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Overt and Covert errors are categorized as translation assessments that focus on functional match of lexical items. This study investigates functional equivalence (overt error) in translating idioms in the American fantasy film Maleficent. This study aims to explore the common problems in translating idioms because of non-equivalence and to describe the overt errors. The study used a mixed (qualitative and quantitative) research design, with random sampling technique used for data collection. The data of this study comprised twenty idioms from the film Maleficent, with the objective to examine the problem of non-equivalence in translating idioms. Baker's Functional Target Language Equivalence theory of translation and House' Model of Translation Quality Assessment were used to figure out overt errors. The study found out eight common translation problems including complexity of source-language words; difference in expressive meaning; source-language concept not lexicalized in the target language; source and target languages make different distinctions in meaning; target language lacks superordinate, cultural-specific concepts and specific terms. In addition, the study also discovered some overt errors in translating idioms due to breach of language system; change in meaning; cultural filtering, and distortion of meaning. This study was confined to only those idioms which have common non-equivalence problems; hence generalization of findings is not emphasized.

Cinema has become indispensable to the world since the Lumiere Brothers shot the first film in the history of cinema, "Arrival of a Train." While it promised a captivating experience for audiences, those in power sought ways to exploit cinema and found it relatively easy to do so. Even Hitler sought refuge in cinema during the 1936 Olympics, using Leni Riefenstahl's "Olimpia" to justify his power, achieving partial success. In essence, cinema served as a functional tool for power-building while continuing to captivate viewers as a remarkable spectacle. Beyond its role in power dynamics, cinema, often referred to as the "7th art," remains a means for artists to express themselves and share their creative productions with the masses. In my role within the education world, I observe that cinema, which has substantial intellectual value and global impact, is underutilized. Thus, in this essay I will endeavor to convey how I utilize cinema in the realm of philosophy for children--a subject I have been joyfully working on for some time.

This article presents a study on the development of art environments for young talented artists across 4 municipalities in the western part of Jutland, Denmark. Within this context and based on systems thinking, neosystems thinking and a holistic ecological approach to talent development, the researchers identify and describe three transcontextual art talent environments (Off-Track, Film, Show-up). Based on the neo-systemic concepts of symmathesy (Together-learning), the pivotal point in this study, was to identify organizational markers in the development of a strong talent infrastructure across the municipalities. This to enable and cultivate the artistic potential of young people. The research question of the study was: "Which organizational markers cultivate the development of art talent environments in the context of four Danish municipalities in the western part of Jutland?" The study is based on interviews with seven different public servants from different municipalities in the western part of Jutland and build on a prior research regarding young artists within different artistic fields and their instructors. Through a generic thematic analysis, four organizational markers were identified (organizing, strategizing, license to operate, and creative places). The paper argues that an orientation towards environments as a symmathesy and towards organizational markers can help organizations improve artistic talent environments across municipalities. Further, the role of public servants as talent stewards is discussed in the discussion.

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

Many educators face challenges with online learning since the COVID-19 pandemic began. Online modalities became common in world language courses; however, challenges remain in creating communicative contexts. This study examined university student perceptions of an experiential learning sequence using films in Spanish and French at the intermediate level in an asynchronous online environment. Students were required to watch a movie and complete activities related to language and culture learning goals, followed by an in-depth survey about the experience. Participants expressed positive perceptions of the activities, finding them helpful in increasing interest and motivation, as well as in expanding their thinking and knowledge about course topics. These findings demonstrate the importance of experiential learning to build student-centered communities of language and culture learning in the asynchronous classroom.

It is possible for an individual to adapt to the society in the different country he lives in by learning the culture of that society and socializing. This study aims to enable Nigerian foreign students studying in Cyprus to learn the culture of a foreign country through cinema. The problem of culture conflict forms the basis of the study. The movie "Eagle's Nest", which tells the story of Christian Merie, who has just joined the Turkish family, learning and adapting to Turkish culture, was used as teaching material in the course. Different scenes from the selected movie were shown and the students were asked to write an evaluation note. Students' grades and reactions were examined using the qualitative content analysis method. After all; It was found that students were able to relate the content of the film to cultural theories and concepts very well and produce solutions to intercultural problems.

