clipflair conference book of abstracts

BOOK OF ABSTRACTS

Facultat de Traducció i d’Interpretació

Universitat Autònoma de Barcelona

2

CREDITS

scientific committee

Conceição Bravo, UALG Frederic Chaume, UJI Anna Matamala , UAB Laura Incalcaterra McLoughlin, NUIG Josélia Neves, IPLeiria Carmen Pérez, UPF Vera Lúcia Santiago Araújo, UOL Nikos Sifakis, EAP Noa Talavan, UNED Robert Vanderplank, OU

steering committee

Helena Casas-Tost, UAB Anabel Galán-Mañas, UAB Lucía Molina, UAB Patricia Rodríguez-Inés, UAB Lupe Romero, UAB Sara Rovira, UAB Stavroula Sokoli, UPF Olga Torres-Hostench, UAB Patrick Zabalbeascoa, UPF

volunteers

Liu Shiyang Yidi Deng Yuting Wu Jingya Sun Yuan Zhang Jingting Wang Fundació Catalana Síndrome de Down

contact

[email protected] http://clipflair.net/

http://clipflair.net/

http://goo.gl/jOXjYi

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CONTENTS

MAPS ............................................................................................................................................................ 4

map of the Facultat de Traducció i d’Interpretació .................................................................................. 5

PROGRAMME ............................................................................................................................................... 6

wednesday, 18 june 2014 ........................................................................................................................ 7

thursday, 19 june 2014 ............................................................................................................................. 9

ABSTRACTS ................................................................................................................................................. 11

plenary sessions ................................................................................................................................. 12

workshops .......................................................................................................................................... 15

roundtable .......................................................................................................................................... 21

oral presentations ............................................................................................................................. 24

LIST OF PARTICIPANTS ................................................................................................................................ 70

NOTES ........................................................................................................................................................ 73

4

MAPS

5

MAP OF THE FACULTAT DE TRADUCCIÓ I D’INTERPRETACIÓ

6

PROGRAMME

7

PROGRAMME

WEDNESDAY, 18 JUNE 2014

9:30-10:00 Registration (Hall of the Faculty of Translation and Interpreting)

10:00 - 10:30

WELCOME Room 2

Lluís Quintana Vice-Rector International Relations

UNIVERSITAT AUTÒNOMA DE BARCELONA

Neus Lorenzo Head of the Foreign Languages Service

EDUCATION DEPARTMENT GOVERNMENT OF CATALONIA

Laura Santamaria Dean of the Faculty of Translation and

Interpreting UNIVERSITAT AUTÒNOMA DE BARCELONA

Patrick Zabalbeascoa ClipFlair project Leader

UNIVERSITAT POMPEU FABRA

10:30 - 11:15

Plenary session Room 2

Chair: Patrick Zabalbeascoa

Language learner autonomy and multi-modality David Little – Trinity College, Dublin, Ireland

11:15 - 11:45 Coffee break Japanese garden

11:45-12:45 Audiovisuals in language learning

Room 1

Chair: Agnieszka Szarkowska ICT in language learning

Room 4

Chair: Rocío Baños

Translation & language learning

Room 27

Chair: Jorge Díaz Cintas

Session 1

Subtitle modifying in the lab, or “Involve me and I learn”

Mariella De Meo & Emilia Di Martino

Closed captions toward an opening of the text? Experimental results in Franco-Arabic language and literature teaching/learning

Marie-Dominique Marcant

The creation of interlingual subtitles: a method of improving foreign language skills

Liana Muthu

Audio-description and media literacy in foreign language acquisition. Un modelo integrador de cine y audiodescripción para el aprendizaje de lenguas extranjeras: Los abrazos rotos (Almodóvar)

Carmen Herrero & Manuela Escobar

Classroom digitization and digital language learning: practices in two 1x1 schools in Catalonia

Boris Vázquez Calvo & Daniel Cassany

Largometrajes y cortometrajes de autor en la enseñanza del español a italófonos. Reflexiones teóricas y propuestas prácticas

Beatrice Garzelli

El empleo de software de traducción audiovisual en la enseñanza de segundas lenguas

Juan José Martínez Sierra

Ø Ø

8

18 June 2014 [Cont.]


Room 1

Chair: Marga Navarrete

Audiovisuals in language learning

Room 4

Chair: Ela Gajek

ICT in language learning

Room 27

Chair: Dorothy Ni Uigin

Session 2

ClipFlair activities: creativity in L2 Romanian corpora

Anamaria Radu & Alexandra Cotoc

iCap-Intralingual captioning in foreign language education to enhance writing skills and vocabulary acquisition with the help of ClipFlair Noa Talaván, Jennifer Lertola & José Javier Ávila-Cabrera

Technology enhanced collaboration as an extension of the language-learning environment

Sara Valla & Gillian Mansfield

¿Debe ser feminista la enseñanza de segundas lenguas? Alfabetización audiovisual y perspectiva de género

Natalia Contreras de la Llave

Using ClipFlair across classrooms: text production and translation in a plurilingual context

Rebecca Walter & Elena Voellmer

Phonology in e-learning: speech analysis tools, multimediality and podcasts

Carmela Dell’Aria & Laura Incalcaterra McLoughlin

Translectures – Transcription and translation of video lectures Maria Gialama, Davor Orlic, Rachel Spencer & Yota

Georgakopoulou

Audiovisual translation as a new educational approach: intralingual and interlingual subtitling to learn a second language’

Betlem Soler Pardo & Gloria Torralba Miralles

Multimodal learning. Evaluating attitudes towards ClipFlair language learning platform

Cristina Varga & Anamaria Bogdan

13:45-15:00 Lunch break

15:00-16:15 Workshop 1 Rooms C & D

Exploiting audiovisual materials by genres in foreign language teaching Description: (a) Choosing and exploiting audiovisuals by genres according to competences and learning aims, (b) The basics for creating and editing audiovisual clips.

Lupe Romero, Patricia Rodríguez-Inés, Anabel Galán-Mañas & Marga Navarrete

16:30-18:00 Workshop 2 Room B

Creating captioning activities in ClipFlair Studio Description: (a) Basic conventions for subtitling, spotting, splitting, measuring, timing, (b) how to adapt conventional activities to audiovisual format and (c) how to adapt the same video material for different activities, levels and languages.

Rocío Baños & Jennifer Lertola

21:00

Conference Dinner

Restaurant Can Culleretes

9

THURSDAY, 19 JUNE 2014

9:30-10:15

Plenary session Room 2

Chair: Patrick Zabalbeascoa

Fostering the development of communicative competence in foreign languages through translation: a new approach? Olga Esteve - Universitat Pompeu Fabra & María González Davies - Universitat Ramon Llull


Room 1

Chair: Mari Luz Guenaga

Translation & Language learning

Room 4

Chair: Kristiina Rebane

Audiovisuals in language learning

Room 27

Chair: Kriistina Tedremaa

Session 3

The use of audiovisual materials as a way to reinforce listening skills in the EFL classroom

Pilar González Vera & Ana Hornero Corisco

Reverse Subtitling Practice in the Foreign Language Classroom: a Pilot Study

Ragni Valentina

Investigating the effects of producing subtitles for TV series on language learning

Micol Beseghi

Audiovisual Translation in Teaching Foreign Languages: the use of Re-voicing to Improve Fluency and Pronunciation in Spontaneous Conversation

Alicia Sánchez Requena

Fostering new L2 word recall through word writing or word typing?

Eyckmans June

Reverse dubbing and subtitling: raising pragmatic awareness in Italian ESL learners

Jennifer Lertola & Cristina Mariotti

Babelium Project, a Rich Internet Application (RIA) for interactive speaking practice, collaborative assessment and video-exercise sharing Silvia Sanz-Santamaría, Juanan Pereira & Julián Gutiérrez

Ø Audio description as a tool to improve lexical and phraseological competence in foreign language learning

Ana Ibáñez Moreno & Anna Vermeulen

11:15-11:45 Coffee break – Meet the engineer George Birbilis Japanese garden

10

19 June 2014 [Cont.]

11:45-12:45 ICT in language learning Room 4

Chair: Josélia Neves

Audiovisuals in language learning Room 27

Chair: Conceição Bravo

Session 4

Strategies for creating engaging blended learning environments by incorporating multiple representations of content - An exploratory study

Cristina Felea

Learning Catalan through captioning in a multilingual context

Cristina Varga

Using Blackboard Collaborate in language teaching – Avoiding the pitfalls and reaping the benefits

Dorothy Ní Uigín

Assistive technology & audiovisual translation. Combined solutions in higher education

Emmanouela Patiniotaki

The eTwinning Experience: Europe in the classroom Marta Pey Pratdesaba

Innovation in Language Learning: Multimodal Approaches Rosa M. Estrada García

12:45-13:45

Round table (moderators: Stavroula Sokoli & Patrick Zabalbeascoa) Room 1

Where we are and where we are going. State of the art and future perspectives Laura Incalcaterra McLoughlin, Noa Talaván, Thanasis Hadzilacos & Jennifer Lertola

13:45-15:00 Lunch break

15:00-16.15 Workshop 3 Room C

Creating revoicing activities in ClipFlair Studio Description: (a) Basic conventions for dubbing, voice over, etc., (b) adaptation of activities and reuse of materials (how to adapt conventional activities to audiovisual format and (c) how to adapt the same video material for different activities, levels and languages.

Cristina Varga & Agnieszka Szarkowska

16:30-18:00 Workshop 4 Room D

ClipFlair Studio for advanced users Description: (a) Beyond dubbing and subtitling: exploring the possibilities of CF activities (b) Hints and tips for the CF Studio (c) How to make the most out of CF Social

Stavroula Sokoli & Noa Talaván

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ABSTRACTS

Ordered by presentation type

Plenary sessions

Workshops

Roundtables

Oral presentations

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from 12 to 14

pages

plenary sessions

plenary sessions

13

David Little

Trinity College Dublin, Ireland

Language learner autonomy and multi-modality

Abstract

The most successful language learning environments are those in which, from the beginning,

the target language is the principal channel of the learners’ agency: the communicative and

metacognitive medium through which, individually and collaboratively, they plan, execute,

monitor and evaluate their own learning. This claim arises from an understanding of language

learner autonomy that is shaped by three considerations. First, learners know what it is to be

autonomous from their lives outside the classroom; thus our task as teachers is not to convert

them to autonomy, but to find ways on focusing their existing capacity for autonomous

behaviour on the business of language learning. Secondly, we do this by giving our learners co-

responsibility for planning, implementing, monitoring and evaluating their learning: processes

in which the collaborative dynamic of the classroom provides a social-interactive frame for the

cognitive-organizational effort of the individual learner. And thirdly, because authentic,

spontaneous language use plays an essential role in effective language learning, we must find

ways of helping our learners to channel their autonomy, or agency, through the target

language from the very beginning.

My presentation will elaborate this view of language learner autonomy with reference to the

dual challenge posed by multi-modality. On the one hand it offers radical alternatives to the

modes of communication by which knowledge has traditionally been accessed, appropriated,

reproduced, and further developed; on the other, it gives enhanced autonomy to learners’

lives outside the classroom.

Bionote

DAVID LITTLE retired in 2008 as Associate Professor of Applied Linguistics and Head of the

School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. His

principal research interests are the theory and practice of learner autonomy in second

language education, the exploitation of linguistic diversity in schools and classrooms, and the

use of the Common European Framework of Reference for Languages to support the design of

second language curricula, teaching and assessment. Starting in 1998, he played a leading role

in the development and implementation of the European Language Portfolio, and he has been

a member of several Council of Europe expert groups.

plenary sessions

14

Olga Esteve Ruescas | María González Davies

Universitat Pompeu Fabra, Spain | Universitat Ramon Llull, Spain

Fostering the development of communicative competence

in foreign languages through translation: a new approach?

Abstract

Translation is usually considered as a one to one correspondence between languages that

facilitates occasional hasty understanding. Translation, however, can become an explicit

learning tool that enriches foreign language learning in different ways and for different

reasons.

Bionotes

OLGA ESTEVE RUESCAS was a teacher of German as a foreign language in the Official School of

Languages in Barcelona (Drassanes) for 16 years. Currently, she is a lecturer at the Faculty of

Translation and Interpretation (Universitat Pompeu Fabra). She holds a PhD in Education. Her

main areas of research are foreign language learning processes, especially with respect to self-

regulated learning, Integrated Treatment of Language and learning languages from the

perspective of competence. She combines research with classroom practice and teacher

training.

Dr. MARIA GONZALEZ DAVIES is a lecturer in the Department of Foreign Languages and

Education at the Faculty of Psychology, Education and Sport Sciences Blanquerna at the Ramon

Llull University in Barcelona. She previously worked as a teacher of English and Translation in

Primary Education, in the School of Modern Languages (University of Barcelona), where she

co-directed the English Department, and at the University of Vic, where she was Head of the

Translation Department. She has published widely on translation and language learning.

