Het gebruik van films in het vrijescholenonderwijs

Abstract

This study explores how Dutch Waldorf secondary school EFL teachers (grades 7–12, havo and vwo) use film in their classrooms. Focusing on teacher perspectives, film selection, and pedagogical integration, it examines intersections and tensions between Waldorf principles and general film pedagogy. Based on eight interviews, analysis of teaching materials, and a review of school ethos, the research finds that teachers value film for its ability to engage students, provide meaningful content, and foster thematic depth. Their approaches consistently reflect Waldorf ideals, balancing language learning with holistic development. Key themes include social awareness, responsibility, and personal growth, while cultural competence is acknowledged but less emphasised. Media literacy, however, is rarely addressed, revealing a gap where Waldorf values could be aligned with contemporary educational demands. Overall, film is seen not only as a tool for language acquisition but also as a medium to nurture broader human and social development.