The field of advertising has a structure that shapes consumer preferences and behaviors. The field of advertising undertakes the tasks of reflecting cultural values and norms, reinforcing or changing gender roles, and supporting social responsibility and campaigns. In addition, advertising, whose main purpose is sales, has a structure that shapes and informs society when considered in social dimensions. Artificial intelligence, which is today's developing and rising technology, is a technological tool that brings the physical and digital world together and affects many other fields such as economy, industry, social field, education. It is thought that the widespread integration of these technologies, which we use in almost every aspect of our daily lives, in the education sector has a significant potential for progress. In this context, in this study, the attitudes of students studying at universities in the TRNC towards artificial intelligence applications were analyzed in order to make sense of the impact of artificial intelligence technology used in the field of advertising, which reaches social dimensions, affects social situations and changes with the effects of developing and changing technologies, on students studying. In addition, the impact of advertisements developed with artificial intelligence on education was also analyzed.

Many of Disney movies have been criticized for perpetuating traditional gender stereotypes which constrain opportunities for children at large. Its recent characters have also incurred heated discussions on gender portrayal. Moreover, stereotypes of gender roles, developed early on, can exert an immediate impact on individuals' behaviors and utterances and a long-term impact on individuals' perceived options academically, professionally, personally, and socially. Recognizing the significance of this matter, this paper employed a meta-narrative review to collect and conceptually and empirically synthesize previous literature on the impact of Disney movies on young children's gender awareness. Through an academic database search, 49 articles were collected using combinations of the keywords "Disney character, Disney movie, young children, early childhood education, classroom practices," and "gender." Furthermore, this review, in the pedagogical implication section, highlights the authors' call for teachers to develop critical mindfulness of gender and shares hands-on activities for children to play with Disney characters in a reconstructive and agentic way.

Technology has become an integral part of our daily lives, permeating every aspect. One area where technology has shown potential to enhance English as a Foreign Language (EFL) learning is through the use of animated movies. Despite the growing significance of technology in education, research is scarce in this specific area. Therefore, the aim of this study, conducted in 2023, was to investigate the impact of animated movies on the development of speaking abilities among motivated EFL learners. A total of 370 elementary students studying EFL in various institutions participated by responding to questionnaires. A multiple-stage cluster sampling approach was employed to select the participants. The students were divided into two groups: the experimental group (EG) and the control group (CG). The selection of 15 animated films from a pool of 50 was performed using the Lawsh CVR (content validity ratio) and CVI (content validity index) algorithms, following validation by professionals. The study was designed as an experiment, and descriptive statistics and the ANCOVA test were employed to analyse the quantitative data. The findings revealed a significant difference between the pre-test and post-test results of the EG in English-speaking skills, vocabulary learning, English pronunciation skills, understanding and recognition. According to the study, animated movies have the potential to aid teachers and EFL students in enhancing their speaking skills. This research sheds light on the benefits of incorporating animated movies into language learning environments, offering valuable insights for both educators and learners alike.

This article explores a case study of how documentary film practice is taught at the Institute of Film and Television, Ghana. Drawing on the practices of its authors -- themselves documentary film-makers and former students of the institute -- we explore some of the contemporary challenges facing how we approach the theory and practice of documentary film-making in contemporary Ghana, including how our students might best approach contested conceptions of the truth, and how such notions of the truth may be articulated within Ghana's living oral traditions.

Recently, multiple health organizations and advocacy groups have pushed for giving an R-rating for movies depicting tobacco imagery. This study examined several predictors of U.S. adults' opinion toward an R-rating policy for movies depicting cigarette smoking. We used data from the Health Information National Trends Survey (2020 cycle), for a nationally representative sample of 3,865 US adults (aged = 18). The outcome variable was opinion toward an R-rating policy (support, neutral, and oppose) for movies depicting cigarette smoking. A weighted adjusted multinomial logistic regression analysis with comparisons of support versus oppose, support versus neutral, and neutral versus oppose was performed. About 48.2% of respondents were supportive of, 31.1% were neutral toward, and 20.7% were opposed to an R-rating policy. Adults aged 50 to 64 years (adjusted odds ratio [aOR] = 2.28, p = 0.008) and =65 years (aOR = 4.54, p <0.001) (vs. 18-34 years) were more likely to support the R-rating policy than oppose it. Non-Hispanic Black respondents (vs. non-Hispanic Whites) were 1.74 times more likely to support than oppose the policy (aOR = 1.74, p = 0.04), whereas adults with a household annual income of US$75,000 or more (vs. <$20,000) and those with moderate (vs. liberal) political viewpoints were more likely to be neutral than oppose the policy. Former and current e-cigarette users (vs. never users) were less likely to support than oppose the policy. Tailored messaging addressing the rationale behind R-rating policy should be directed towards communities based on age, race/ethnicity, household income, e-cigarette usage, and political ideologies.