15

from 15 to 20

pages

workshops

workshops

16

Lupe Romero | Patricia Rodríguez-Inés | Anabel Galán-Mañas | Marga Navarrete

Universitat Autònoma de Barcelona, Spain | University College of London, UK

Exploiting audiovisual materials by genres in foreign language teaching

Description

Choosing and exploiting audiovisuals by genres according to competences and learning

aims,

The basics for creating and editing audiovisual clips.

Bionotes

Dr. LUPE ROMERO holds a PhD in Translation Studies and is a lecturer at the Faculty of

Translation and Interpreting of the Universitat Autònoma de Barcelona (Spain). She has

worked as a professional translator. At present, she is the coordinator of the degree in

Translation and Interpretation and she teaches Italian for Translators and Theory of

Translation at the UAB. Her research interests focus on audiovisual translation, the acquisition

of translation competence, language teaching for translators (Italian) and ICTs applied to

second- language teaching. She is member of PACTE research group (Process in the Acquisition

of Translation Competence and Evaluation), she has participated in several Spanish funded

projects and in Internationals and EU funded projects. She is the responsible for the Spanish

partner in the ClipFlair project. http://gent.uab.cat/luperomero/.

Dr. PATRICIA RODRÍGUEZ-INÉS holds a PhD in Translation Studies, and is a lecturer at the

Faculty of Translation and Interpreting of the Universitat Autònoma de Barcelona (UAB). Her

research interests include the use of ICT tools to improve translation teaching, the use of

corpus methodology in Translation Studies, and empirical and experimental research in

translation competence. She teaches general and specialised translation from English to

Spanish and viceversa, translation technologies, and corpus linguistics applied to translation.

She is a member of the ClipFlair project and has designed and piloted several translation-

related activities using ClipFlair Studio. http://pagines.uab.cat/patricia_rodriguez_ines/

Dr. ANABEL GALÁN-MAÑAS holds a PhD in Translation, Interpreting and Intercultural Studies,

and is a lecturer at the Faculty of Translation and Interpreting of the Universitat Autònoma

(UAB). She has worked as a profesional translator in different language combinations. At

present she teaches general and technical translation from English into Spanish at the UAB.

Her research interests focus on translation competence acquisition, accessibility in audiovisual

learning materials and blended learning. She is a member of PACTE research group and of

ClipFlair Project, for which she has designed and piloted several activities for learning

Portuguese.

http://gent.uab.cat/luperomero/

http://pagines.uab.cat/patricia_rodriguez_ines/

workshops

17

Ms MARGA NAVARRETE teaches Spanish as a Foreign Language at Imperial College and

Translation at University College London. She holds a BA in Filología Inglesa from the

University of Seville, an MA in the Teaching of Modern Languages and a Certificate in Online

Education Training (OET) both from the Institute of Education, London. She also holds a post-

graduate Certificate of Advanced Study in Learning and Teaching (CASLAT) from Imperial

College. Her research interests include teacher training, e-learning and the application of

audiovisual translation for language learning. She has given workshops, presented papers at

conferences and delivered distance courses in e-learning and in the application of technology

for language learning aimed at teachers. She has also published resources for the training of

academics in online education using learning object creators (LOCs) at the Subject Centre for

Languages, Linguistics and Area Studies (LLAS) website. Currently she is working on the

ClipFlair project, designing and piloting audiovisual tasks for language learning. She has also

run workshops for teachers and students to promote language learning among school students

as part of the department’s participation with Routes into Languages.

workshops

18

Rocío Baños | Jennifer Lertola

University College of London, UK | National University of Ireland

Creating captioning activities in ClipFlair Studio

Description

Basic conventions for subtitling, spotting, splitting, measuring, timing,

how to adapt conventional activities to audiovisual format,

how to adapt the same video material for different activities, levels and languages.

Bionotes

ROCÍO BAÑOS is Lecturer in Translation at the Centre for Translation Studies at UCL, where she

teaches Audiovisual Translation and Translation Technology. She holds a PhD from the

University of Granada, focused on spoken Spanish in dubbed and domestic situation comedies.

Her main research interests lie in the fields of Translation Technology, Localisation and

Audiovisual Translation. She is also interested in the study of Spanish colloquial conversation,

its teaching and its imitation in fictional dialogue. She is currently involved in projects focused

on the integration of technology in Audiovisual Translation and on the use of Audiovisual

Translation for foreign language learning (ClipFlair). She has worked both as an in-house and

freelance translator.

JENNIFER LERTOLA, PhD, is an e-tutor of the Diploma in Italian Online at the National

University of Ireland, Galway where she has been teaching Italian since 2006. She is a member

of the EU-funded project “ClipFlair. Foreign Language Learning through Interactive Captioning

and Revoicing of Clips” (2011-2014). Her main research interests include teaching Italian as a

foreign/second language, audiovisual translation, second language vocabulary acquisition and

online education.

workshops

19

Cristina Varga | Agnieszka Szarkowska

Universitatea Babeș-Bolyai, Romania | University of Warsaw, Poland

Creating revoicing activities in ClipFlair Studio

Description

Basic conventions for dubbing, voiceover, etc.,

adaptation of activities and reuse of materials (how to adapt conventional activities to

audiovisual format and (c) how to adapt the same video material for different

activities, levels and languages.

Bionotes

CRISTINA VARGA, PhD, is an assistant professor of Modern Languages Department at

Universitatea “Babeș-Bolyai” in Cluj-Napoca where she teaches Audiovisual translation

(subtitling, localization, voice-over) and Terminology. Her areas of work and research include

audiovisual translation, localization, discourse analysis, corpus-based linguistics, creation and

management of multilingual corpora, machine translation, and terminology. She is a

collaborator of the Pompeu Fabra University, Barcelona, where she teaches in an Audiovisual

translation MA program. She also works as a freelance subtitler and certified translator.

AGNIESZKA SZARKOWSKA, PhD, is an assistant professor at the Institute of Applied Linguistics,

the University of Warsaw. She is the founder and head of the Audiovisual Translation Lab (AVT

Lab, www.avt.ils.uw.edu.pl). Her main research interest is audiovisual translation, especially

subtitling for the deaf and hard of hearing and audio description. Her recent research projects

include an eyetracking study on subtitling for the deaf and hard of hearing, multilingualism in

subtitling, audiodescription in education, text-to-speech audio description, and audio

description to foreign films. She is a member of European association for Studies in Screen

Translation (ESIST), European Society for Translation Studies (EST) and an honorary member of

the Polish Audiovisual Translators Association (STAW). She also works as a freelance subtitler

and certified translator.

http://www.avt.ils.uw.edu.pl/

workshops

20

Stavroula Sokoli | Noa Talaván

Universitat Pompeu Fabra | Universidad Nacional de Educación a Distancia

ClipFlair Studio for advanced users

Description

Beyond dubbing and subtitling: exploring the possibilities of CF activities

Hints and tips for the CF Studio

How to make the most out of CF Social

Bionotes

STAVROULA SOKOLI, PhD, is a researcher on Audiovisual Translation and Language Learning

and has published over 20 articles on the subject. She has set up and coordinated the EU-

funded projects “Learning via Subtitling” <http://levis.cti.gr> and “ClipFlair. Foreign Language

Learning through Interactive Revoicing and Captioning of Clips” <www.clipflair.net>. She also

collaborates with the Academic and Research Excellence Initiative in Greece

<http://excellence.minedu.gov.gr>. Stavroula teaches Spanish at the Hellenic Open University

and gives subtitling courses at the Universitat Pompeu Fabra and the Universitat Autònoma de

Barcelona, as well as working as a subtitler and interpreter.

Dr. NOA TALAVÁN holds a senior lecturer position in the Foreign Languages Department of the

Universidad Nacional de Educación a Distancia (UNED), Spain, where she teaches mainly in the

areas of Translation, English for Specific Purposes and CALL (Computer-Assisted Language

Learning). Her main fields of research are audiovisual translation, mobile learning and foreign

language education. She is currently taking part in two research projects: a national project

called SO-CALL-ME on Mobile Learning Applications in Language Learning (as part of the ATLAS

group) and a European project—Lifelong Learning Program—called ClipFlair, Foreign Language

Learning through Interactive Revoicing and Captioning of Clips (as an associate partner). She is

also an official translator (English-Spanish) and holds a position as secretary of a Masters

course on ICTs and Language Learning and Processing.

http://www.clipflair.net/

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from 21 to 23

pages

roundtable

roundtable

22

Laura Incalcaterra McLoughlin | Noa Talaván | Thanasis Hadzilacos | Jennifer Lertola National University of Ireland | Open University of Cyprus | Universidad Nacional de Educación a Distancia, Spain

Where we are and where we are going. State of the art and future perspectives

Bionotes

LAURA INCALCATERRA MCLOUGHLIN, PhD, is a lecturer at the National University of Ireland,

Galway, co-director of the MA in Advanced Language Skills and coordinator of the online

Diploma in Italian. Her research interests include applied linguistics and audiovisual translation

in language teaching and learning. She has published widely on language teaching

methodology, language and new technologies and subtitling in language teaching and

translator training. She has presented numerous papers at many international conferences.

She won the European Language Label in 2008 and 2009.











THANASIS HADZILACOS is Professor of Information Systems and member of the Governing

Board at the Open University of Cyprus; member of the Cyprus National Scientific Council.

Formerly Dean of the School of Science and Technology at the Hellenic Open University where

he was Associate Professor of Software Engineering, and directed the Open and Distance

Laboratory for Educational Material and Methodology. Educated at Harvard, had industrial

experience before his PhD in Database theory (U Patras). At the research academic Computer

Technology Institute in Patras, Greece (1986-2007), he directed the Educational Technology

and e-Learning Sectors, and R&D Unit “Applied Information Systems”. Has taught at the

Universities of Patras and Thessaly in Greece; visiting professor at the University of Toronto

(2010-11). During 1996-2001 he designed and managed the Greek national project “Odysseia”

for the utilization of ICT in schools. He has served in international bodies (working groups of

the Council of Europe and E.U. DG Education and Culture). He has published over 80 papers in

international journals and conferences, including a chapter on “Teaching and Learning in the

Communication Society” published by the Council of Europe. He has coordinated and

participated in over 40 R&D projects funded by the E.C. and national research bodies. His

roundtable

23

research interests in educational technology relate to m-learning, distance education, internet-

related dangers and system design for non-standard applications. His real interest is people,

and has recently completed an M.A in Theology at HOU. He hikes in mountains and runs the

Marathon.






online education.

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from 24 to 69

pages

oral presentations

oral presentations

25

Micol Beseghi

University of Parma, Italy

Investigating the effects of producing subtitles for TV series on language learning

Abstract

The aim of this paper is to describe a pedagogic experiment carried out in a language and

translation course (Lingua e Traduzione Inglese) at the University of Parma to test the effect of

producing subtitles on students’ learning, hence on the validity of audiovisual translation both

as a translation learning tool and as a language learning tool. Subtitling as a task that involves

the actual addition of subtitles to a clip by students can have a remarkable impact on the

improvement of a number of skills, ranging from translation to the acquisition of linguistic and

socio-cultural knowledge (Díaz Cintas 2008). The didactic project was carried out with a class

of university language students, who were asked to engage in multimodal activities concerning

the production of interlingual subtitles for a variety of TV series (e.g. Grey’s Anatomy, Gossip

Girl, Criminal Minds, The Big Bang Theory, Scrubs, etc.). Using the software Subtitle Workshop,

students translated the episodes trying to deal with issues such as the rendering of idiomatic

expressions, slang, taboo language, language variation (idioms, dialects, sociolects),

multilingualism, and the translation of humour and cultural references, thus making the most

of their linguistic and cultural knowledge. The findings of this project suggest that subtitling

activities can lead to significant benefits: first of all, motivation and engagement are

promoted, because students are given the possibility to translate episodes of their favourite

TV programmes. Secondly, the wide range of the audiovisual materials has important

pedagogical implications, because students, by translating medical dramas, crime, legal and

science fiction series, are presented with a variety of fields and deal with many different

specialized languages. Finally, the production of subtitles is a realistic task that can be

performed both inside and outside the classroom context, as a type of activity that helps

develop learners’ autonomy and reflects their interests.

References Díaz Cintas, J. (2008) “Teaching and learning to subtitle in an academic environment.” In Jorge Díaz Cintas (ed.) The

didactics of audiovisual translation, 89-103. Amsterdam & Philadelphia: John Benjamins.

Bionote

Dr MICÒL BESEGHI is currently a contract lecturer in English at the University of Parma. She

holds a PhD in Comparative Languages and Cultures from the University of Modena and Reggio

Emilia. Her main research interests and publications concern audiovisual translation,

translation teaching and autonomy in language learning.

oral presentations

26

Natalia Contreras de la Llave

Centro Superior de Idiomas de la Universidad de Alicante, Spain

¿Debe ser feminista la enseñanza de segundas lenguas?

