Ever since the Lumière brothers showed the first film in 1896, the public has enjoyed a fascination and a respect for cinema. Although teaching a language was not the initial purpose for which movies were produced, foreign films today hold much potential as language learning tools (Garrity 1987).

One rationale for a place for films in the foreign language curriculum can be found in Krashen's(1982) Monitor Theory of second language acquisition. According to the theory of "comprehensible input," learners acquire new structures when they are exposed to language that is a little beyond their current level of competence, but which is comprehensible through some context. The visually and orally authentic character of foreign language films gives students a rich and varied context in which to learn the target language.

The current availability of foreign film videos has made it much easier for teachers to incorporate authentic language into their curriculum. However, teachers that show foreign films in the classroom may risk alienating students since many times the vocabulary and grammar structures are over the students' heads. One solution to this dilemma is for teachers to spend days preparing students with necessary vocabulary and grammar exercises in hopes that they will be able to follow the film (Hennessey 1995, Garrett 1991). Another option is to show the film with the English subtitles left on the bottom of the screen. This way, teachers guarantee that comprehension takes place.

On the other hand, an interactive multimedia program that allows video and computer-generated information to be displayed at the same time can be used as a supplement to a foreign language film. Information such as text (sub-titles in the target language) and a dictionary offer tremendous resources to language learners who are watching the film. In addition, through computer activities and exercises, students can control the order, manner, pace and the type of learning that take place while viewing a foreign language film.

The overarching concern of teachers who use foreign language films in their classroom is how to enhance students' second language proficiency. Multimedia technology could be an effective way to accomplish this goal and an approach to language learning whose potential needs to be explored.