Audio description (AD) plays a crucial role in making audiovisual media accessible to people with a visual impairment, enhancing their experience and understanding. This study employs an event segmentation task to examine how people without sight perceive and segment narrative events in films with AD, compared to sighted viewers without AD. Two AD versions were utilized, differing in the explicitness of conveyed event boundaries. Results reveal that the participants without sight generally perceived event boundaries similarly to their sighted peers, affirming AD's effectiveness in conveying event structures. However, when key event boundaries were more implicitly expressed, event boundary recognition diminished. Collectively, these findings offer valuable insights into event segmentation processes across sensory modalities. Additionally, they underscore the significance of how AD presents event boundaries, influencing the perception and interpretation of audiovisual media for people with a visual impairment and providing applied insights into event segmentation, multimodal processing, and audiovisual accessibility.

In this article, we revisit the co-creation of a 45-min film, "Gender is Like an Ocean," produced with middle school students in response to Kirstin Cronn-Mills's young adult novel "Beautiful Music for Ugly Children." The making of this film brought together collaborative inquiry and arts creation. Drawing on the work of critical literacy educators as well as scholars in queer and trans studies, we trace students' participation in the process of co-creating this film through three critical moments, which map their inquiries into gender identity and representation and our own attempts to learn alongside them.

We present an audience reception study of participant reactions to gender-based violence in Issa López' 2008 film, "Casi Divas," chosen for its nuanced depiction of women grappling with several violences. Over three focus groups with 15 adult participants, we used Galtung's conflict theory to explore what participants identified as violence, and how victims should respond to violence in various forms. We find that participants have a narrow definition of violence, seeing it as an individualized act and therefore neglecting to consider its cultural or structural foundations. The participants' responses to violence largely reflected neoliberal values of personal empowerment and choice, resilience, and "leaning in." We recommend critical visual literacy as a tool in the educational context to identify and address violence, to fight inequity, and to establish emancipatory discourses.

How do you teach fieldwork methods when your students are suddenly prevented from entering the field? This was a pressing question faced by faculty at Guttman Community College who were teaching "Ethnographies of Work," a required first-year course centered on the observation and analysis of real-world workplace dynamics. During the COVID-19 lockdown, the in-person workplace observations that the course was designed around became largely impossible, because previously accessible professional environments were suddenly closed to the public. This article examines the variety of ways in which "Ethnographies of Work" faculty responded to the sudden constraints on the course, shifting instruction to include digital ethnographic fieldwork techniques and changing modality to either online synchronous or online asynchronous. Drawing on faculty syllabi, team meeting conversations, and professional development workshops, we found that faculty created a variety of responses to the in-person ethnographic constraints of COVID-19. Faculty used movies, work-related video clips, library databases, and podcasts as substitutes for in-person observation, allowing students to simulate traditional fieldwork without leaving their homes. These digital techniques have since been formalized and further incorporated into course syllabi by several instructors, providing a range of methods for examining work that happens online. As the shift away from office-based work continues, these digital methods have proven to be increasingly important for capturing the complexities of contemporary professional life, much of which takes place predominantly in virtual spaces.

"Re:Tension" is a short 20 minute film that follows Thapelo, a bright and capable university student, on a day where he is unwittingly forced to question the judgements of his tutors and peers, and delve deeper into his own actions, choices and beliefs. "Re:Tension" addresses the topic of institutional racism and the gap in student retention amongst BAME (Black, Asian and Minority, Ethnic) students within British universities. The film was inspired by analysing statistical data that highlighted the unexplained dropout rate of BAME students as well as attempting to provide real insights into unconscious racial harassment within the higher education system and micro-aggressions that often go unnoticed. To accompany the film, a toolkit, developed by Senior Teaching Fellow Syra Shakir in collaboration with Ricardo Barker, uses the film and the aftermath debate to openly challenge racism and discrimination. It encourages group discussion around accountability and responsibility, this journal hopes to describe how this work has been adapted to bring these challenges to the attention of degree apprentices at Leeds Trinity University, with the aim that it will empower them to challenge such inappropriate behaviour within their workplace and take positive action. (Ricardo Barker, 2021)