Alfabetización audiovisual y perspectiva de género

Abstract

Proponemos una comunicación cuyo objetivo es defender que la alfabetización audiovisual y el

análisis fílmico desde una perspectiva de género, aplicados a una serie de actividades

didácticas audiovisuales dirigidas principalmente al desarrollo de la competencia intercultural,

no sólo promueven un avance de las destrezas lingüísticas sino que fomentan la superación de

prejuicios y estereotipos sexistas en el ámbito del aprendizaje de idiomas. Según el Marco

Común Europeo de Referencia para las lenguas, la actividad comunicativa de los estudiantes

de idiomas se ve afectada también por factores individuales relacionados con su personalidad

y caracterizados por las actitudes, las motivaciones, los valores, las creencias, los estilos

cognitivos y los tipos de personalidad que contribuyen a su identidad personal”. Lo que el

MCER denomina “saber ser” exige por parte del profesorado promover la capacidad y la

voluntad de relativizar “la propia perspectiva cultural y el propio sistema de valores

culturales”. Asimismo, el Plan Curricular del Instituto Cervantes fija como uno de los objetivos

del profesorado de idiomas “colaborar en el desarrollo de actitudes y valores con respecto a la

sociedad internacional, como el pluralismo cultural y lingüístico, la aceptación y la valoración

positiva de la diversidad y de la diferencia, el reconocimiento y el respeto mutuo”. Es decir,

desde numerosas instituciones y documentos que promueven la enseñanza y adquisición de

segundas lenguas y lenguas extranjeras, se señala la necesidad del desarrollo de la llamada

competencia intercultural a través de numerosos contenidos transversales en el aula, lo que

conlleva también una necesidad de abordar y combatir los estereotipos de género que

aparecen en numerosos materiales didácticos. La relevancia de la imagen en la sociedad actual

“cada vez más visual y globalizada, y en la cual los medios de comunicación constituyen ya no

el cuarto poder, sino el instrumento más poderoso para la plasmación, formación y control del

imaginario social” (COLAIZZI, 2007), hace que sea más necesario que nunca abordar desde

todos los ámbitos posibles (y especialmente desde el ámbito educativo) la alfabetización

audiovisual y el desarrollo de la capacidad para leer y descifrar los códigos ideológicos del cine.

Nuestro objetivo es demostrar que un material didáctico consistente a través del análisis

fílmico feminista- en el ámbito del aprendizaje de idiomas, donde el alumnado aprende a

relativizar cada día los espacios simbólicos que rodean su propia identidad cultural- supone un

paso adelante para la igualdad.

Bionote

NATALIA CONTRERAS DE LA LLAVE has been a teacher of Spanish Language and Literature at

the Modern Language Centre of the University of Alicante for 15 years and was Associate

Professor at the Translation Department of the UA, teaching Italian Language and Translation.

She belongs to the ACQUA Research Group (Second and Foreign Language Acquisition

Research), coordinated by Dr. Susana Pastor Cesteros. Her research interests focus on gender

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studies and the use of film as a didactic tool, a factor wich is often reflected in her approach in

her work as a teacher trainer in several courses for teachers of Spanish as a Foreign Language.

She has also taught different courses on film and gender perspective for a number of

institutions and was a member of the Editorial Board of the research journal Quaderns de cine

of the University of Alicante. As a translator, she has specialized in audiovisual translation,

working for a variety of agencies and film festivals since 1997, translating, subtitling and

syncronizing more than a hundred movies. In 2013 she was Visiting Professor at the Foreign

Language Department in the University of Udine (Italia), with a series of lectures on "Film and

Intercultural Dimension in the learning of foreign languages".

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Mariella De Meo | Emilia Di Martino

Università di Salerno, Italy | Università Suor Orsola Benincasa, Italy

Subtitle modifying in the lab, or “Involve me and I learn”

Abstract

The presenters will relate an experiment carried out with a class of second year

undergraduates focusing on the re-subtitling of the recent film by Lasse Hallström “Salmon

fishing in the Yemen” by means of WinCaps (from SysMedia). They will argue that re-working a

subtitled product through a hands-on attempt to (1) de-construct the language used in the

‘official’ subtitles and (2) reshape it with the aim of adding to it the traces of the

accents/cultures clash which characterised the original film has a crucial potential to help the

learner to acquire deeper awareness of the phenomenon of language variation. Furthermore,

issues related to the intersemiotic transfer of culture-bound language in subtitling will be

addressed in order to focus on their relevance in the delineation of characters and of the

interaction that occurs between them.

Bionotes

MARIAGRAZIA DE MEO is a researcher in English language and linguistics at the University of

Salerno (Italy). She holds an MA in Translation Studies from the University of Warwick (UK) and

teaches English at the Faculty of Scienze della Formazione. Among her publications is a book

on phraseology and corpus linguistics. Her areas of interest are also sociolinguistics,

pragmatics and language teaching. More recently her research has focused on audio-visual

translation, subtitling of culture-bound language, adaptation and language censorship.

EMILIA DI MARTINO is a researcher in English language and linguistics at the University of

Naples Suor Orsola Benincasa (Italy). She holds an MA in Education from the University of East

Anglia (UK) and a PhD in ESP from the University of Naples Federico II. She is the author of

monographs, book chapters and journal articles dealing with Applied linguistics, English for

Special Purposes, translation criticism and translation pedagogy. Her recent research work

focuses on translation ethics.

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Carmela Dell’Aria | Laura Incalcaterra McLoughlin

Università degli Studi di Palermo, Italy | National University of Ireland

Phonology in E-learning: Speech analysis tools, multimediality and podcasts

Abstract

The presence of the Web and the introduction of immersive and collaborative computer

technology in the teaching of foreign languages can help to re-create a relaxed cognitive

environment and overcome the gap between formal and spontaneous learning. However,

focusing merely on technologies as 'tools' can be restrictive; it is rather more beneficial to

consider the 'mode' in which they help to create a learning environment in which the cognitive

and social aspects of the human - machine interaction (McLuhan, 1964) are intertwined to

form a single operating environment. In this perspective the enveloping multimediality of the

Web stimulates different types of awareness in the various parts of the brain s lowly modifying

processes of perception and cognitive strategies, and submitting them to constant stimuli from

a multimedial habitat naturaliter (Di Sparti, 2011). In this perspective, there is a close

relationship between the grammars of the media, the functioning of the human sensory

systems and the cognitive schemata that influence them. This paper will discuss a trial which

applies collaborative computer technology and multimedial environments to the teaching of

FLs to adults (in particular Italian as a foreign language ), in order to develop and enhance

prosodic and intonational awareness through training in listening /production of sounds and

intonation patterns with the support of speech analysis tools (Dell’Aria, C. & Incalcaterra

McLoughlin, L., 2013) The main hypothesis on which our approach was based, is that

technology normally used in individual training - can in fact maximize opportunities for

immersive group learning (Maragliano, 1998) , by recovering and extending modes of L1

language knowledge in to L2 teaching and learning, in accordance with Krashen’s theory of

natural approach ( 1996). The field of research of this paper is interdisciplinary and involves

both Linguistics and Computer Assisted Language Learning. The field of the experiment

concerns the teaching of Italian as FL in blended learning, therefore halfway between face-to-

face and distance learning, through the integrated use of the perceptive and the instrumental

method in the acquisition of intonation.

References Dell’Aria, C. & Incalcaterra McLoughlin, L. (2013). Developing Phonological Awareness in Blended-learning Language

Courses. In L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past, Looking to the Future.

Proceedings of the 2013 EUROCALL Conference, Évora, Portugal (78-85). Dublin/Voillans: ©Research-publishing.net.

Di Sparti, A. (2011). Digitali nativi e didattica della L2. In Di Sabato, B. & Mazzotta, P. (a cura di), Linguistica e

didattica delle lingue e dell’inglese contemporaneo. Studi in onore di Gianfranco Porcelli , vol. 1, Lecce (349-368).

Pensa MultiMedia Editore.

Krashen, S. M. (1996). The natural approach: language acquisition in the classroom. Highgreen, Northumberland UK,

Bloodaxe Books.

Maragliano, R. (1998). Nuovo manuale di didattica multimediale, Bari, Laterza.

McLuhan, M. (1964). Understanding media, New York, McGraw Hill.

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Bionotes

Dr CARMELA DELL’ARIA, PhD in Modern Literatures and Philological-Linguistic Studies, is

currently a teacher of English/Italian as FL and a specialized teacher for students in special

needs in a secondary school (S.M.S. “R. Franchetti”) in Palermo (Italy). She has been teaching

languages since 1990, working in Italy, UK and Ireland for different institutions. She has been a

contract Professor of CALL (Computer Assisted Language Learning) at the University of

Palermo from 2007 to 2010 where she designed training courses and taught online language

activities in 3D virtual worlds and LMS. She also designed online pilot courses of Italian for the

Duke University (North Carolina, USA) in 2008, the Dublin Institute of Technology (Ireland) in

2010 and the National University of Ireland in 2012-2013. She has published widely on

language teaching methodology, language and new technologies. She has presented papers at

many international conferences. She was the winner of the ASFOL 2011 and contributed to the

NUIG’s win at the European Language Label in 2013. She is interested in Second Language

Pedagogy, her main research interest is CALL, particularly the use of Virtual Worlds and Social

Networks.

LAURA INCALCATERRA MCLOUGHLIN, PhD, is a lecturer at the National University of Ireland,

Galway, co-director of the MA in Advanced Language Skills and coordinator of the online

Diploma in Italian. Her research interests include applied linguistics and audiovisual translation

in language teaching and learning. She has published widely on language teaching

methodology, language and new technologies and subtitling in language teaching and

translator training. She has presented numerous papers at many international conferences.

She won the European Language Label in 2008 and 2009.

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June Eyckmans

Ghent University, Belgium

Fostering new L2 word recall through word writing or word typing?

Abstract

Research on the mnemonic benefits of writing down target words during L2 vocabulary

acquisition has produced rather inconclusive results so far. In this study, we assess the effects

of two different structurally-oriented processing techniques, namely writing vs. typing, on both

receptive and productive word recall. As such it is an adapted reproduction of an experiment

conducted by Barcroft (2007) comparing the effects of word writing vs. fragment writing on

vocabulary learning. In our modified version, 53 Dutch-speaking lower-intermediate students

of Spanish were invited to learn 24 unknown Spanish words on the basis of word-picture pairs

in three learning conditions: (1) copying words by writing, (2) copying words by typing and (3)

a control condition that did not involve copying of the words, but simply required participants

to look at the target lexis. The results of the experiment reveal a significant effect of the

writing condition in the immediate productive test and a significant effect of typing in the

delayed test. These results are discussed in light of the levels-of-processing theory (Craik &

Lockhart 1972), the transfer-appropriate-processing theory (TAP) (Morris et al. 1977) and

Barcroft’s transfer-of-processing-resources-allocation (TOPRA) model for lexical learning

(2000). Our study also included an investigation into whether cognitive-style variables play a

role in the mnemonic benefits of the different processing techniques on trial.

Bionote

JUNE EYCKMANS obtained her PhD at the Radboud University of Nijmegen (the Netherlands)

in 2004 on the methodology of L2 vocabulary assessment. She is currently Lecturer of English

at the department of Interpreting and Communication of Ghent University. Her research

interests include cognitive approaches to foreign language learning and the methodology of

interpreting and translation assessment. She publishes in national and international

journals about foreign language acquisition, translation assessment and interpreting studies.

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Cristina Felea

Babes-Bolyai University, Romania

Strategies for Creating Engaging Blended Learning Environments

by Incorporating Multiple Representations of Content - An Exploratory Study

Abstract

Blended learning has been extensively documented as an efficient approach for transforming

higher education. In its simplest form, as integration of face-to-face and online learning

experiences, the blended approach has been a key factor in the uptake of technology and the

transition to a new educational paradigm. In their turn, Web 2.0 tools and social media have

permeated the boundaries of the academic environment by their fast-growing culture of user-

generated content, multimedia content, sharing, collaboration, and cooperation. In language

education, more and more learning e-content is available in sharing systems and as open

educational resources. In time, such resources have been gradually incorporated in language

courses either as authentic materials for classroom teaching or supplemental materials for

self-paced, autonomous learning. Their role is to create a rich learning environment conducive

to better learner engagement and performance. The present paper draws on the author’s

four-year experience in designing and implementing a wiki-based blended learning course of

English for Academic Purposes for undergraduate students in social sciences. The findings of

the author’s prior investigations are presented, with issues related to its implementation and

factors that influence successful technology adoption especially in relation to the development

of collaborative and independent work skills and students’ engagement behaviour. This paper

focuses on strategies related to designing more engaging learning environments. Drawing on

specialist literature, models of good practice, and on the author’s course design experience,

the influence of incorporating multiple representations of content on student engagement in a

blended learning environment are presented. The findings of an exploratory questionnaire on

the perception of students are analysed to reveal the impact of multimedia enhancements on

student learning performance and engagement. The implications of this study involve some

recommendations to consider when planning and designing course content and an engaging

learning environment. Future research directions are presented.

