Twenty-first International Conference on New Directions in the Humanities

Abstract

This paper demonstrates the intellectual imperative of studying the Humanities by sharing strategies for teaching literacy and cultural competency in the foreign language classroom. This demonstration explains ways to empower students to learn inclusivity and growth inside the classroom and apply it to their daily lives. To do this, I explore three French films in which canonical texts play a primary role. First, I introduce Alceste à bicyclette (2013) as an example of Molière and the importance of rhythm, intonation, and pronunciation in French language, as well as introducing students to socio-cultural norms. Second, I discuss another work from the XVIIe with the documentary Nous, Princesses de Clèves (2011), where students gain an understanding of the pressures involved in Baccalaureate preparation and challenges faced by multi-cultural communities. The third film, La tête en friche (2010), is a paradigm of how literacy enriches individuals’ lives and their connections to the community. Finally, I conclude by showing how the films presented provide multiple opportunities for secondary and post-secondary courses to deepen students’ knowledge of French literature, phonetics, and cultural references through a multi-faceted analysis of different scholastics regimes. The intention is to help students inside and outside the classroom by teaching the importance of cultural context, inclusivity, and interconnectivity.