This study examines the effectiveness of animated movies (AM) in increasing students' vocabulary and determines what students think about English language learning in Pakistan. Particularly in the education field, vocabulary is an essential factor for foreign language learning in academic achievements. This research aimed to determine whether using animated images/movies aid students in learning new vocabulary by helping them to make connections between the words they know and real-world occurrences. The research used pre-tests and post-tests to examine the impact of AM on vocabulary acquisition. Total participants (N = 64) were 12th-grade students in Lahore, Pakistan, separated into controlled and experimental groups to make a judgment. In the second semester of college, half the students (N = 32) utilized AM to acquire English vocabulary, while the control group employed the conventional technique. The results were evaluated using a t-test for an independent sample to detect significant differences between the groups. The vocabulary exam was constructed and verified as a pre and post-test. The findings revealed a statistically significant difference in receptive vocabulary, productive vocabulary, and overall score in favor of the experimental group owing to the use of (AM). It added to the growing body of information by investigating how animated videos might support EFL education.

Disney, widely regarded as the dominant force in children's media and one of the world's most powerful entities, has always succeeded in attracting attention with the works it produces. In the context of values education, this study tried to uncover the stereotypes that Disney World's key characters reveal. The 2016 films Zootopia, The Jungle Book, Alice in Wonderland 2/Alice Through the Looking Glass, Finding Dory, The Big Friendly Giant, Pete's Dragon, and Moana provided the data for the document analysis method. The data were submitted to descriptive analysis that emphasized the dominant characteristics of the characters, followed by content analysis that investigated each type of character in depth. According to data collected from 749-minute films and animations, it was established that Disney's principal characters focus on two stereotypes. The first of them was the qualified character, followed by the heavenly character. According to the research findings, even though the qualified characters exhibited exceptional behavior, they were found to have some major flaws. On the other hand, it was revealed that, while possessing superhuman abilities, the divine figures needed humans.

This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students' levels of cultural competency. We briefly discuss the history of cultural competency highlighting a lack of application in the field of urban planning. We report on a practical case study where six strategies were developed to enhance students' cultural competency. We reflect on the experience of designing and delivering a unit called Diversity and Cultural Planning. The results from 38 students who completed a cultural competency survey at the start and at the end of term, revealed an increase in overall self-assessment scores of around 12%. As cities become more diverse, this practical case study highlights the need and benefits of enhancing the cultural competency of those who both teach and learn about urban planning.

The aim of this study is to examine the effect of educational movies on the pedagogical beliefs of pre-service teachers. The study was conducted using phenomenology design, one of the qualitative research designs. In the study, 12 educational movies were used. Criterion sampling, one of the purposeful sampling methods, was used in the study. 25 first-year pre-service teachers were included in the study. Each week a movie was watched and pedagogically and critically oriented discussions were held about the movie. Weekly evaluations were obtained through pre-service teachers' written reports. A semi-structured interview form and movie evaluation reports filled out by pre-service teachers were used as data collection tools. The data obtained from the interviews and movie evaluation reports before and after the implementation were analyzed comparatively and transformed into findings. When the findings were analyzed, it was concluded that there were changes in pre-service teachers' knowledge, skills, attitudes and awareness levels towards the teaching profession. In general, it is thought that educational movies may have an effect on pre-service teachers' pedagogical beliefs. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

Families with children with autism face many sociological, psychological, socio-psychological, economic, and educational problems, especially trauma. Families living in a very fragile affect complain about the society's point of view towards them and that these perspectives cannot be explained correctly by many branches of science and art, especially literature. However, every right and appropriate step taken is very important to them, and they become unhappy and hopeless when faced with a contrary situation. Autism has been the subject of numerous films. Some of them have had a great impact, while others have disappeared into popular culture. When it comes to the relationship between music and cinema, as much as the scenario, the actors and the characters they reflect, it is also important whether the verbal or non-verbal music reflects the problem to be told. Especially the lyrics have a different meaning and importance. In film analysis, it is emphasized what the film tells, how and why? How does the film present itself and does this presentation match the problem to be told, but it can only be answered with a serious film analysis. One of the main questions of this research is whether the movie "Music", which has turned into a very colourful, visual feast, and most importantly, was shown in the cinemas with the claim that it reflects autism, could really cure those who are suffering. In the study, sociology, perception, autism, aesthetics, criticism, film analysis, cinema and music were mentioned, and the film "music" was tried to be analyzed sociologically and semiotically. The data in the study were obtained from the members of the "Autism and Music Society", who came together for the first time in our country, through a structured interview form from families whose children have autism and who want to participate in the study voluntarily. Content analysis technique was also used in the study based on qualitative, descriptive, scanning model. It is thought that the study will be a source for related research, is original and will contribute to the field. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

