<![CDATA[This study explored how English learning and pedagogical practices were represented in Dead Poets Society, focusing on the film’s multimodal combination of dialogue, visual scenes, classroom activities, and teacher-student interaction. A qualitative design was employed using qualitative content analysis and multimodal interpretation. Selected scenes were identified, coded, categorized, and interpreted in relation to student-centered learning, literature-based language learning, critical thinking, learner autonomy, and teacher-student relationships. The findings showed that the film represented English learning as more than linguistic knowledge, involving interpretation, personal expression, critical reflection, and learner agency. The analysis also revealed tensions between progressive and traditional educational models. The study concludes that Dead Poets Society can serve as a valuable multimodal resource for English Language Teaching and teacher education. However, its use requires structured learning activities, teacher guidance, and critical discussion to connect cinematic representations with contemporary pedagogical practices and meaningful classroom learning experiences in diverse educational contexts today.]]>
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