Imperial Journal of Interdisciplinary Research (IJIR)
Vol-2, Issue-6, 2016
ISSN: 2454-1362, http://www.onlinejournal.in
Learning English and Media Literacy
Adnan Yaman1 & Senad Bećirović2
1,2
English Language and Literature Department International Burch University, Francuske
revolucije bb, Ilidža 71210, Sarajevo, Bosnia & Herzegovina
.
Abstract: Learning a second language has great
benefits in the academia and the business world.
Especially learning English is a crucial factor in
upward mobility around the world. The media have
become a major component in learning English. The
media, with television, mobile phones, computers,
and the internet can provide more exposure to
English language and culture as well as providing
more chances to interact and communicate with
native speakers of English. The benefits of the media
in language learning are undeniable. Yet
stereotyping and misrepresentation prevalent in and
sophisticated construction of media materials raise
the arguable view that the media programs are
promoting only certain lifestyle and culture. Do
media programs harbor cultural alienation in
children? Do media materials endorse obliteration of
African, Asian, and Eastern European cultures? This
paper examines the careful usage of the media in
English learning from a cultural studies and critical
pedagogy perspectives.
1. Introduction
A great interest has risen after the Cold War around
the world to learn English. Schools started to provide
ESL classes in primary schools. Children have
started to become bilingual having English as their
second language in non-English speaking countries.
Britain and the US took advantage of this widespread
interest in English by producing English media
materials. With the introduction of digital and mobile
media, defined as mobile phones, laptops with
internet connection, iPods, and other devices that
deliver entertainment such as television
programming, films, games, and music, non-English
speaking people found more venues and chances to
learn English (Clark, L.S, 2011). Children,
especially, have been exposed to audio-visual media
to become acquainted with English. Societies have
become immersed in media and misperceive it as a
source of cultural pedagogy to educate masses how
to behave, what to think, feel, believe, fear, and
desire, how to dress, look, and consume (Kellner,
1995). Experts offer differing views regarding how
to deal with this newly emerging technology. Some
experts recognized these technologies’ benefits, yet
warned against their harms especially for the new
Imperial Journal of Interdisciplinary Research (IJIR)
generations and proposed protectionist views. Some
others recognized their benefits and proposed the
need to become media literate if to be in control of
media, and not be controlled by it (Meskill, 2002).
2. Children, Learning Languages, and
Media Usage
The way children comprehend and make sense of
the world is tightly connected with language.
Language plays a major role in the development of
children`s thinking and behavior. Language
acquisition –without formal teaching- is part of
children`s physical, social, and cognitive
development. Vygotsky considered language as a
medium between the social world and individual
mental functioning (Clark, B.A, 2000).
Human beings use language to express their
understanding of the world that surrounds them.
When children learn a new language, they are not
only learning the words and the rules, they are also
learning new ways of thinking, because language
represents culture. Children`s language learning is a
dynamic process. It would prosper if a rich
environment is provided (Clark, B.A, 2000). In first
and second language acquisition, a stimulating and
rich linguistic environment will support language
development. In case of not living in the culture of
the target language the media substitutes the
environment. Children in non-English speaking
societies use the audio-visual media in various ways
to learn English. Parents encourage their children in
the usage of the audio-visual and mobile media to
familiarize their children with the target language
and culture. Younger children prefer playing online
games, watching cartoons, movies, documentaries,
serials, and soaps. Adolescents prefer movies, music,
documentaries, soaps, series, surfing on the internet,
and chatting.
3. Media Literacy
Media literacy is the ability to critically consume and
create media. Media literacy has three major aspects:
• Training individuals to decode the intricate
nature of media matrials. This is also called
“critical media literacy.” Critical media literacy
involves cultivating skills in analyzing media
codes and conventions, abilities to criticize
stereotypes , dominant values, ideologies, and
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Imperial Journal of Interdisciplinary Research (IJIR)
Vol-2, Issue-6, 2016
ISSN: 2454-1362, http://www.onlinejournal.in
competencies to interpret the multiple meanings
and messages generated by media texts (Kellner
& Share, 2005)
• Training individuals to produce their own
media materials and convey their own messages so
that they become subject of their histories instead of
objects of histories (Freire, 1970). Producing one’s
own media materials is closely linked with pluralism
and participatory democracy. Instilling both this and
the previous aspects of media literacy is an
imperative for vibrant multicultural societies as well
as democratic, self-governing, and empowered
individuals (Kellner, 1998; Naiditch, 2013).
• Incorporating media tools into education.
This requires curriculum development. The gap
between education inside the classroom heavily
based on print media and outside of school continues
to grow (Semali, 2003). Children, in general, are
busy with non-school related endeavors and feel
disconnected from the world when entering
classrooms (Bauerlein, 2008). New technologies
need to be incorporated into the curriculum so as to
remove the developing idea among new generations
that schools and their outsides worlds are far apart
and unrelated of one another.
Media literacy is in its infancy, still open,
developing, and experimental. A media literate
person is one who is able to analyze media codes and
conventions, able to criticize media stereotypes,
values, and ideologies. This is the area in which
parents, teachers, college students, or adults in
general can be skillful. Only a self-constituting
person is able to evaluate ideas, values, forms of
behavior, and cultural forms in a critical and
discriminatory mode (Kellner, 1998). However,
children do not have the capacity and equipment for
these skills, at least not without a proper education
and adult intervention. Some scholars posit that
children create their own cultures and at times resist
the intentions of mass consumer culture in their
unexpected creativity (Clark, L.S, 2011). Children
can do all these, based on the belief that they can
recognize the techniques the media employs to
manipulate their emotions and desires, and
understand that this manipulation is not just part of
advertisement, but is woven into the programming
around them (Meskill, 2002).
The 1989 United Nation Convention on the Right
of the Child was an international attempt to
emphasize the state and adult responsibilities towards
children. Article 13 of this convention asserted that
the child`s views and tastes may be different from
those of their parents, or their local culture, and
Imperial Journal of Interdisciplinary Research (IJIR)
permits these views and tastes to be catered by the
state or global media providers (Davies et al., 2002).
4. Parental Mediation
Experts warn parents that the unbridled use of the
audio-visual and digital media by children who are
not aware of the underlying messages and ideologies
of news, games, movies, cartoons, ads, and websites
harms them physically, mentally, and socially.
(Semali, 2003; Strasburger, 2011) Children are not
equipped with any faculties to resist the influence of
audio-visual media, its alien messages, or to know
how to be selective in choosing the right material.
Scholars have proposed various ideas regarding
how to deal with negative effects of the audio-visual
media on children. Scholars first employed the term
parental mediation, giving the responsibility to
parents to regulate their experience with the media.
Further research and children`s further immersion in
the media with the introduction of the widespread
use of internet and mobile phones made the children
more vulnerable to the negative effect of the digital
media. Physical harm of the media include: loss of
concentration, increase in violent action, inability to
differentiate between cyber and real world, loss of
sensitivity, exposure to profane language and
promiscuity, obesity, sense of insecurity, mistrust of
others, poor postural development, and weakening
the eyesight. (Davies, 2002; Adam & Goldbard,
2009; Tayie, 2008, Brown, 2011; Strasburger, 2009)
5. The Media and Cultural Alienation
The media has been shaping not only what we think,
but also how we think. In addition, it shapes public
opinion, political and cultural priorities (Adam &
Goldbard, 2009). It has become a critical force in
shaping society value systems and collective
behaviors. The media influences audiences through
portrayal of stereotyped, biased, or otherwise
unfounded images of other people, misrepresenting
the authentic character and socio-cultural values of
these people (UNESCO, 1995). Powers of media
have been putting pressure on local cultures. Cultural
plurality is being replaced by the uniformity (Adam
& Goldbard, 2009).
As a non-native, the wholesale, unbridled, non-
reflective consumption of media risks devaluing
one`s sense of self even more than it does for those
in the native culture depicted. For those from
cultures other than what is represented in the media,
they are witnessing material that may starkly
underscore that they are different from the idealized
models of a target society they see and hear about
(Meskill. 2002).
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Imperial Journal of Interdisciplinary Research (IJIR)
Vol-2, Issue-6, 2016
ISSN: 2454-1362, http://www.onlinejournal.in

