was really, I was really hoping that they watched the film, but I also wanted to make sure that this activity could work if somebody was gone as kind of a review. And so I had gotten this idea from Meredith White and her idea of an everyday IPA. So using interpretive and interpersonal and presentational all in the same class, period. This was like a 50 minutes class. So we did each one of those for 15 minutes. So the students had an interpretive infographic related to the film, about the film that they were doing some basic novice tasks with finding cognates finding some things they knew from it interpreting meaning from it. Then they had 15 minutes of interpersonal where I had question cards already made, which were just questions about the film. And so that way they had that support that they could ask and answer questions if they could come up with them. But this was Spanish one, so the question cards really helped support them. And, you know, just basic questions in the target language, like who is this person? Did you like the film? where did they go? Who did you see? Just basic questions so they could kind of chat about the film and, and then they just did a free write about the film in the target language. And so that was 15 minutes of each task. And even if it was a kind of way to wrap up the film, but even if somebody wasn't there, it was kind of a review of what happened, they were still able to participated in it. And if you needed, you could grade the interpretive task and the presentational task if you needed a grade for the grade book. That's so beautifully simple. And it's pretty minimal prep, too. And you could use it across lots of different activities as well. Yeah. All you needed was just an infographic related, if you want, for that. And then that was all. And then they did that. And the backside was just a free ride. So it was one piece of paper for that. Oh, what a good idea. What a good way to turn that, that genius idea of Meredith into a movie activity. I love that. I bet you your administrator loved it, even if it. I did go well. Good. Well, yes. Okay. So we did talk about this a little bit at the beginning, but like, to bring it full circle. You, you're now working with with lots of teachers in in districts in professional development. And we'll be talking about this, too, at the end of this episode, that if you're catching this in the springtime, that you have an amazing conference coming up. Yeah. That we have to recommend that everybody goes to. So, with all of the world language teachers that you see using movies, what do you see is, like, the mistake that you wish you could like, hey, don't make this one go the other way. I think the biggest mistake is picking a film that does not have a cultural connection. Because if you are spending this amount of time on something you want there are so many culture rich films that now are so easily accessible online. it used to be, you know, you had to rent or buy and get these vhs in another language. Now you can get movies and shows, you know, online. So many different opportunities that you can buy, rent, get different films. And so I think that. That is the mistake is, you know, find something that is, in a country of the language you teach, created by that culture, real people, some kind of cultural connection and then you'll get so much more out of it. And not just the language. Now you are getting the culture, you're getting authentic perspectives. And so I think that's the biggest mistake, is there are so many great films out there. I have curated a ton of great films for spanish teachers. I know there's other lists out there for other languages, but pick a film that has some kind of connection. and not just do El Ray Leon the lion King. That was the movie that I grew up. Every time there was a sub, it was the Lion King, which did not connect to our classes. No. And, like, we've done it. Like, I definitely used to show the, like you know, on the day before winter break when there's only half your students in. Well, at least in my school district, like, attendance was always an issue anyway. So then in my school district, like, yeah, you better believe, like, on the day before break, like, we're showing the Grinch in French because it's funny and only half the kids are there anyways. But, like, when it comes time to talk about your. Your units that you're planning, like Le Petit Prince, like, there's. So there. There are. There's so many easily accessible movies that are made by target language members of that target culture, and that are, like, they are. I remember the days when I used to. Oh, my gosh, I've. Have you done this? I've done this where you order a movie or a DVD off of Amazon from the target culture, and it's the wrong size and you can't even put it in the DVD player. I've done that at least three times. But that's not an issue anymore with streaming services. That's, you really can, there's a lot of good stuff you have access to. So make sure before you buy, when you, when you do rent, because that's the problem sometimes. Is some of the online. Check the languages provided? Yes. And the DVD, it usually has multiple languages, but sometimes, for example, if you buy a movie from Amazon, you need to make sure you're buying not the english version, but you're buying a target language version. Just something to check. Mm. Do check. Please do check. Yeah. And that the shipping won't take six weeks, like what happened to me. But where can teachers go to find this, this list of movies so that they don't have to do the research themselves? Because I know that you've already done it. Yes. So on niececlasseslocas.com and I'll give it to Devin so she can include it in the show notes. I have all kinds of resources related to specific movies for spanish class, so lots of appropriate movies, because I've also made that mistake of not previewing films and picking films that are a little questionable to use. You know, it's a movie. It happens. What can you do? They'll have something fun to talk about at lunch. They'll be fine. Please, no emails. But when it comes to movies, there's so much that you can do now that you have you have a lot of resources and ideas to work off with with just this podcast. And if you want to learn more about all of the aspects that Allison has to teach you, you can actually go hang out with her in person. Tell us about the conference that you have coming up. In person. Yes. So everyone is welcome to. It's called comprehensible Iowa. June 7 and 8th. It will be held in Gilbert, Iowa, which is out of the outside of the Des Moines metro. everyone is welcome. we would love to have you here. We'll have our keynote is the great key of London, and there'll be lots of amazing teachers and vendors and prizes. We also have some scholarships available. so please reach out to me. I'll give Devin a link for that as well. But reach out to me if you have any questions. And we would love to see you at comprehensible Iowa so you can learn and grow together with like minded people all together in person. Yes. Excellent. It's so important to invest in your community. If you can hit up your administrator for that conference ticket and the scholarship, we would absolutely love to see you at a community event for proficiency, especially with Allison. Thank you so much for being here and teaching us all about movies. This was great. I know. I wish I had this while I was still in the classroom. And it's going to serve a lot of people, so thank you. Yes. thank you so much for having me, Devin. It's always great to chat with you. Yay. All right, we're signing off for now, but we will see you again soon. Bye.