Babylonia Journal of Language Education

« Tu veux parler comme un Français ? »

2026-01-03T10:33:52+00:00

Les vidéos éducatives de FLE au format court sur les médias sociaux constituent un terrain privilégié pour observer les représentations linguistiques. Cette étude qualitative analyse 30 vidéos et 5249 commentaires, mettant en lumière des tensions liées à l’apprentissage. Les créateur·rice·s valorisent un français dit « authentique », opposé au français « scolaire », suscitant des débats entre purisme et pragmatisme. Trois figures d’autorité émergent : le·la francophone natif·ve, l’enseignant·e et l’apprenant·e. Si les commentaires favorisent un apprentissage collaboratif, le manque de contextualisation limite le développement de la compétence sociolinguistique, soulignant la nécessité d’un accompagnement pédagogique.

Film literacy x scientific literacy

2026-01-13T10:07:59+00:00

Film literacy enables learners to autonomously and critically engage with films in the English language. However, research indicates that learners struggle to perceive even fictional films as deliberately constructed media products that may contort facts. To address this challenge in English language education, we propose linking film literacy with scientific literacy, empowering learners to examine how complex topics are represented in films from an evidence-based perspective. We illustrate this approach through the animated films Inside Out and Inside Out 2, which explore the complexity of emotions during childhood and adolescence. In a teaching concept we introduce, learners critically analyse and produce science-based video essays, becoming active participants in scientific discourses.

Transmission des savoirs dans des séries françaises :

2026-02-10T13:02:15+00:00

This article examines the mini-series Générations Carbone (TV5Monde+ 2024) as a scientific communication tool for teaching French as a foreign language. Through short, humorous stories, the series makes complex ecological issues accessible. The analysis is based on a framework developed specifically for this study, combining narrative, (audio-)visual and reflective dimensions. It highlights the series' potential to promote the development of scientific literacy, series_serials literacy and foreign language communication skills in French language teaching.

Watch Me If You Can: intégrer la vidéo en L2 pour forger une conscience citoyenne

2026-03-12T04:03:44+00:00

This contribution examines the use of short films and video clips to contextualize literary texts in second-language classrooms and to foster learners’ critical engagement with historical, social, and cultural issues. Integrated into collaborative and kinesthetic tasks, these resources transform viewing into active learning, promoting collaborative meaning-making, argumentation, and empathy. Aligned with the frameworks of the Sustainable Development Goals, A Rounder Sense of Purpose, and Universal Design for Learning, observations show that these activities develop not only linguistic skills but also ethical and social competences, while highlighting both the potential and the limitations of digital pedagogy.

Using short films and clips in foreign language lessons to raise awareness on language difficulties

2026-01-15T01:43:36+00:00

Over the last years, there has been a notable increase in the number of students with language difficulties. These impact on child development at various levels and make classes significantly more heterogeneous. In view of the above, the aim of this paper is to highlight foreign language classes as one promising opportunity for raising public awareness on language difficulties. It is argued that authentic material, such as short films and clips, created by scientific bodies and official institutions, can contribute to important learning outcomes and engage the learners with the learning process while at the same time increasing their awareness of important real-world situations, such as living with a language difficulty, which often go overlooked.

Girotondo

2026-01-14T11:28:28+00:00

This article presents the short film project Girotondo, carried out during a project week with an upper secondary school class that had been learning Italian for only one year. The students collaboratively produced a 13-minute short film entirely in the target language. The article illustrates how film-based project work can be implemented as an effective, motivating and reflective learning environment even at an early stage of language learning. Drawing on current research in project-based learning, performative pedagogy and Task-Based Language Teaching, it shows how exposure, imitation, learner agency and media production foster linguistic, media-related and social competences. The project is presented as a response to the challenges of foreign language learning in a digital and AI-driven era.

Feministischer Widerstand in virtueller Realität mit DRAW FOR CHANGE! We exist, we resist: Didaktisches Potenzial und Immersionserleben

2026-01-14T11:27:42+00:00

The article examines the didactic potential of the interactive virtual reality short film We exist, we resist (2023). Available in four languages, the interactive VR application addresses gender-based violence and feminist resistance through art.

