We all hit a wall sometimes when it’s time to write — and this week that wall reminded me of something simple but fundamental:
Movies in the Spanish classroom aren’t just “fun filler.”
They are an intentional instructional choice.
So let’s talk about how I actually decide what movies are worth my students’ time, and what makes a film great for language learning — especially in a Spanish classroom environment.
Step One: I Watch the Entire Film — Without Teacher-Brain First
I never evaluate a new film in “teacher mode” on the first viewing.
I simply watch it.
And then I ask myself:
How did it make me feel?
Did anything stay with me the next day?
Did I want to talk about it with someone?
Would I genuinely recommend this to a friend?
If the answer is no — then it doesn’t make it past this stage.
For Spanish II and up, if I don’t feel something — I don’t teach it.
This one rule alone has prevented so many mediocre teaching experiences.
Step Two: Emotional Impact = Memory
When a film makes my students laugh
or cry
or sit quietly with something hard or beautiful…
…their brains are forming real emotional connections.
Emotion creates retention.
Step Three: Is There Cultural Substance?
I don’t show English-language films “dubbed” into Spanish.
That feels like removing the heart of the culture.
I want the real Spanish-speaking world to enter the room with us — not a re-voiced imitation of something created in English-speaking Hollywood.
Authentic film = authentic connection.
Step Four: Is There Language Worth Recycling Later?
When I transcribe for my vocabulary quizzes — I’m looking for:
- useful, reusable structures
- phrases that can anchor future communication
- language that becomes scaffolding
This is how my students end up spontaneously using new phrases from Coco… two units later.
And:
I’ve experienced about 85% greater vocabulary retention with film-based instruction vs. traditional textbook vocabulary lists.
(I think next week’s blog might need to be: Film > Textbook?)
Final Filter: Does the Film Have a Message?
Ultimately — I choose films that have something to say.
A message.
A human truth.
A cultural insight.
Something worth wrestling with — even as a teenager.
Because when students form opinions — when they ask questions — when they debate — they are thinking in Spanish in real time.
These are the boxes I check before I ever press play:
- Did the film move me?
- Did it stay in my mind after watching?
- Would a real person (not just a teacher) recommend it?
- Does it build authentic cultural connection?
- Will my students feel something?
If the answer is yes — then the movie becomes part of our curriculum.
And that’s when magic happens.