Bionote

CRISTINA FELEA, Ph.D., is an Associate Professor at the Faculty of Letters of Babes-Bolyai

University, Cluj-Napoca, Romania. As a member of the Department for Foreign Languages for

Specific Purposes (since 1995), she has a broad experience in curriculum and material building,

methodology development and teaching English for (Specific) Academic Purposes to

undergraduate and graduate students in social sciences. Her current didactic and research

interest focus on integrating Web 2.0 technology in teaching and on building a blended

learning environment for full time and distance learning students. With an academic formation

in British/ American literature, she is also a licensed translator, having translated some major

American authors for important Romanian publishing houses. As an authorised translator, she

has expertise in specialist text translation (mostly social sciences) where she works as a

freelancer. She has worked on several national and EC-Funded projects.

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Beatrice Garzelli

Università per Stranieri di Siena, Italy

Largometrajes y cortometrajes de autor en la enseñanza del español a italófonos.

Reflexiones teóricas y propuestas prácticas

Auteur films and short films in Spanish teaching to Italian speakers.

Theoretical reflections and practical proposals

Abstract

La ponencia destaca la importancia del producto fílmico de autor (largometraje y

cortometraje) en la enseñanza del español a estudiantes universitarios italófonos, poniendo en

evidencia las ventajas que ofrece el medio audiovisual en la clase de lengua extranjera. Las

películas y los cortos abren a contextos extralingüísticos que se acercan a la realidad,

sintetizan, resumen y compendian los componentes socioculturales y pragmáticos

favoreciendo la explotación didáctica a través de actividades que desarrollan todas las

destrezas. Además, la traducción para el doblaje y la subtitulación permite una profunda

reflexión sobre las pérdidas que afloran en el paso de una lengua y cultura a otra y sobre las

posibles compensaciones: es así como el docente puede proponer, en algunos casos,

soluciones alternativas con respecto a las elecciones realizadas por los traductores

profesionales. Mediante un rápido recorrido a través de películas dirigidas por grandes

nombres de la filmografía española e hispanoamericana (Arau, Almodóvar, Amenábar) y de

cortometrajes de autor (Calvo, Gil) se presentarán breves, pero significativos ejemplos, de

actividades didácticas basadas en reflexiones teóricas previas. De Como agua para chocolate

(1992), que utilizaremos para comentar las pérdida s en la traducción al italiano del título y de

algunas frases idiomáticas mexicanas a La flor de mi secreto (1995), útil para estudiar la

compleja conservación del humor en otro idioma, hasta llegar a Mar adentro (2004), donde

destacaremos la ausencia del multilingüismo original en la versión italiana doblada y

subtitulada. Los cortometrajes analizados nos ofrecerán la oportunidad, por un lado, de

realizar ejercicios sobre e l guión y la subtitulación intralingüística (Ana y Manuel, 2004), por

otro, de trabajar sobre los cambios de registro: en el caso de Dime que yo (2008), el repentino

paso de un habla vulgar y soez a un lenguaje poético. En resumidas cuentas un itinerario

exhaustivo y rico que demuestra la imprescindibilidad del producto fílmico, como forma de

expresión multimedial, en la didáctica de las lenguas extranjeras.

The paper intends to show the importance of the auteur film or of the short film in the

teaching of Spanish to Italian university students, underlining the advantages of the

audiovisual product in the foreign language classroom.

Films and short films open to extralinguistic contexts which tend to approach reality,

summarize and recap its sociocultural and pragmatic features, thus allowing to create didactic

activities capable of developing all the linguistic skills. Above all, dubbing and subtitling permit

a deep reflection about the losses which appear when switching from one language and

culture to another, and about their possible compensations, sometimes proposing alternative

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solutions with respect to the options of the professional translators. By means of a quick but

rich survey of films directed by famous names of Spanish and Spanish- American filmography

(Arau, Almodóvar, Amenábar) and of short films by important authors (Calvo, Gil) we present a

variety of practical examples of didactic activities based on theoretical reflections. From Como

agua para chocolate (1992), which we use to discuss the loss in the Italian translation of the

original title and of some Mexican idiomatic expressions, to La flor de mi secreto (1995), useful

to reflect on the difficult translation of humour, to end with Mar adentro (2004), in which we

point out the absence of the original multilingualism in the Italian version (both dubbed and

subtitled). The short films analyzed offer the opportunity to devise exercises about the play

script and the intralinguistic subtitling (Ana y Manuel , 2004) as well as to work about the

change of registers, in this case, the rapid switch from a vulgar and rude code to a poetic

language (Dime que yo, 2008). To conclude, this appears to be a rich and exhaustive itinerary

which demonstrates the importance of the audiovisual as a form of multimedia expression in

the didactics of foreign languages.

Bibliography (of the author on the theme) Claudia Buffagni, Beatrice Garzelli, Serenella Zanotti (eds), The Translator as Author. Perspectives on Literary

Translation, Berlino/New York, Lit Verlag, 2011.

Beatrice Garzelli, “Translating cultures: mediation, authorship and the role of the translator”, The translator as

Author. Perspectives on Literary Translation, Claudia Buffagni, Beatrice Garzelli, Serenella Za notti (eds),

Berlino/New York, Lit-Verlag, 2011, pp. 175-180.

Claudia Buffagni, Beatrice Garzelli (eds), Film translation from East to West. Dubbing, subtitling and didactic

practice, Berna, Peter Lang, 2012.

Beatrice Garzelli, “Dal testo letterario al testo f ilmico: Tristana e Como agua para chocolate nell’aula di spagnolo

L2”, Claudia Buffagni, Beatrice Garzelli (eds), Film translation from East to West. Dubbing, subtit ling and didactic

practice, Berna, Peter Lang, 2012, pp. 305-320.

Beatrice Garzelli, “La explotación del cortometraje en la clase de español LE: Un perro andaluz (1929), Belarra

(2002) y Ana y Manuel (2004)”, redELE, 2013, 25, pp. 1-20.

http://www.mecd.gob.es/dctm/redele/MaterialRedEle/Revista/2013/2013_redELE_25_19BeatriceGarzelli.pdf?doc

umentId=0901e72b81657995

Beatrice Garzelli, “El discurso cinematográfico entre traducción intersemiótica, doblaje y subtitulación: Como agua

para chocolate (1992) y Mar adentro (2004)”, Cuadernos AISPI, 2, 2013, pp. 251-270.

Beatrice Garzelli, “Lo humor di Almodóvar tradotto in italiano. Casi emblematic i di doppiaggio e sottotitolaggio in

¡Átame!, La flor de mi secreto e Todo sobre mi madre” (in print).

Claudia Buffagni, Beatrice Garzelli, “Cinema e trad uzione: dalla ricerca all’applicazione didattica ne ll’aula di lingue.

Riflessioni su un progetto in tre fasi” (in print).

Claudia Buffagni, Beatrice Garzelli, “‘Extranjeros en Buenos Aires’: Herencia di Paula Hernández (2001) tra parlato

spagnolo-tedesco e sottotitoli inglesi’” (in print).

Beatrice Garzelli, “Dime que yo de Mateo Gil. El cortometraje como forma de narración en la didáctica del español

L2” (in print).

Bionote

BEATRICE GARZELLI is Lecturer in Spanish Language and Translation at the Università per

Stranieri di Siena. Her research areas include Literary Translation, Spanish-Italian contrastive

analysis, Audiovisual Translation and the use of film and short film in the didactics of Spanish

as L2. She is General Editor (with Claudia Buffagni) of the collection of a new series of scientific

books “InterLinguistica. Studi contrastivi tra lingue e culture” (Pisa, ETS).

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Maria Gialama | Davor Orlic | Rachel Spencer | Yota Georgakopoulo

Deluxe Media Europe, Greece | Knowledge 4 All Foundation Ltd., UK | Universitat Politècnica

de València, Spain | Deluxe Media Europe, Greece

Translectures – Transcription and translation of Video Lectures

Abstract

transLectures is a three-year project to provide innovative technologies for the automatic

transcription and translation of online educational videos. It began in November 2011 and is

funded through the EU Seventh Framework Programme (FP7). Project partners include three

European universities (Institut “Jozef Stefan”, RWTH Aachen, Universitat Politècnica de

València (UPV)), three industrial partners (Deluxe Media Europe, European Media Laboratory

GmbH, XEROX S.A.S.) and the Knowledge4All Foundation. Online collections of video material

are fast becoming a staple feature of the Internet and a key educational resource. A key

emerging trend in education is the incorporation of online video resources into university

teaching models. One example of this is the UPV’s lecture capture system, poliMedia. This

system, plus the award-winning video lecture repository VideoLectures.NET, are our case

study sites. The outcome of the transLectures project will be a set of cost-effective tools that

allow users to add multilingual subtitles to their videos. This will make their content available

to a much wider audience and enhance knowledge transfer for both non-native speakers, and

the deaf and hard-of-hearing. Beyond this, these subtitles will surely be an invaluable tool for

language learning. Transcriptions alone can aid comprehension of a foreign language and our

verbatim transcriptions mean that students won't miss a single word. The transLectures player,

meanwhile, will also allow simultaneous viewing of both the transcription and the translation,

further reinforcing the language-learning process. The languages being targeted in

transLectures are English, Spanish and Slovenian for transcription, and English<>Spanish,

English<>Slovenian, English>French and English>German for translation. Our tools will be fully

compatible with Matterhorn, a free, open-source platform for the management of educational

audiovisual content. Our primary goal is to have transLectures tools implemented across this

platform and our two case study sites by project end (31 October 2014). The research leading

to these results has received funding from the European Union Seventh Framework

Programme (FP7/2007-2011) under grant agreement nº 287755.

Bionotes

MARIA GIALAMA is currently working as Account Manager, R&D at Deluxe Media, focusing on

the testing and implementation of language technologies in subtitling. She also project

manages the work carried out by Deluxe as part of the transLectures project and has worked

on machine translation for subtitling purposes through the SUMAT project. Maria received her

MA in translation and subtitling from the University of Surrey. With a strong background in

project management working for several different clients and industries she has been in the

subtitling and localisation industry since 2000 and has led and managed teams of translation

project managers working on complex subtitling and translation projects for almost a decade.

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Alessandra Giglio

National Research Council of Italy

Flipping Classroom: A New Paradigm of Teaching

Abstract

The Net, Web 2.0 and the new technologies and tools allow us to be constantly online,

suggesting new paradigms that involve aspect of sociology and communication; in fact,

learning methodology, as well, is affected by this wind of change. Flipped classroom

methodology (Bergmann, Sams, 2012) is currently riding the wave of success in Higher

Education and Distance Learning: it consists in a sort of an “upside down” way of teaching,

comparing to the “traditional” one, where the student is personally involved into the learning

process by giving him/her the responsibility of researching, comparing, contrasting concepts

and ideas. The student takes an active role during the lesson in class and at home, when s/he

prepares some material that can be useful for the lesson time (Maglioni, Biscaro, 2012).

Moreover, the method promotes an extreme individualization of the learning process since

the student is able to choose his/her personal rhythm of learning and his/her style of

knowledge acquisition, pointing the accent on the well-known (and sometimes abused)

Gardner’s Multiple Intelligences Theory (Gardner, 1983). In this contribution, an experimental

session of language lessons will be presented. Since the “flipped classroom” method seems to

fit the way of teaching and learning a second language, we will present the structure,

methodology, technical tools and initial results of two different educational contexts: a

university, online context of Italian for foreigner courses at beginner and false beginner levels,

and a K12, absolute beginner, Italian for foreigner course. Such results will endorse a deeper

reflection on how the method can be applied in K12 and Higher Education and will suggest

some future developments.

References Bergmann, Jonathan, Sams, Aaron. Flip your classroom: reach every student in every class, every day. International

Society for Technology in Education, 2012.

Gardner, Howard. Frames of mind: the theory of multiple intelligences. New York: Basic Books, 1983.

Maglioni, Maurizio, Biscaro, Fabio. La classe capovolta. Innovare la didattica con il flipped learning. Centro Studi

Erickson, 2012.

Bionote

ALESSANDRA GIGLIO holds a European PhD in "Languages, Cultures and Technologies" from

the University of Genoa, where she previously graduated with a thesis on Teaching Italian as a

foreign language. She is specialized in the same discipline with a Masters Degree and has

collaborated with the University of Genoa for the design of multimedia courseware and e-

learning platforms. She created examination papers worldwide for the PLIDA certification of

the Dante Alighieri Society. She teaches Italian Language and Linguistics at the University of

Dalarna (Sweden) and at the University of Genoa, which is currently working with. Since 2008

she teaches Italian for Foreigners to Deledda International School. Currently, she is a research

at the Institute for Educational Technologies of the Italian National Research Council.

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Pilar González Vera | Ana Hornero Corisco

Universidad de Zaragoza, Spain

The use of audiovisual materials as a way to reinforce listening skills in the EFL classroom

Abstract

This paper aims to show the effective use of technology and audiovisual materials in the

teaching and learning of EFL. It intends to offer an efficient way to improve students’ listening

skills through the use of intensive listening (Harmer 2007). That listening skills need to be

reinforced both in and outside the classroom is proved by the evidence of the weak

competence of Spanish students in oral skills in English provided by a number of surveys at

national and European level (Hornero et al. 2013). According to the students’ perceptions,

there would seem to be a need to insist on the practice of listening. Moreover, doing listening

tasks outside the classroom following their teacher’s guidance, surely increases the students’

motivation and helps to get them used to the authentic L2 sounds (Mur et al. 2013).

