English
Language Learners (ELLs) of all ages have enough trouble learning the language
in school and one factor of their success in the language can be easily
fixed. Studies show that ELLs’
identities are either misrepresented or ignored throughout the school day, and
educators can help ease some of the misconceptions. Research shows that adding media literacy, pop culture, and
critical media analysis to the curriculum appropriately, can help give ELL
students a feeling of ‘belonging’ to the school environment.
Nazo
To
start, Critical Media Analysis (CMA) is one way to “both maintain and disrupt
dominant discourses that shape language learners’ identity” (Chamberlin-Quinlisk, 44). For example, the popular
comedy, “Big Daddy,” focuses on the character, Nazo, played by Rob
Schnieder. Nazo is portrayed
as “disheveled” with long, messy
hair, and is always in the same restaurant delivery outfit. Throughout the
film, Nazo is never seen in his own home and his culture or native language is
never mentioned. However, due to
his accent and use of slang, Julian, the five-year-old boy in the film,
“negatively judges Nazo’s worth as a communicator and person.” Nazo is reminded
of his inability to read English three times and loses his temper four times
throughout the movie (50). In the youtube video below you will find a popular scene from
“Big Daddy” portraying Nazo’s role in the film.
Comedies
like “Big Daddy” tend to show foreigners as the comic relief of the film. Unfortunately, these popular movies do
not help ELL students gain respect from their peers, which leads them to hide their
individuality in the classroom.
Based on a study involving the critical media analysis of this movie,
students were able to discuss their opinions about Nazo’s identity and how it
holds true in the real world. Some
conclusions that were made by the students were that Nazo was accepted by Sonnie
(Adam Sandler) because he does not threaten Sonnie’s power, and does not try to
challenge his place in society.
Also, Nazo is not portrayed as an equal in this film. For example, his
friendship with Sonnie is different than Sonnie’s friendships with other men
because Nazo does not contribute equally to the friendship, and therefore
Sonnie views him as different. Lastly, the students realized that “Nazo shows
little desire, ambition, or ability to change his position” (52) in society
throughout the film. “The negative
association between accented speech and incompetence that Nazo represents is
unfortunately a reality for many speakers of varieties of English in our own
and other professions where job competence may be judged by one’s
native-language status” (52).
How Can Teachers
Encourage Identity Within Their Classroom?
In
reality, some ELL students perceive themselves as media represents them. English speaking students use the false
representations from media to develop an opinion about the ELL students in
their class as well. At any grade
level, students are usually fascinated with pop culture. It becomes their topic of conversation
and their fun on the playground. However, some ELL students are not familiar
with these popular TV shows, symbols, and characters so this alone causes them
to not fit in. Studies show that
when students are interested in the material or topic, they tend to learn
better and have more motivation to learn. So, by bringing pop culture into the
curriculum, teachers can build their rapport with students, and students will
be more motivated in class (Duff, 482).
This will ultimately create the ideal learning environment.
In
order for ELL students to feel comfortable conversing in the classroom, they
have to have a sense of familiarity of the topic, and be able to relate to
other people in the class.
Teachers can show short clips of TV shows, or bring in magazine articles
based on popular stars to have students study in class (Vize, 79). This way, the students who do not have
access to these “popular” topics at home, will be introduced to it during
school, where they can build a relationship with their peers through discussion
and classroom activities. Understanding
perspective is a key aspect of media literacy and “it is helpful to provide
content in more than one format (film, text, online, etc.)” (Vize, 81). In the
past, “silence protected them from humiliation but did not help them gain
access to the valued cultural capital and practices of their English-speaking
peers” (Duff, 484). Now, ELL
students can make their own sense of humor, talents, and wit accessible to
their peers, which leads to them having and sharing their sense of identity.
(Vize, 80)