This study aims to investigate the influence of teaching via educational films on science teacher candidates' perceptions of biotechnology applications. This is a mixed-methods study aiming to investigate the influence of teaching with educational films on science teacher candidates' perceptions of biotechnology applications. In the quantitative data collection process of the research, a single group pre-test / post-test experimental design was used. And the phenomenology method was used, on the other hand, to collect the qualitative data of the study. For this research, which aims to investigate the influence of teaching with educational films on science teacher candidates' perceptions of biotechnology applications, 32 second-year science teacher candidates at a state university in Ankara were recruited. Two data collection tools were used in the study. The perception scale for biotechnology applications developed by the researchers was used to collect the quantitative data of the study. While the interview form was used to collect the qualitative data of the study. According to the results the study found that teaching with educational films increased the perceptions of science teacher candidates about biotechnology applications. within the scope of the research, the question of whether teaching a lesson with educational films has an effect on changing their perceptions about the subject, and if so, how this change occurs, was asked during the interview stage, and it was found that the majority of the teacher candidates perceived a meaningful change. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

This case study reflects on the first iteration of a new course in film education, titled Introduction to Film Education, which ran for the first time at Queen Margaret University in Scotland in 2021. It considers the upskilling of both teachers and film education practitioners in film education, while reflecting upon the co-creation of a film education curriculum through the course's collaborative, peer-driven nature. Finally, it wonders whether any settled film education curriculum is possible, or even desirable.

Translated into English for the first time by Madeline Whittle, Emmanuel Siety's article draws extensively on Jean Louis Schefer's "The Ordinary Man of Cinema" to explore the connection between the films we encounter in childhood and a lifelong relationship with cinema. Siety asks what is the role of film education in the moving-image saturated contemporary era for preserving something of the special bond formed by our first encounters with films in cinemas, and our self-development. The article further considers the limits of an analytical approach to film, as opposed to a phenomenological approach which privileges the direct experiences of cinema, going beyond the 'scholarly' interpretation of films.

This article poses the question 'How do we look at animals?', suggesting a link to inherent problems of documentary film-making. However, the question further suggests that there may be ways of relating to animals other than 'looking at'; other than 'observing'. Drawing from the research project De-Doc-Donkeywork: Decolonising Documentary Art Practices and the Global Crisis for Donkeys, the article offers a reflection upon how specific art-practice-led research is brought into education. The interrelatedness of art practice, research, theory and pedagogy allows for connections to be identified between the decaying borders of disciplines, documental knowledges, and possibilities of decolonising our relation to animals. At the core is a problem of 'coloniality' related to film education: the domination of documentary concerns and valances through film discourse. The "documental" is identified as an epistemic practice that can reorganise extra-disciplinary resources into collaborating collectives in research and education, allowing for new ways of knowing 'donkey'.

Hollywood blockbuster films have long attracted not only mass audiences but also scholarly attention. In line with contemporary applied linguistics interests in telecinematic discourse, the present study draws upon concepts and techniques in corpus linguistics to describe the language of American mainstream film scripts. The concept of lexical bundles was employed to identify linguistic patterns characteristic of scripts of American mainstream films produced by entertainment conglomerates, which are popular in the U.S. Results show that American mainstream film scripts are characterized mainly by spoken formulaic expressions. However, descriptive expressions, such as place-referential and action-related lexical bundles, also predominantly make up the given register. Further qualitative analysis reveals that these common multi-word expressions have functional contributions to film scripts in terms of creation of conflicts in plots, characterization, and building engagement with audiences.