For that purpose a representative sample of undergraduate students of the degree in Primary

Education with a pre-intermediate B1 was selected. They were given clear instructions for the

completion of different tasks, which included ClipFlair’s, as part of their continuous

assessment in the subject Inglés en Educación Primaria I. Their watching video clips allowed

them to see language in use, that is, to relate paralinguistic behaviour to intonation, an

effective way to learn at the same time a range of cross-cultural clues.

Training future teachers with these tools and activities -once it has been proved they are

effective and motivating- we are paving the ground for a more straightforward inclusion of

these materials and technologies in the EFL teaching and learning process and ensuring an

updating in the methodologies of foreign language teaching, a demand made by students

themselves.

References Hornero, Ana, Pilar Mur-Dueñas & Ramón Plo. 2013. “Oral skills in the spotlight: EFL in secondary education in a

Spanish local context”. Synergy, Vol. 9, no. 2 (forthcoming).

Harmer, Jeremy. 2007 (4th

ed.) The Practice of English Language Teaching. Harlow: Pearson/ Longman.

Mur-Dueñas, Pilar, Ramón Plo & Ana Hornero. 2013. “Spanish Secondary School students’ oral competence in EFL:

self-assessment, teacher assessment and assessment tasks”. Miscelánea: A Journal of English and American Studies,

47 (forthcoming).

Bionotes

PILAR GONZALEZ-VERA graduated from the University of Central Lancashire and from the

University of Zaragoza with a degree in English Philology followed by a doctorate. She is

currently teaching in the Faculty of Education and in the Master of Translation of the

University of Zaragoza. Her thesis dealt with the translation for dubbing in DreamWork’s

animated films where she focused on humour and cultural aspects. Her research interests

include audiovisual translation and the use of new technologies and audiovisual translation for

teaching foreign languages. She has presented papers in several conferences such as TISLID 14

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(Ávila), Languages and the Media (London), Points of View (Krakow) and Multilingualism and

Applied Comparative Linguistics (Brussels). She has also published in journals like ANILIJ, IKALA,

JoStrans or SENDEBAR.

ANA MARÍA HORNERO is Senior Lecturer at the English Department of the University of

Zaragoza (Spain). She has published articles in the field of English Historical Linguistics. Leader

of the Swift research group, she has studied the reception of the author in Spain and at

present the group works on different translation practices, with a special interest on

audiovisual translation. From 2006 to 2013 she has been editor of Miscelánea: A Journal of

English and American Studies. Her research work has been published at Cambridge Scholars

Press, Peter Lang, or in journals like Swift Studies, Studia Anglica Posnaniensia, Atlantis, IJES,

Synergy, SELIM, etc.

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Carmen Herrero | Manuela Escobar

Manchester Metropolitan University and Film in Language Teaching Association, UK |

Universidad de Sevilla, Spain

Audio-description and media literacy in foreign language acquisition.

Un modelo integrador de cine y audiodescripción para el aprendizaje de lenguas extranjeras:

Los abrazos rotos (Almodóvar)

Abstract

Most of the latest research on media and foreign language learning has focused on the use of

subtitling in the source and target languages. Different approaches have been used in

translation and training of professional translators (Borras & Lafayette, 1994; Gambier, 2007:

Díaz-Cintas, 2012; Sokoli, Zalalbeascoa & Fountana, 2011). Subtitling has also been used to

develop oral and aural comprehension skills as well as to support lexical acquisition in the

foreign language classroom. On the other hand, research on the audio description texts has

focused on linguistic and semantic content (Diaz-Cintas, 2007), their specific features and their

translability (Borne y Hurtado, 2007; Orero, 2007). Our proposal focuses on the exploitation of

audio description, both in its audio-visual and written forms, applied to the acquisition of

Spanish as a foreign language in higher education. Considering films as multimodal texts, we

aim to develop a pedagogical model to help improve linguistic and intercultural competences

by devising an audio-description script. In order to generate this text, learners have to acquire

the relevant filmic terminology and visual literacy as well as pay attention to paralinguistic

elements that will help to render a comprehensive linguistic, social and intercultural

description. To illustrate this model we are applying it to a case study: Los abrazos rotos (Pedro

Almodóvar 2009).

Bionotes

Dr CARMEN HERRERO is a Principal Lecturer in Hispanic Studies and Subject leader for the

Spanish Section at the Manchester Metropolitan University. Her research interests are

language education and film, Hispanic cinemas and new technologies and education. She

collaborates actively with the “Routes into Languages North West Consortium” and has

participated in a wide range of activities to promote language learning. She is the co-founder

and co-director of FILTA (Film in Language Teaching Association (http://www.filta.org.uk).

With over 2,000 members from 95 countries, FILTA was formed in 2010 for the purpose of

providing a forum for the exchange of information related to the use of film in language

teaching and promoting linguistic diversity and intercultural awareness. She is also the co-

director of the Research Centre FLAME (Film, Languages And Media in Education,

https://flameresearchcentre.wordpress.com), a newly established Research Centre committed

to the research and knowledge transfer of studies in the area of pedagogy of languages

through film and related media. She teaches Hispanic cinema and culture at undergraduate

level and is also involved in the TEFL Masters. Her research and publications:

http://www2.mmu.ac.uk/languages/staff/profile/index.php?profile_id=184

https://dl-web.dropbox.com/get/Material%20tutorial%20Clipflair/CONGRESO/Abstracts/5.docx?_subject_uid=82341123&w=AACdFCCAMe3BYRUcvvRql6vco6PpeA5KKaDoaZvK79UFnQ&get_preview=1#page=1

https://dl-web.dropbox.com/get/Material%20tutorial%20Clipflair/CONGRESO/Abstracts/5.docx?_subject_uid=82341123&w=AACdFCCAMe3BYRUcvvRql6vco6PpeA5KKaDoaZvK79UFnQ&get_preview=1#page=1

http://www.filta.org.uk/

https://flameresearchcentre.wordpress.com/

http://www2.mmu.ac.uk/languages/staff/profile/index.php?profile_id=184

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Dr MANUELA ESCOBAR is a Senior Lecturer at the University of Seville in the English Language

Department where she teaches English language for Finance and Accountancy, and English for

the Tourism Industry at Undergraduate level, and Terminology and Translation in a Master

Degree. Dr Escobar research interests include Teaching English as a Foreign Language and

Translation Studies. A member of the Research Project La Enseñanza de Lenguas Extranjeras:

Tareas con Contenido (Ref FFI 2010-19022), she is also involved in the FLAME Project (Film,

Languages And Media in Education, https://flameresearchcentre.wordpress.com) in

collaboration with Manchester Metropolitan University. She is also the co-director of the

Research Centre FLAME (Film, Languages and Media in Education,

https://flameresearchcentre.wordpress.com), a newly established Research Centre committed

to the research and knowledge transfer of studies in the area of pedagogy of languages

through film and related media. She teaches Hispanic cinema and culture at undergraduate

level and is also involved in the TEFL Masters.

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Ana Ibáñez Moreno | Anna Vermeulen

Universidad Nacional de Educación a Distancia, Spain | Ghent University, Belgium

Audio Description as a Tool to Improve Lexical and Phraseological Competence

in Foreign Language Learning

Abstract

Various studies have proven that different modalities of audiovisual translation (AVT) offer an

excellent opportunity to promote foreign language (FL) learning, especially intra and

interlingual subtitling (Vanderplanck 1988, d’Ydewalle 2002, King 2002, Vermeulen 2003,

Danan 2004, Díaz Cintas and Fernández Cruz 2008, Pavesi and Perego 2008, Talaván Zanón

2013), and — to a lesser extent — dubbing (Chiu 2012).

In our ARDELE project (Audiodescripción como Recurso Didáctico en la Enseñanza del Español

como Lengua Extranjera) we explore the possibilities of another type of AVT as a didactic

resource in the teaching of a FL: audio description (AD), a culture-based translating activity of

inter-semiotic nature that consists in turning the visual content of an event into language,

while sometimes offering additional information on cultural references for audiences who do

not share the background of the source text (Orero and Warton 2007, Braga Riera 2008). In

our presentation we will discuss the results obtained from the project that started in 2010 in

the Faculty of Applied Language Studies of the University College at Ghent (Belgium), with

third year Dutch speaking students of Spanish (level B2). Following the task-based approach,

we designed several didactic units based on the AD of clips of the Spanish movie Sin Ti

(Masllorens 2006) and of the Dutch movie Blind (Van den Dop 2007). By carrying out

controlled observations, and by implementing tests and questionnaires on Google drive, the

results showed that these didactic units provided motivating and useful activities to work with

the four language skills. Focusing on the learning of lexical and phraseological units, our

presentations shows a series of didactic techniques that were used in the classroom, as well as

the results obtained from its implementation. We conclude that AD turns to be an adequate

and motivating didactic tool in the Foreign Language classroom in order help students to

develop their lexical and phraseological competence. This, in turn, enhances idiomaticity

(Sinclair 1995), which is one of the most problematic tasks for foreign language learners

(Cooper 1999, Buchwald 2000).

Bionotes

ANA IBÁÑEZ MORENO is a Professor at the Faculty of Philology of the Spanish National

University of Distance Education, UNED (Spain). She holds a PhD in English Linguistics. Her

current main area of research focuses on the teaching and learning of foreign languages. She

has long experience as emeritus researcher in the Department of Spanish of the Faculty of

Applied Linguistics of the University College at Ghent (Belgium), where her main topics are

error analysis, the development of communicative strategies when learning Spanish and the

use of audio description as a didactic tool in the classroom of Spanish as a foreign language.

She is active member of the UNED-based research group ATLAS, where she currently works

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with her colleagues in the development of MALL applications based on audio description

exercises.

ANNA VERMEULEN is associate professor at the Faculty of Arts and Humanities of the Ghent

University (Belgium). She holds a PHD in Spanish linguistics and literature. She is Head of the

Spanish department at the Department of Translation, Interpretation and Communication and

teaches Spanish Structures, Translation Spanish-Dutch and Audiovisual Translation. Her

research and publications focus on translation strategies and techniques, pragmatic aspects

and linguistic variation in AVT as well as AVT as a didactic tool in foreign language teaching and

learning.

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Jennifer Lertola | Cristina Mariotti

National University of Ireland | University of Pavia, Italy

Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian ESL Learners

Abstract

Nowadays, language learning and teaching is moving towards the integration of new media

technology with a communicative approach to Second Language Acquisition. ClipFlair is an

innovative project that promotes language learning through interactive captioning and

revoicing of clips. In recent years, scholars have investigated the benefits of captioning and

revoicing in language learning (Danan 2004; Talaván 2011; Sokoli, Zabalbeascoa, and Fountana

2011; Lertola 2012). However, research on reverse dubbing and subtitling is still limited

(Talaván, and Avila-Cabrera, forthcoming; Talaván and Rodríguez-Arancón, forthcoming). This

paper will report on a quasi-experimental study on the effects of reverse dubbing and

subtitling on the pragmatic awareness of Italian ESL learners. The participants are

undergraduate language students of English enrolled in a Political Science Degree in Italy.

Students were randomly assigned to one of the following groups: (1) Experimental group 1

performing reverse subtitling tasks through ClipFlair in a classroom environment, (2)

Experimental group 2 performing reverse dubbing tasks through ClipFlair in a classroom

environment, (3) Control Group 1 performing only translation tasks on the same materials

used by the Experimental Groups in a classroom environment (no subtitling and dubbing) and

(4) Control Group 2 learning English in a classroom environment but not working either on

translation or on dubbing/subtitling tasks. All participants completed a pre-test two weeks

before the experimental sessions in order to test their ability to recognise degrees of formality

in NS-NS conversations. Participants from the first three groups were then asked to watch

three short ads of a famous Italian mobile company over a period of three months.

Participants from the two Experimental Groups and Control Group 1 were required to

translate into English the three clips (reverse subtitling, reverse dubbing and translation

respectively). An immediate post-test aimed at detecting variations in their pragmatic

awareness of requesting expressions was administered after the activity, followed by a

delayed post-test administered after one month. A pilot study was carried out one year before

the present study to test the experimental design and the usability of the platform. Results will

be presented and discussed.

References Danan, M. (2004). “Captioning and Subtitling: Undervalued Language Learning Strategies.” Meta: journal des

traducteurs / Meta: Translators' Journal 49 (1), 67-77.

Lertola, J. (2012). The effect of subtitling task on vocabulary learning. In A. Pym &D. Orrego-Carmona (Eds.),

Translation research projects 4 (pp. 61-70). Tarragona: Intercultural Studies Group.

Sokoli, S., Zabalbeascoa, P., and Fountana, M. (2011). Subtitling Activities for Foreign Language Learning: What

Learners and Teachers Think. In L. Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual

Translation Subtitles and Subtitling. Theory and Practice (pp. 219-242). Bern: Peter Lang.

Talaván, N. (2011). A Quasi-experimental Research Project on Subtitling and Foreign Language Acquisition. In L.

Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling.

Theory and Practice (pp. 197-217). Bern: Peter Lang.

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Talaván, N. and Ávila-Cabrera, J. (forthcoming). First insights into the combination of dubbing and subtitling as L2

didactic tools. In Y. Gambier, A. Caimi and C. Mariotti (Eds.) Subtitles and Language Learning.

Talaván, N. and Rodríguez-Arancón, P. (forthcoming). The use of reverse subtitling as an online collaborative

language learning tool. The Interpreter and Translator Trainer 8 (1). St. Jerome.

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online education.

CRISTINA MARIOTTI is Assistant Professor of English at the Department of Political and Social

Sciences at the University of Pavia, Italy. Her main research interests include interaction

strategies in Second Language Acquisition, Content and Language Integrated Learning (CLIL),

English as a Medium of Instruction (EMI) in internationalisation programmes, and the use of

subtitled audiovisual materials in language learning. She is the author of the volume

“Interaction Strategies in English-medium Instruction” (FrancoAngeli, Milano, 2007).

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Marie-Dominique Marcant

Université Paris 3 – Sorbonne Nouvelle / DILTEC, France

Closed captions toward an opening of the text?

Experimental results in Franco-Arabic language and literature teaching/learning

Abstract

This paper addresses the use of ICT and more precisely of closed-captions in teaching literature

in a foreign language in a language and literature degree at university. Literature – in the form

of excerpts, montage or simplified books – is increasingly present in language teaching.

However, this use of texts quickly becomes problematic in a university context, wherein texts

cannot only be taken as “pretexts” for language learning (vocabulary, grammar, reading,

speaking) but as the central objects of literary studies in a foreign language. Nonetheless,

reading complex texts (and so literature) in a foreign language often provokes “cognitive

overload” for student-readers concentrated on lower processes of comprehension and not on

higher processes of meaning construction in literary texts. After first theoretically exploring

this fundamentally practical problem the paper then outlines a (pilot) experiment, to be

conducted in the French Department of Birzeit University, Palestine, which will implement a

technique seeking to address the roots of this problématique .

The experiment in question will seek to study the effect of closed-captions on understanding

literature, utilizing a sample of university students studying texts presented either with or

without hyperlinked closed captions. The exploratory dispositif in question is built on the

hypothesis that the use of ICT could cement ties between the semiotics of literary texts and

the Bakhtinian ‘material’ of the (foreign) language. The paper concludes by outlining the

preliminary findings of the experiment and then exploring the practical and theoretical

implications of these for the heuristic development of better pedagogical tools in foreign

language and literature teaching/learning.

Bionote

MARIDO-DOMINIQUE MARCANT taught French in Chile for two years under the direction of

the Franco-Chilean institute and, later, in Palestine for five years, where she was first the

pedagogical coordinator for the West Bank and Gaza at the French Cultural Centre, before

then moving to teach at Birzeit university. She is presently a doctoral candidate at Université

Paris 3 - Sorbonne-Nouvelle in the field of didactics of French as a Foreign Language. Her

research focuses on the teaching/learning of literature at a university level through the case

study of Birzeit University. She continues to teach French as a Foreign Language, hands on, in

Lausanne, Switzerland.

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Juan José Martínez Sierra

Universitat de València, Spain

Audiovisual Translation Software and Second Language Teaching

Abstract

Increasingly, we can build new bridges between related fields of education. This makes it

possible to use techniques that were originally designed for one specific area of teaching, in

others. An example of this can be, on the one hand, the teaching of audiovisual translation

and, secondly, the teaching of foreign languages. We can find instances of this possibility in

recent and noteworthy works such as Talaván (2013), in which the application of subtitles to

learn a foreign language is explored. Thus, along the same lines, the main objective of this

presentation is the search for other possible avenues of connection between the two areas

mentioned above, taking advantage of new technologies and of the tools they provide us. Our

starting point will be audiovisual translation teaching and the use of software programs such

as Windows Movie Maker and Subtitle Workshop, to later transfer them to the second

language (in this case, English) classroom. In the first of these contexts, both software

programs allow for, among many other possibilities and respectively, dubbing and subtitling

simulations in class. On this occasion, our intention is to show the potential of the

aforementioned software in the English language class, but not for interlinguistic purposes, as

in the case of dubbing or subtitling into another language, but for intralinguistic ones, as it

happens in the case of postsynchronization or of subtitling into the same language. Real

examples of classroom activities by students of English as a second language will be shown, to

illustrate the two discussed scenarios.

References Talaván, Noa (2013) La subtitulación en el aprendizaje de lenguas extranjeras. Octaedro: Barcelona.

Bionote

Dr. JUAN JOSÉ MARTÍNEZ SIERRA works as an Associate Professor in the Department of English

and German Languages and Cultures at the Universitat de València, where he teaches Written

and Audiovisual Translation and English Language. He is specialized in Audiovisual Translation,

a field to which he devotes both part of his teaching work and his research activity, which has

mainly been focused on the study of audiovisual translation from an intercultural perspective.

He has published numerous works, including five books, several book chapters, reviews and

many other pieces of research in the form of articles in prestigious scientific journals. He is a

member of the research groups TRAMA (Universitat Jaume I) and SIRVA (Universitat de

València).

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Liana Muthu

Babeș-Bolyai University, Romania

The creation of interlingual subtitles: a method of improving foreign language skills

Abstract

This article analyses the role of creating interlingual subtitles as a practical and instructive

activity in the acquisition of a foreign language. The learners we refer to are the Romanian

students situated at C1 level proficiency in English. For our analysis we take as example a

fragment of a 2.32-minute length from the documentary Fractals: The Colors of Infinity

presented by Arthur Clarke. When the students translate the voices heard in the film clip from

the source language (i.e. English) into the mother tongue (i.e. Romanian) they may have an

active role in their own learning process, so that their foreign language acquisition is improved.

While they are listening attentively to an audiovisual material, the students are trying to find

out the equivalents or the close synonyms of the source language lexical items in their mother

tongue: e.g. since the documentary Fractals: The Colors of Infinity includes terms from

mathematics domain and fractal geometry subdomain, the students may acquire specialised

vocabulary. The act of translating the listened voices proves to be a very good exercise

because it enhances the students’ attention. Moreover, this activity provides certain types of

support: visual, textual, technological. That’s why trying to create interlingual subtitles is a

useful exercise from various reasons: 1. it improves the listening skills; 2. it encourages

creative thinking; 3. it encourages vocabulary acquisition; 4. it increases motivation to learn a

foreign language, either at school or independently. Consequently, the act of translating an

audiovisual material from the source language into the mother tongue may stimulate the

students’ interest in improving their foreign language skills. Unlike traditional methods of

learning (e.g. translating a written text, reading a text from a book etc.) that appear abstract,

this relatively new method seems to be close to reality since the students get in contact with

the uttered source language. Hearing the genuine pronunciation of words, the intonation of

sentences and, at the same time, looking at the pictures on the screen they are motivated to

learn the foreign language in a comprehensive way.

Bionote

LIANA MUTHU is a Senior Lecturer with the Department of Applied Modern Languages of the

Faculty of Letters, Babeş-Bolyai University, Cluj-Napoca, Romania. She holds a PhD in

linguistics. Her academic concerns are focused on researches in text linguistics, discourse

analysis and translation studies, areas in which she has published two books and numerous

articles in specialised journals and collective volumes, in Romania and abroad (e.g. Cambridge

Scholars Publishing). So far, she has been involved in two national research projects on

discourse analysis and an international one, ClipFlair, that deals with foreign language learning

through captioning and revoicing of clips.

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Dorothy Ní Uigín

National University of Ireland

Using Blackboard Collaborate in Language Teaching –

avoiding the pitfalls and reaping the benefits

Abstract

This paper examines the use of Blackboard Collaborate with a cohort of students in their third

year of the BA sa Ghaeilge Fheidhmeach (Applied Irish). In the first two years of the degree,

language classes were delivered in the ‘traditional’ manner through face-to-face interaction

with the students, but in the academic year 2013-2014, language classes are delivered though

BB Collaborate as well as through monthly face-to-face workshops. This method will be

employed in 2014-2015 as well, when the students will be in the final year of their degree

course. The BA is delivered through blended learning but the students’ first experience of BB

Collaborate was in the third-year language module being discussed here.

The cohort taking this module comprises thirty students living in different parts of Ireland. This

paper will examine the practical challenges faced by the students and the teacher in this new

learning environment. Students’ attitudes regarding the classes will be measured through

questionnaires and teacher observation, while students will also be asked to compare their on-

line learning experience with the traditional approach to language teaching and learning that

they experienced in year 1 and 2 of the BA. Examples of what the author believes to be useful

exercises and techniques for on-line learning will be examined, while some practical tips for

teachers new to this type of teaching will also be discussed.

Bionote

DOROTHY NÍ UIGÍN is the Director of the Teaching of Irish in Acadamh na hOllscolaíochta

Gaeilge at the National University of Ireland, Galway. She is interested in language teaching

and learning and in the acquisition of academic literacy. She has a particular interest in the

history of Irish-language journals and journalism and holds a PhD on that subject from NUI

Galway. She also holds a BA from the same university as well as an MA in Irish, an MA in

Literature & Publishing and an MA in Academic Practice. She is interested in the use of

technology in language learning and in non-traditional teaching methods. For the past three

years she has taught on a blended learning degree course in Applied Irish at NUI Galway and in

the academic year 2013-2014 she taught language classes using the virtual classroom

environment Blackboard Collaborate. She co-edited Translation, Technology and Autonomy in

Language Teaching and Learning (2012, Oxford: Peter Lang) with Pilar Alderete-Díez, Laura

Incalcaterra McLoughlin and Labhaoise Ní Dhonnchadha.

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Emmanouela Patiniotaki

University College of London, UK

Assistive Technology & Audiovisual Translation. Combined Solutions in Higher Education

Abstract

Accessibility as a concept in Audiovisual Translation and Assistive Technology has been

gradually gaining ground during the last decades, while interest into making Online Education

accessible is growing around the world. In an attempt to cater for the needs of students with

sensory impairments, institutions, organisations, companies and researchers have been

visualising, designing and improving tools that can be used to that end, i.e. access services or

techniques and technology products (tools) through which content can be accessed, with the

aim to provide what is now called 'education for all'. The purpose of this paper is to give

prominence to the potential of the combination of access services which emerged within

Audiovisual Translation, which has become known as Accessible Media or Media Accessibility,

with Assistive Technology tools, which have been more widely realised as the media for

accessibility, especially with regard to hardware in the past. Through a thorough investigation

of access provision practices and tools within the two fields, the Accessible Online Education

research aims to combine the best practices of the two in order to suggest potential

implementation of Audiovisual Translation and Assistive Technology elements towards

accessible online educational environments. The focus of this paper is the conditions that

govern such a combination and the parameters that need to be considered through this

multidisciplinary task. It also aims to bring the potential of Audiovisual Translation to the

surface in parallel to Assistive Technology. What is more, a survey conducted among some one

hundred universities around the world with the aim to rank them in terms of accessibility of

educational material for students with sensory impairments will be presented. Among other

areas, the survey covers the use of specific platforms, assistive technology tools provided,

compliance to accessibility standards, accessibility of online contexts of educational material

and general access-related practices followed by the participants. Finally, based on the survey

findings, the evaluation of existing common practices in Higher Education will be followed by

the presentation of a suggested holistic approach to Online Education with the combination of

translation and technology resources.

Bionote

EMMANOUELA PATINIOTAKI is a graduate of the Department of English and Greek Language

and Literature of the Kapodistrian University and holds an MSc in Translation from Imperial

College. She is currently conducting her PhD research on Access to the Media with special

focus on the satisfaction of educational needs through online environments with the provision

of accessible material using various technological means, focusing on Audiovisual Translation

and Assistive Technology. She has been working as a teacher and language specialist since

2004 and as a translator, localizer and AV provider since 2006. In 2011 she was awarded with

the Onassis Foundation Research Scholarship. She is now a member of several associations

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and access services volunteer and is conducting her research at Imperial College London. At

the moment she holds a position as Teaching Fellow at UCL, teaching Translation, Translation

Technologies and Language Automation and designs university online courses in Translation.

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Marta Pey Pratdesaba

Institut Jaume Callís, Spain

The eTwinning Experience: Europe in the classroom

Abstract

The purpose of this paper is to give a presentation of the programme eTwinning, the future

ahead and give a glimpse of a couple of successful projects carried out by Secondary students.