The empirical foundation is based on the analysis of subjective experiences from two university-level didactics seminars in Spanish teacher education, as well as on qualitative-quantitative data on students’ evaluations of the film and their immersion experiences.

The findings indicate considerable potential for fostering Education for Sustainable Development and intercultural learning, alongside a high level of immersion during reception, while also highlighting the need for sensitive didactic framing. In addition, the article provides concrete recommendations for didactic and methodological integration in school and university learning contexts.

L'uso dell'imput filmico nella didattica della letteratura italiana

2026-01-26T09:22:42+00:00

Il contributo intende mostrare come il testo cinematografico, attraverso l'esperienza audiovisiva più coinvolgente a livello emotivo, possa svolgere in modo proficuo una funzione di "ponte" (Spaliviero 2021) rispetto alla pagina scritta del testo letterario, soprattutto nei casi in cui la letteratura non sia il principale oggetto di studio.

Come esempio si analizzano scene del film Sostiene Pereira di Roberto Faenza messe a confronto con pagine dell'omonimo romanzo di Antonio Tabucchi.

Il pubblico di riferimento è quello di studenti e studentesse che si preparano per insegnare l'italiano come lingua straniera nella scuola media e che non hanno frequentato un Bachelor universitario. Si ritiene però che questa prospettiva didattica possa essere utilizzata con profitto anche per l'insegnamento dell'italiano LS in altri contesti, come quello liceale.

Apprendimento linguistico e schermi: un percorso didattico tra letteratura, cinema e giustizia sociale

2026-03-01T08:16:46+00:00

This contribution documents a teaching experience conducted in the fifth grade of an Italian Liceo Linguistico, centered around the novel Como agua para chocolate. It aims to investigate 1) how the use of a novel and its cinematic adaptation can promote meaningful foreign language learning; 2) what linguistic, cultural and civic skills can emerge from a task-based curriculum that addresses social relevant issues. These activities were designed to foster the use of Spanish (and its varieties), visual literacy and critical reflection. The analysis suggests strong students engagement, the develop of strong (meta)linguistic skills, and increased social awareness. The experience presents itself as a concrete and replicable example of the integration of language, literature and audiovisual media, transforming storytelling into a privileged path not develop not only competent speakers, but also aware citizens.

Lights, camera, action: Films and clips in language lessons

2026-06-22T08:23:33+00:00

Noio volevòn savuàr… come si usano oggi in classe di lingua i film e i video.

Let’s begin our introduction with a quote from a film, as we feel it captures well the ‘spirit’ with which Babylonia and those who have contributed to this issue view the relationship between languages, film and education – a ‘spirit’ open to experimentation and to finding innovative and engaging teaching methods.
L’expression Noio volevòn savuàr („nous voulions savoir“) est tirée du film Totò, Peppino e... la malafemmina (1956, (https://w w w. yo u t u b e . c o m / w at c h ? v = E P -WYhR8N7nw)).

Totò a été un maître de la comicité verbale (cf. F. Rossi, 2002, La lingua in gioco. Da Totò a lezione di retorica, Bulzoni). La scène est devenue iconique pour l’utilisation d’un pastiche de langue. Elle repose sur un malentendu linguistique et culturel: Totò e Peppino sont arrivés à Milan depuis Naples et ils sont convaincus que à Milan on ne parle pas italien mais que la ville soit encore sous la domination autrichienne. Ayant besoin de trouver une adresse, Totò s’adresse donc à un agent de police qu’il prend pour un général autrichien. La solution pour se faire comprendre ? “Polylanguaging” et „arte di arrangiarsi“: „Dungue, excuse me. Bitte schön [...] Noio volevàn... volevòn savuàr, noio volevàn savuàr l‘indrìs... Ja? Dunque, noi vogliamo sapere, per andare dove dobbiamo andare per dove dobbiamo andare. Sa, è una semplice informazione“.