Labels and epithets relating to gender, sexuality, ethnicity, color, and disability have long been divided into acceptable and offensive categories. This paper examines how differences in culture and historical contexts can cause an issue when translating English media into Arabic by examining how they are subtitled in different contexts. Examples of dialogue that used offensive or inoffensive labels were extracted from different media for the purpose of this study, which included four movies, eight series, and one TV show. The films included "Passing," "Perks of Being a Wallflower," "Gook" and "The Fundamentals of Caring"; the series comprised "Atlanta," "Breaking Bad," "Fresh of the Boat," "Derry Girls," "I Am Not Okay With This," "Dead End Paranormal Park," "Feel Good," and "Degrassi: Next Class"; and the TV show was "Atypical." The examined translations were chosen with the least potential influence of ideological manipulation and censorship; therefore, they were either Netflix or fan translations. Comparing and contrasting the degree of offense in the source and target texts and analyzing the reasoning behind this, it was found that the English and Arabic terms may have similar components but lacked the same connotations for their language speakers. What makes certain labels positive or neutral and others negative is beyond their semantic components; instead, the weight comes from the background and usage of the terms. Direct translations or even keeping the term as it was originally failed at providing the Arabic-speaking audience the same impact as that of the ST since there is still a contextual gap. This also means that having the same referent does not mean that words have the same sense. This suggests that using target language terms that refer to the same group as the source text could result in inadequate translations. The study recommends that further studies be conducted on how translators may purposely manipulate texts for ideological purposes or to meet censorship criteria.

Asian American Rhetoric and Representation was a graduate-level course taught at Virginia Tech in 2019. The course overviewed disciplinary conversations and concerns in and around Asian American rhetorical studies over time, with a focus on the affordances of Asian American rhetorical theory for the study of rhetoric and writing more broadly. Understanding that established disciplinary and formal/genre divisions within academia are often the result of Eurowestern canonical and institutional histories, the course included readings from varied fields. Jennifer Sano-Franchini and her students e discussed academic scholarship in ancient and contemporary rhetoric and writing studies, Asian American studies, Asian American literature, and Asian philosophy alongside literary and artistic works. In addition, students dialogued with virtual guest speakers in the field. This article describes the course and reflects of what Asian American rhetoric can contribute to the study of rhetoric and writing.

In today's society, audiovisual resources represent a fundamental form of relationship with the world and the acquisition of information and knowledge. In this sense, several scientific studies recognize the usefulness of audiovisual in general, and documentary film in particular, as an educational resource. Research indicates that cinema is not a resource widely used by teachers. This research is conceived within the framework of the initial training of teachers of Primary Education. To this end, and with the criterion of ease of access to the sample population, a questionnaire organized in five dimensions was designed. The questionnaire was administered to 213 students of Degree in Education of the University of Murcia (Spain). The results point at the documentary cinema as an educational resource known by future teachers. They also recognized the interest of documentaries for their future teaching practice. However, throughout their educational career they had not had much contact with documentary film nor were they great consumers of this type of resource. These results should make us reflect on initial teacher training in universities. Efforts should be increased to promote the acquisition of higher-level media competence that allowed teachers to analyze and select good resources for use in the classroom and that has an impact on the competence of their future primary school students.

This study aims to investigate the types and functions of expressions of fear realized in the form of sentences. With a special context in horror movies, the researcher attempted to reveal the types and functions of fear expressions such as directive, commissive, expressive, assertive, and declarative. This research focuses on the subtitles of the Stranger Things season 1 series with 8 episodes, one of the best-selling serial films on the Netflix application. As research aids, the researcher used the Aegisub application and live transcript to ensure the accuracy of speech data. Findings suggest the dominance of the use of directive speech acts as a form of expression of fear. Then, commanding speech is the function of most utterances found as an expression of fear. This study concludes that expressions of fear realized in sentences do not only exist in expressive speech acts but also in other speech acts such as directive, assertive and commissive.

In Greece, Educational Radiotelevision, a department of the Ministry of Education, combines digital archiving and digital documentary making within the framework of a national competition for Greek secondary and high schools about local history. This article analyses the factors lying behind the creativity of 27 16-year-old students who created a digital archive and a digital documentary for this competition. Data were collected in the form of the teacher/researcher's observation journal, student-participants' completed pre- and post-project questionnaires, and the drafts and final products of their digital creations. The exploratory case study conducted offers qualitative data, analysed with the use of inductive thematic analysis, and draws upon social semiotics to interpret these themes through the application of textual and multimodal analysis. Data show that student-participants' creativity is incited by their motivation to have their work recognised, and it is boosted by their chance to express their cultural memory, to contribute to its formation for future generations, and also to express their student, teenage and local identities.

