%0 Thesis
%A Ravelo García, Gabriela
%8 2025-07
%U https://hdl.handle.net/20.500.12880/14732
%X This innovation project explores the use of films as a pedagogical tool to teach English in a 4º ESO classroom, aiming to address both linguistic and motivational challenges commonly found in traditional lessons. It is set in a low socioeconomic region of Tenerife with a high number of migrant and foreign students, thus the project uses cinema to create an inclusive, engaging and attainable learning environment. Films offer authentic exposure to language, allowing students to develop listening and speaking skills naturally while also fostering cultural awareness. The project is implemented into two curricular units; “The Environment” and “Personality and Emotions”, chosen for their media possibilities and potential for discussion. Students will participate in pre-viewing activities, film-based questionnaires and post-viewing tasks, with two main activities being formally assessed. Evaluation will measure linguistic progress and engagement, combining rubrics for summative assessment and checklists for peer co-assessment, both of them complemented by anecdotal registrations. Designed for older students who can focus for longer periods, this approach aims to break educational monotony, increase motivation and reduce the financial burden on families. The hope is that integrating films into English teaching will enhance students’ participation and linguistic competence, especially in listening and speaking. This project positions cinema as a creative and effective bridge between students and English, showing that traditional methods are not the only path to meaningful language acquisition.
%T The language of Earth and emotion: English through film
%K Cinema
%K Media
%K English Teaching
%K Motivation
%K Secondary Education
%~ END