Etwinning offers the suitable environment to use the English language in a “real” context, it

can be integrated in any subject due to its cross-curricular nature. In short, it prepares the

student for the real world: international research, to get to know other cultures, to

communicate and to learn content. I will start by giving a general view of what eTwinning is

about: a big community for teachers in 33 European countries. It was launched as the main

action of the European Commission’s eLearning Programme, and has been integrated in the

Lifelong Learning Programme since 2007. It offers a platform for staff working in a school in

one of the European countries involved, to communicate, collaborate, develop projects and

share. ETwinning projects are based on collaborative work, use of ICT and the fostering of a

European identity. The second part will deal with the future of eTwinning within the new

programme Erasmus+ (2014-20). The eTwinning initiative has been identified as a success to

create links between educational centres of Europe and beyond its borders. It has highlighted

the need for a safe environment in which to create pan-European meetings for teachers and

students. Finally, and drawn from personal experience, two projects will be shown:

“Addressing the Energy Crunch; Every Little Action Helps” (National Prize 2013), and “Songs,

Language and Culture” (Runner-up European Prizes 2010) as good examples of how to use IT

tools and learn English in a collaborative project between different schools in Europe.

Bionote

MARTA PEY PRATDESABA is Head of the Foreign Languages Department at Institut Jaume Callís

in Vic. She has been mentor of the Master for Teachers of Secondary Education. She has also

collaborated with UVic in two Junior University’s modules. She is an eTwinning Ambassador

and offers workshops and presentations around Catalonia. She has also published articles

about eTwinning. She has been working in eTwinning projects since 2007 having carried out a

total of 7 projects, all of them awarded with the National and European Labels. Three of them

have been awarded with National and European Prizes.

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Anamaria Radu & Alexandra Cotoc


ClipFlair Activities: Creativity in L2 Romanian Corpora

Abstract

The present paper aims to analyse a corpus of several revoicing and captioning tasks of

students in the preparatory year who study Romanian as a foreign language. The authentic

discourses are triggered by using the ClipFlair activities and consist of short narratives, essays

and subtitles.

We will focus on B1 learners. At the same time, observing the Common European Framework,

we present the multidimensional aspects encountered in their discourse: the morphosyntactic

and lexical features. Our analysis covers important Romanian peculiarities and presents the

way in which they are assimilated and used by the students. Although the learners’ discourses

are different from what native speakers would produce, we consider that they create a new

linguistic code, not only at a stylistic level, but also at a morphosyntactic level. Thus, foreign

students who study Romanian sometimes produce discourses which are the results of a

dynamic system which involve cognitive filters like English or their mother tongues. Hence, we

can observe aspects like: linguistic calques, the use of foreign words to which they add

Romanian morphemes, code switching etc. Moreover, considering the fact that foreign

learners come across a lot of difficulties when studying Romanian (agreement, gender,

complex verb conjugation, the genitive/dative clitics etc.), their discourses are to be viewed as

proofs of progress in learning Romanian as a foreign language, especially when using audio-

visual resources. Preferred line of research: Audiovisuals in language learning

Bionotes

ANAMARIA RADU has a Ph.D. in Linguistics. The topic of her PhD thesis is “The Cluj School of

Grammar in the Interwar Period”. Her experience includes teaching the practical course

Normative Grammar, the Romanian Phonetics seminar and Romanian as a Foreign Language at

the at the Faculty of Letters, Babeș-Bolyai University, Cluj-Napoca, Romania. She is currently

teaching Romanian as a Foreign Language to students in the preparatory year, at the Faculty of

Letters, Babeș-Bolyai University. She has also worked as a professional freelance translator

(English and Romanian). Relevant publications:

- Cotoc, Alexandra, Radu, Anamaria, “Interdiscourse Communication and Identity Construction

in Online Social Networks”, in Dranidis D., Kapoulas A., Vivas A. (eds.), Proceedings of the 6th

Annual South – East European Doctoral Student Conference, Thessaloniki, Greece: South-East

European Research Centre.

- Cotoc, Alexandra, Radu, Anamaria (2011), Online Identities on Blogs, in Acta Technica

Napocensis – Languages for Specific Purposes, volume 11, issue no. 3, Cluj-Napoca: U. T. Press

(CEEOL)

- Radu, Anamaria, Cotoc, Alexandra (2012), “Creativity and Multidimensional Aspects of

Written L2 Romanian Corpora”, in Acta Technica Napocensis – Languages for Specific

Purposes, volume 12, issue no. 3, Cluj-Napoca: U. T. Press (CEEOL).

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ALEXANDRA COTOC has a BA in English Language and Literature and French Language and

Literature, an MA in Current Trends in Linguistics and a PhD in the field of sociolinguistics and

Internet linguistics from the Faculty of Letters, Babeș-Bolyai University, Cluj-Napoca, Romania.

The title of her PhD thesis is “Language and Identity in Cyberspace. A Multidisciplinary

Approach”. During the master programme, she was an Erasmus student at the Faculty of

Letters of Université d'Orléans, France (January 2009-June 2009) and during her doctoral

studies she was a visiting PhD candidate at the English Department of the University of Vienna,

Austria (January 2012-July 2012). Her teaching experience includes teaching English, French

and Romanian at the private school Bridge Language Study House, Cluj-Napoca, teaching the

course French for Specific Purposes, as well as the French practical course for undergraduate

students (Remise à niveau) at the Faculty of Letters, Babeș-Bolyai University, teaching the

course English for Academic Purposes at the Faculty of Letters, Babeș-Bolyai University, Cluj-

Napoca, Romania. She has published several articles and a book review related to computer

mediated communication and an article on film and visual arts. She has also worked as a

professional freelance translator (English, French and Romanian).

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Valentina Ragni

University of Leeds, UK

Reverse Subtitling Practice in the Foreign Language Classroom: a Pilot Study

Abstract

Throughout the past few decades, researchers have investigated several aspects of the use

and reception of ready-made subtitles for foreign language learning (FLL) purposes. On the

other hand, interlingual subtitling practice as a FLL tool remains a relatively unexplored

subject. The few researchers (Williams & Thorne, 2000; Lertola, 2012; Talavan, 2006, 2011)

who have exploited subtitling as a task in the language classroom at university undergraduate

level have turned to either standard subtitling (L2 > L1) or bimodal input (L2 > L2). Translating

out of one’s mother tongue is typically regarded as more problematic, since it involves a

specific set of challenges and requires higher proficiency on the part of the learner. This may

be one of the reasons why there is a dearth of research involving reverse subtitling (L1 > L2) in

FLL. This paper describes a pilot project implemented at the University of Leeds, where BA

students of Italian as an L2 were offered extra translation practice as part of their main

language module. The participants carried out reverse subtitling through the ClipFlair platform

over the course of two terms. This longitudinal study aimed at a) identifying what benefits this

subtitling modality can offer in a non-professional perspective, i.e. learner-training rather than

subtitler-training oriented; b) gathering information on the reception of this new practice by

the students themselves, with particular attention to their habits and attitudes; and c)

analysing the translational choices and strategies employed by the learners during on-screen

language transfer. Data was collected through class observation, questionnaires and analysis

of students’ translational outputs.

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VALENTINA RAGNI is a PhD student at the University of Leeds currently exploring the potential

of AVT in the foreign language (FL) classroom, through both the use and the creation of

reverse subtitles (L1 audio > L2 subtitles). Her research interests include SLA (Second Language

Acquisition), FL teaching, translation, the interaction between viewers and the audiovisual

product, and some technologies used to explore this interaction, i.e. eye tracking. She

graduated cum laude from the School of Interpreters and Translators of the University of

Trieste, and completed a MA in Screen Translation Studies at Leeds, where she teaches Italian.

She also works as a freelance translator and proofreader.

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Alicia Sánchez Requena

Universidad Antonio de Nebrija Madrid, Spain

Audiovisual in language learning

Abstract

The active use of techniques traditionally employed in audiovisual translation, such as

subtitling or dubbing, constitutes a recent practice in the field of teaching foreign languages. In

this paper, re-voicing is seen as a didactic resource consisting of replacing original voices in 2-3

minute long clips in a foreign language. This paper primary looks at the interface between the

use of direct re-voicing in Spanish as a foreign language and oral expression in non-prepared

conversations, with an emphasis on fluency and pronunciation. To this end, 17 English

students aged 16-17 with an intermediate level of Spanish took part in the study. It is mainly a

qualitative observational based study and the results have been validated by triangulating the

data: firstly, analysing 20 minutes interviews on general topics to each individual before and

after putting in place the re -voicing activity; secondly, analysing the answers of two different

questionnaires about their feelings and thoughts when performing orally in Spanish; thirdly,

through teacher’s notes made in class and after listening to each recording. At the same time,

this data has been obtained through three different sources: the students, the teacher as

observer and three native Spanish assessors. The results in this study cannot present universal

validity but they provide promising information for future experimental research. The most

important finding in this study is that in the short period of six weeks, students have

significantly improved the speed of their speech by an average of 22 words per minute. They

reported an increase in their confidence and they feel more relaxed, fluent and comfortable

when speaking the foreign language. According to the qualitative data, other learning areas,

such as listening comprehension and vocabulary acquisition, improved notably. However, the

results suggest that to get more objective conclusions about pronunciation the activity needs

to be carried out for a longer period of time and with more explicit practice.

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ALICIA SÁNCHEZ REQUENA has been working as Spanish teacher at the Royal Grammar School

Guildford, in Surrey (UK) for the last five years. She read Translation and Interpreting at the

University of Granada and a Masters Degree in Linguistics Applied to Teaching Spanish as a

Foreign Language at the University Antonio de Nebrija (Madrid). Recently, she has completed a

pilot study about the contributions of Revoicing to develop Fluency and Pronunciation. She will

be researching this topic more in detail at the Manchester Metropolitan University from

October 2014.

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Betlem Soler Pardo | Gloria Torralba Miralles

Universitat de València, Spain | Universitat Jaume I de Castelló and Universitat de València,

Spain

Audiovisual Translation as a New Educational Approach: Intralingual

and Interlingual Subtitling to Learn a Second Language

Abstract

The technological advances that have occurred during recent decades in the field of language

learning offer the possibility to find new teaching techniques. In this paper, we will present a

proposal for learning a foreign language through subtitling as an Audiovisual Translation mode.

We have chosen this resource because it combines two tools which can provide an innovative

approach to language teaching: translation and audiovisual material.

Our research was carried out during the first term of the academic year 2013-2014, and was

conducted with 4th year undergraduates students of Audiovisual Communication from the

Universitat Jaume I in Castelló, levels B1-B2 of the Common European Framework of Reference

for Languages (CEFR).

The AV input was a short video clip from a popular sitcom and the software used was Subtitle

Workshop for being this a user-friendly, not time consuming, freeware application.

Students were asked to perform two subtitling tasks: Firstly, after viewing the clip without

audio, they had to create dialogues and to carry out intralingual subtitling; secondly, students

were required to translate and adapt the original script in English so as to perform interlingual

subtitling.

Once students had completed both tasks, they were given a test to verify the effects of

subtitling on the incidental acquisition of L2. Besides, participants’ opinions on the task

performed were gathered through a final questionnaire.

The research results show that most students did not know the didactic approach of subtitling.

In addition, the collected data suggest that this audiovisual translation method promotes

grammar and vocabulary acquisition, as well as improves writing skills. Furthermore, the data

remarked the importance of ICT and self-learning when teaching a foreign language.

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BETLEM SOLER-PARDO received her doctorate in 2011 from the Department of English at the

University of Valencia where she currently lectures in the Faculty of Education. The primary

subject of her research is translation studies, especially dubbing and subtitling, and didactics.

She has expertise in English, Spanish and Catalan studies; in 2001, she received an MA in

Sociolinguistics from Queen Mary and Westfield, University of London and held the position of

Faculty Language Instructor at the University of Oxford from 2003 to 2006. She has spoken at

various international conferences, and is currently converting her thesis ‘Swearing and

Translation: A Study of the Insults in the Films of Quentin Tarantino’ into a book.

GLORIA TORRALBA is a freelance translator and part-time lecturer at the Universitat Jaume I

and the Universitat de València. She completed her BA in Translation and Interpreting in 2000

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with a specialisation in audiovisual translation. She has worked as an audiovisual translator for

different TV channels and various dubbing and subtitling companies since 2000. She teaches

Audiovisual Translation and Catalan Language Teaching at graduate level and Dubbing at post-

graduate level. Her research interests include audiovisual translation and AVT as didactic tool

applied to language learning.

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Noa Talaván | Jennifer Lertola | José Javier Ávila-Cabrera

Universidad Nacional de Educación a Distancia, Spain | National University of Ireland

| Universidad Nacional de Educación a Distancia, Spain

iCap-Intralingual captioning in foreign language education to enhance writing skills

and vocabulary acquisition with the help of ClipFlair

Abstract

The research on the use of active captioning in foreign language learning has considerably

increased in the course of the last decade. Particular attention has been paid to standard

interlingual subtitling with regard to listening, writing, vocabulary, intercultural and pragmatic

awareness (Incalcaterra McLoughlin, 2009; Talaván 2010, 2011; Borghetti 2011; Lertola 2012;

Talaván and Rodríguez-Arancón, 2014). However, although it has been suggested as a

beneficial task, there is still lack of evidence as regards the potential benefits of intralingual

captioning in this context. The present project (iCap-Intralingual Captioning) attempts to fill

this void by analysing the use of intralingual subtitling as a didactic resource in a distance

learning context both in terms of writing production and vocabulary acquisition. To this end, a

total number of 70 undergraduate pre-intermediate B1 students have been working on 10

sequenced ClipFlair activities using short (2 minutes approx.) pre-selected videos taken from

the American sitcom How I met your mother (Carter Bays and Craig Thomas, 2005-2014) in the

course of a month and a half. Students were required to provide English subtitles (as

condensed as possible) to each of the videos following the instructions contained in the

ClipFlair activities and without the help of any type of written script or transcript. Peer-to-peer

assessment was also fostered during the project through active use of online Forums. The

research study has included language assessment tests (both writing and vocabulary),

questionnaires and observation as the basic data gathering tools to make the results as reliable

and thorough as possible in this type of educational setting. The conclusions are aimed to

confirm the expected benefits as far as writing and vocabulary skills enhancement is

concerned, accompanied by extra information on how to best implement this type of

intralingual captioning tasks using ClipFlair.