Promoting citizens' film literacy has become vital in enhancing public media literacy in today's ever-changing media environment. The public dissemination of film education has gradually become an established trend in China. At present, film education in mainland China focuses on the development of both film appreciation and creativity, involves a wide range of individuals and diverse educational methods, and spreads primarily across three areas: (1) university education; (2) primary and secondary education; and (3) public education. Despite this, teaching activities remain widely dispersed, regional development lacks balance, and there is a shortage of film and television production courses. This article argues that school-based film education in China should focus upon improving the curriculum system, improving the quality of teachers, and developing courses focused on creativity, while more socially focused film education outside of schools should focus upon establishing industry norms and encouraging healthy competition between institutions.

This research focuses on the use of parental support messages for children and what these messages mean. Messages of support are a form of positive communication to encourage children to become better individuals. This research used the qualitative method. In answering the formulation problem, speech act theory was used by Yule (2006) which was elaborated by Duncan (2009) regarding messages of support, and Wolfson & Judd (1983) about the meaning behind these support messages. The data in this study are expressive utterances that contain praise, approval, and encouragement originating from films about parenting. The data were collected using listening and note-taking techniques and then analyzed using Spradley (2016). From the research that has been done, it is concluded that each message of support conveyed has its own aims and objectives. The delivery of messages of support is influenced by the background of speakers and speech partners. Those indicate that parenting support messages play a role in parent-child communication. Its main role is to strengthen solidarity and maintain harmony between speakers. So, the language aspect must be considered by parents. This research used term "Parentinguistic" or abbreviation of Parenting Linguistic, to invite further research on the relationship between parenting and language.

The purpose of this article is to provide an introductory survey of the field that might be called "mediated theatre studies"--that is, the study of recordings of theatrical performances. The survey has three parts. First, I chart broad trends in the research. Next, I review types and capabilities of some of the longer-running digital platforms. Finally, I plot the range of approaches to mediated theatre in existing pedagogical articles. Ultimately, the aim of this article is to help instructors to refine established, or develop new approaches to teaching with mediated theatre. In particular, where it seems relevant and helpful for students, I hope that this survey can help instructors to design courses that are not only informed by the now established discourse of performance criticism but also by specific questions and topics in mediated theatre studies.

Popular films afford a creative and effective teaching method to stimulate robust student interaction and engagement of concepts in ways that enhance learning outcomes. This paper describes a study of the effective use of a purposefully selected, fact-based film as an instructional case analysis to identify and examine the critical aspects of a change management process. This research applied a case study method that used pre- and post-surveys of university undergraduate students in an active learning setting. Results of this study showed that the teaching innovation produced a 76% increase in students' understanding and comprehension of change management principles and related power dynamics in a volatile environment.

This language classroom article demonstrates how L2 (second language) feature films, through the incorporation of tasks that facilitate comprehension, interpretation, and cultural comparison, can be used at a range of levels to teach students about immigration and other global challenges. While the scaffolding strategies described in the article are used to support learners viewing the films, "La misma luna" (Riggen, 2007) and "Adú" (Calvo, 2020), they can be applied to L2 feature films on nearly any topic.

Every woman has different nature either being strong or being weak. Not all women have a lucky fate; in fact, many of them become the victims of men. Of the many cases of violence and sexual harassment in the world, women mostly become victims, especially in cases of sexual acts without consent. In "Promising Young Woman" (2020), these issues are conveyed very well. Its main character, Cassandra, carries out a mission that targets men who try to take advantage of drunken women to become deterrent and frightened. The purpose of this qualitative study on the film is aimed to discuss the behavior of radical feminism living in the character of Cassandra. Cassandra reflects a radical feminist attitude in order to achieve revenge and conveys a message about women's rights to obtain justice. Radical feminism occurs based on three key issues namely sexual objectification of women, rape, and patriarchy. The result shows that Cassandra can fully be claimed as a radical feminist because there are several characteristics of radical feminism that match the nature and behavior of Cassandra in the film, which are opposing sexual objectification of women, opposing sexism, and toxic masculinity, lastly patriarchy.

This article locates a consideration of the contemporary state of film education in Bulgaria within a wider discussion of the value of school-based arts education. Drawing upon the work of Arte Urbana Collectif -- an artistic collective based in Sofia -- and, in particular, upon two short case studies of the delivery of an innovative, state-approved programme of film education within a small primary school, and as part of a programme of teacher training, this article ultimately presents a series of proposals for the future of film education in Bulgaria.