6. Conclusion Teachers need to be trained in colleges on media

literacy,
Social justice can be installed by providing an
• to employ new technologies in classrooms
adequate and appropriate universal education. This
universal education is based on universal ethical • to understand stereotyped media products
values as well as emphasizing adherence to local and the underlying ideologies with which they are
traditions and openness to tolerance and dialogue constructed.
with others. Globalization and universality are
• to use media technologies efficiently to
positive concepts as long as local identities are
produce one’s own messages in order to become
preserved and willingness to engage in dialogue to
subjects, not mere objects within the media culture.
establish acquaintance with other cultures, nations
and traditions for collaboration is accomplished. Parents: Age 0-6 is the most crucial period for
child development. Parents need to acknowledge that
The media shall contribute to the education of
everything seen, heard, experienced during this
children by promoting programs in which social
period will be permanently engraved in children’s
norms and traditions are emphasized (Gülen, 2011).
memories and shape their personalities. Introducing
The media is a powerful tool and it employs a variety
the media technologies to the children early does not
of methods enriched by the technology that can
have any benefits, on the contrary may be harmful
address different faculties of individuals. The media
for the children’s development (Semali, 2003;
has become a critical force in shaping social value
Strasburger, 2009).
systems.
Experts have not been suggesting children to have
There is a common fear that audio-visual and
a computer with an internet connection in their
digital media materials spread foreign culture and
rooms (Strasburger, 2009). Controlling children’s
eventually obliterate local cultures and traditional
media usage become virtually impossible with the
values (HDR, 2004). There are many problems
introduction of smart phone technologies. Only
associated with the globalization of media. The main
practical solution to decrease mobile media harms lie
concern is about the possible cultural swamping of
in late introduction and moral equipment of children
indigenous traditions by global ideologies, or the
in early ages within the family environments. Parents
alien cultural ideas on human minds and hearts. In
also need to stop using audio-visual media as an
the case of children the impact reaches its height,
electronic nanny.
because of their innocence (Davies, 2002).

Since global media producers are too powerful to 7. References

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• to limit foreign programs screened
• to stipulate certain percentage of
educational children’s programs to be aired
• to screen programs to raise cultural
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