In his article “Video Production in the Foreign Language Classroom: Some Practical Ideas”, Sebastian Brooke discusses the idea of enhancing the language students’ learning experiences and taking learning outside the classroom through the use of video technology. It’s great because it gives the students a unique opportunity of simulating real life situations in the target language and culture. Video technology can also provide opportunities to experience native speakers interacting, using language, different accents, gestures etc. which they otherwise wouldn’t be able to experience. Brooke explains the production of videos as a means of anxiety reduction, because “video production relieves the students of some of the anxiety they may feel when giving live performances and accordingly they appear more relaxed and confident in their language production on video.”

He suggests that lower level classes use the production on a video of a situational, group role-play, whereas video productions for higher level classes include mini-documentaries, interviews and creative audience targeted advertisements. Basically, the students choose or create a scenario of their choice where everyone is involved in the production of the videos as editors, creators of scripting, producers and hosts. It’s great because the students need to work together on creating the dialogue, setting the tone and register of the language correctly for the performance.

Even though his examples are for its use in the English classroom, they can easily be applied in any language classroom.

Brooke Sebastian, October 2003, Video Production in the Foreign Language Classroom: Some Practical Ideas, The Internet TESL Journal, Vol. IX, No. 10

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