Combining images, comparing and linking them in chains, clusters and texts is a cultural practice that was not invented with digitisation. It dates back to the nineteenth century, when the invention of photography facilitated the task of copying artworks and other cultural material, and putting them in different contexts. Later, with the invention of the moving image, the gesture of montage was developed as an entirely new device of narration and thinking. Alain Bergala refers to this cultural practice when he proposes, in "The Cinema Hypothesis," the combination of film clips as a film-pedagogical praxis as well as a research method. This article investigates the theoretical, cultural and practical aspects of this method, in revisiting a wide range of writings by Jacques Rancière, Roland Barthes, André Malraux and Wsewolod Pudowkin, as well as materials from Aby Warburg's "Bilderatlas" and the found footage film "Why Don't You Love Me?" by Christoph Girardet and Matthias Müller (1999). Furthermore, by comparing an extract from "Grigris" by Mahamat-Saleh Haroun (2013) to Sandro Botticelli's "The Birth of Venus" (1485/6), the didactic potential of this method is explored. The article thus considers the pedagogical, aesthetic, cultural and filmic aspects of the practice of 'montage' in its most basic sense: the combination of (audio)visual material. [Translated into English by Michael Wood.]

Co-authored by film education practitioners and developmental psychologists, this article seeks to establish an interdisciplinary dialogue between the emergent discourses of film education and developmental psychology. In particular, it explores the possible implications for our understandings of film education of recent psychological research into: (1) the cognitive and social consequences for young people of developing a sense of self; and (2) understandings of children's development of visual cognition. Seeking areas of commonality and mutual resonance between different disciplinary vocabularies and methodologies, ultimately we present a series of proposals for how film education may benefit from further interface with developmental psychology.

In recent years, there has been a growing recognition of the importance of emotional intelligence (EI) in children's development. For those with a learning disability (LD), developing EI is particularly important, as it can have a positive impact not only on their academic performance but also on their social-emotional development, mental well-being, and physical health. By fostering EI, educators can create a supportive and inclusive learning environment that addresses the unique needs of these students. However, many teachers may face challenges in finding effective ways to foster EI in children with LD. A rapid review was undertaken to offer practical and actionable recommendations for classroom use. These suggestions encompass adapted language tasks and informed communication strategies that teachers can readily apply. By accessing this research, educators can gain valuable tools and guidance to better support the overall growth of their students.

Superhero films have become a popular cinematic genre that has attracted the attention of scholars, many of whom focus on the films' dialogues. Through a pragmatic approach, this small-scale study investigates how directive speech acts are represented by the three Asian characters in the superhero movie "Shang-Chi and the Legend of the Ten Rings." Based on previous research, the directive speech acts in the film were extracted and analyzed, and a directive classification taxonomy was created to categorize pragmatic structures and strategies of directive speech acts. Of 342 directive utterances, the characters tend to favor both [H] and (S) oriented structures with more preference toward Single[H] and (S)+[H] structures. Of the 5 directive strategies, "Nonsentential," "Direct," and "NonConventionally Indirect/Hint" are the preferred strategies over the "Conventionally Direct" and "Hybrid ones." Such preference could be mapped along the directness continuum from the most direct force strategy, Direct directive strategy, to the least direct force strategy, "Non-Conventionally Indirect/Hint." The findings may contribute to further exploration of pragmatic features, especially the linguistic constructions of the "Nonsentential" directive strategy and its function in films, and movie script writing.

This study examines a plática held by Latine teachers and pre-service teachers after watching the documentary "Precious Knowledge" in the U.S. Latino South. The study employed Chicana/Latina feminist theory as well as the use of testimonios as methodology. Results from this study show that Latine teachers were able to share their experiences with racism, discuss issues of white supremacy, and make connections from present to past events. Based on this study, it is recommended that teachers need opportunities to share their testimonios and engage in discussions about topics that impact them as Latine teachers in the U.S. Latino South.

This exploratory practice study examined the effectiveness of film adaptation in teaching a Shakespearean play, "The Merchant of Venice," during the fall semester of 2022 at the Higher Institute of Languages, Gabès. Qualitative and quantitative data from third-year students majoring in English language, literature, and civilization, as well as teachers of English literature were collected through a questionnaire and two interviews. Questionnaire results indicated that the majority of students had a positive view of the film adaptation of the play in question, noting that it helped them overcome their anxiety when reading Shakespearean works and increased their motivation and engagement. The teachers interviewed highlighted the effectiveness of film adaptation in teaching literature, in general, and Shakespearean plays, in particular.