The English Language Arts hundred years’ war: Subverting the stigma of film in America’s English classroom

Against the backdrop of century-long stigma associated with film in America’s English classroom, which persists despite its codification Language Arts (ELA) standards, this study investigated question: How do American high-school teachers make sense and instruct film? Employing semi-structured interviews 12 who film, from suburban, urban, rural private school settings, findings suggest that staining classroom is systemic. Participants shared their view not an inherently passive medium, when purposefully actively facilitated, it possesses unique efficacious pedagogic promise. strategies typically teaching printed texts, maintaining high expectations, integrating twenty-first-century technologies may allow instructors to fulfil film’s remarkable learning potential, consequently subvert misperceptions of, malpractices with, surrounding classroom.