References Borghetti, C. (2011). Intercultural learning through subtitling: The cultural studies approach. In L. Incalcaterra

McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling. Theory and

Practice

(pp. 111-137). Bern: Peter Lang.

Incalcaterra McLoughlin, L. (2009). Inter-semiotic translation in foreign language acquisition: The case of subtitles.

In A. Witte, T. Harden, & A. Ramos de Oliveira Harden (Eds.), Translation in Second Language Learning and Teaching

(pp. 227-244). Bern: Peter Lang.

Lertola, J. (2012). The effect of subtitling task on vocabulary learning. In A. Pym & D. Orrego-Carmona (Eds.),

Translation Research Projects 4 (pp. 61-70). Tarragona: Intercultural Studies Group.

Talaván, N. (2010). Subtitling as a task and subtitles as support: Pedagogical applications. In J. Díaz Cintas, A.

Matamala, & J. Neves (Eds.), New Insights into Audiovisual Translation and Media Accessibility (pp. 285-299).

Amsterdam: Rodopi.

Talaván, N. (2011). A quasi-experimental research project on subtitling and foreign language acquisition. In L.

Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling.

Theory and Practice (pp. 197-217). Bern: Peter Lang.

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Talaván, N. & Rodríguez-Arancón, P. (2014 forthcoming). The use of reverse subtitling as an online collaborative

language learning tool. The Interpreter and Translator Trainer 8(1). St. Jerome.

Audiovisual reference How I met your mother. (2005-2014). Carter Bays and Craig Thomas. 20th Century Fox Television, and Bays Thomas

Productions.

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online education.

JOSÉ JAVIER ÁVILA-CABRERA, PhD, works as a part-time lecturer at the Universidad Nacional

de Educación a Distancia (UNED), Madrid (Spain). He holds a degree in English Philology from

Universidad Autónoma de Madrid and has taken a series of postgraduate courses: both on

Translation (UNED), and Translation and Technology (Heriot-Watt University, UK). He holds a

PhD in English Studies by the UNED, specialising in the field of the subtitling of offensive/taboo

terms into Spanish. Among his academic interests are subtitling, AVT as an L2 learning tool,

and the use of technology in L2 education.

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Silvia Sanz-Santamaría | Juanan Pereira | Julián Gutiérrez

University of the Basque Country, Spain

Babelium Project, a Rich Internet Application (RIA) for interactive speaking practice,

collaborative assessment and video-exercise sharing

Abstract

Attaining a satisfactory level of oral communication in a second language is a laborious process. The Babelium Project, an innovative Rich Internet Application, aims to help students to practice speaking skills through a variety of interactive, real-time, video-exercises. This open source, collaborative, web platform allows users to upload open video-content and share them with the community for practicing. The video clips are classified based both on the Common European Framework of Reference for Languages and the ALTE/EAQUALS criteria, and are freely available, using Creative Commons licenses. Babelium allows students to record their voice and face (using microphones and webcams) and, after that, to collaboratively evaluate their activities according to a set of defined oral evaluation criteria. All these recordings and evaluations are saved in order to create a personal portfolio where students' evolution can be seen. Nowadays, Babelium contains multimedia material (interactive videos) developed and tested by language teachers in English and Basque and, in the future, thanks to the funding of an LLP European project, also by German, Spanish and French teachers. After showing all the features of the platform, we present some experiences using interactive video-exercises in real world scenarios with students of English and Basque as a second language. We also introduce, out of the language leaning knowledge area, one interesting experience in the Bachelor of Nursing. Finally, based on our experience and the similarity between Babelium and ClipFlair's approaches, this paper suggests the development of a new infrastructure that will allow the use of interactive video, captioning and revoicing in mobile devices (smartphones and tablets) and modern desktop browsers, using new features and functionalities provided by the HTML5 language.

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SILVIA SANZ-SANTAMARÍA: Computer Science graduate in 2002 at the University of The Basque Country (UPV/EHU). She has been teaching in the field of Computer Science since 2003 at the Public University of Navarre (2003-2008) and the University of The Basque Country (2008-2013). She also gave classes at the Third Age Schooling initiative at eh UPV/EHU program (Lifelong Learning) in 2011-2012. Actually she is a researcher of the GHyM research group at the Department of Computer Languages and Systems (UPV/EHU), where she is doing her PhD. on Video-based Language Learning Web applications. JUANAN PEREIRA VARELA is a PhD professor at the Department of Computer Languages and Systems, University of the Basque Country (UPV/EHU). Since 2005, he is teaching at the School of Industrial Engineering of Bilbao, in the field of Software Engineering. Before joining the university, he has also worked leading a web developers and system administration team in Arista Multimedia, as a computer engineer in the Chamber of Commerce of Gipuzkoa (Department of Information Systems and New Technologies) and as computer systems administration teacher. At the university he has been the coordinator of the Education

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Counseling Service (SAE) in Gipuzkoa, teaching numerous ICT and eLearning related courses. Currently he is working in Babelium, a Rich Internet Application system for practicing second language speaking skills - a Lifelong Learning European project within the Key Activity 2 program. His research interests focus on the areas of Computer Assisted Language Learning, Technology Enhanced Learning and eLearning. JULIÁN GUTIÉRREZ: GHyM research group's director since 1995. Full Professor at the Computer Science Faculty (University of The Basque Country, UPV/EHU) since 1996. Vice-den (1996-2003) and dean (2003-2008) at the Computer Science Faculty (UPV/EHU). Evaluator of Euskalit (the Basque Foundation for Quality, a private, not-for-profit organisation) projects since 2007. Teaching at the Third Age Schooling initiative at the UPV/EHU program (Lifelong Learning) since 2010.

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Sara Valla | Gillian Mansfield

University of Parma, Italy

Technology enhanced collaboration as an extension of the language-learning environment

Abstract

Readily available technologies make it necessary to rethink the approach to language learning

(Mansfield, 2000). Rather than re lying on a technology driven approach lacking in solid

pedagogical premises, greater attention must be given to the kinds of educational technology

that apply “ideas from various sources to create the best learning environments possible for

student s” (Hopper & Rieber, 1995: 154). Indeed, in a comprehensive review of technology

types and their effectiveness in foreign language learning, Golonka et al (2012: 1-2 ) note how

“technological innovations can increase learner interest and motivation; provide students with

increased access to target language (TL) input, interaction opportunities, and feedback; and

provide instructors with an efficient means for organizing course content and interacting with

multiple students.” This paper sets out to discuss technology enhanced collaborative activities

(e.g. posting of individual tasks for peer assessment, individual and group pre-translation text

analysis, concordance analysis) according to specific student needs. On a practical level, it

proposes innovative learning tasks as possible ways of fostering motivation with a view to

investigating students’ reactions to these activities. The authors present a part of some

ongoing research at the University of Parma that focuses on undergraduates and

postgraduates specialising in modern languages, some intending to undertake a career in

language teaching, others as professional translators. In both cases, learners will use the

knowledge, competences and practical skills acquired for their future careers. Incorporating

active reading and text highlighting (Nunes et al., 2012), for example, into the courses makes

use of tools that will be available in students’ future professional lives (Mansfield & Beseghi,

2009; Mansfield & Poppi, 2012). Underlying this approach is the fact that learners can expect

more from collaboration with their peers than from technology itself (Turkle, 2011). The aims

of this research are thus to discover to w hat extent technology enhanced collaborative

activities help to achieve learning outcomes and encourage possible strategies for students to

adopt later on in their professional lives. To this end, observation of virtual classrooms and

environments and learning with particular attention paid to learner engagement will be

discussed in the light of awareness raising and motivation fostered by online collaboration.

Preliminary bibliography Dudeney G & Hockly N. (2007). How to... teach English with technology. Harlow: Pearson.

Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson D.L. and Freynik, S. (2012).

Technologies for language learning: a review of technology types and their effectiveness, Computer Assisted

Language Learning, pp.1-36, i First article.

Hopper, S., & Rieber L.P. (1995). Teaching with Technology. In A.C. Ornstein (Ed.) Teaching: Theory into practice (pp.

154–170). Needham Heights, MA: Allyn and Bacon, available at http://www.nowhereroad.com/twt/

Littlejohn, A., & Pegler, C. (2007). Preparing for blended e-learning (New Edition.). London: Routledge.

Mansfield & Poppi (2012). The English as a Foreign language /Lingua Franca Debate: Sensitising Teachers of English

as a Foreign Language Towards Teaching English as a Lingua Franca, In Profile Vol.14 April 2012, pp. 159-172.

Mansfield, G., & Beseghi, M. (2009). Alla ricerca d el Significato: i corpora e la traduzione. In T. Zemella (ed.), Il

Traduttore Visibile. Tradurre ovvero l’infinito gioco della possibilità. Parma: MUP, pp. 93-115.

http://www.nowhereroad.com/twt/

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Mansfield, G. (2000). ‘BALL, PALL, LALL or CALL? Or which technology for which pedagogy ... and for which purpose?

in Rema Rossigni Favretti (ed.), Linguistica e Informatica: Multimedialità. Corpora e Percorsi di Apprendimento,

Bulzoni.

Nunes, B. P., Kawase, R., Dietze, S., Bernardino de Campos, G. H., & Nejdl, W. (2012). Annotation Tool for Enhancing

e-Learning Courses. In Proceedings of the 11th International Conference on Advances in Web-Based L earning

Berlin, Heidelberg: Springer-Verlag, pp. 51–60.

Turkle, S. (2011). Alone Together: Why We Expect More from Technology and Less from Each Other. New York:

Basic Books.

Bionotes

SARA VALLA is Learning Technology Officer at the University of Parma, at the Research Centre

UniPR Co-Lab, where she is involved in expert guidance, advice and support to University

professors and students on the design, development and implementation of online resources

and the use of interactive educational technologies. Furthermore, she deals with instructional

design, project management and coordination of on-line and blended educational projects and

manages some Learning Management Systems and IT services for education at the University

of Parma. She graduated in Business and Administration at theUniversity of Parma and

obtained a Master of Arts in E-learning at University of La Tuscia, Italy. She has taken part in

national and international research projects on language learning and digital library and was

learning guide and assistant in the Italian semester of the International Erasmus Mundus

Master's in Digital Library Learning (DILL). Her main research interests are E-earning and

educational tutoring and coaching, sharing, e-collaboration and digital libraries for learning.

GILLIAN MANSFIELD is Associate Professor of English Linguistics at the University of Parma. Her

present research interests are wordplay in media texts, cultural identity in global advertising

and the popularizing features of texts in museum websites, and also lifelong language learning

skills. Her most recent publications include: “Laughter in the lecture theatre – a serious matter.

Studying verbal humour in the British TV sitcom” (2012), “Make up or Made up? Intra and

interlinguistic messages in the globalised world of cosmetic advertising" (2013), "Mind the Gap

between form and function. Teaching pragmatics with the British sitcom in the foreign

language classroom" (2013) and “Hands On. Developing Language Awareness Through Corpus

Investigation" (2014). She is currently president of CercleS (European Confederation of

Language Centres in Higher Education) and Editor-in-Chief with David Little of the CercleS

academic journal Language Learning in Higher Education.

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Cristina Varga


Learning Catalan through Captioning in a Multilingual Context

Abstract

Following the actual trends in European education, the Multilingual and Multicultural

Communication MA program at “Babeș-Bolyai” University offers to the students the possibility

to obtain high language skills in romance languages such as: French, Spanish, Italian,

Portuguese, Romanian, Occitan, and Catalan. All students enrolled in the MA program are

required to follow an Intercomprehension between Romance Languages course. Catalan is one

of the languages the students come in contact with in the framework of this multilingual and

multicultural course. The majority of the students never had been in contact with this

language before and they have difficulties to read, understand, and communicate in Catalan.

Our objective in this paper is to present how ClipFlair cloud-based platform for foreign

language learning facilitate the access of the students to Catalan learning through videoclips

captioning and revoicing. Being fun, interactive, and interesting ClipFlair helps students to

communicate and makes language learning a more enriching experience so the students are

motivated to learn new languages. The design and implementation of Catalan activities the

students work with involve different types of learning activities such as reading, writing,

translating, subtitling, dubbing, voice-over, and so on. These activities allow the students to

develop, in very short time, basic communicational skills in a language they never studied

before. ClipFlair proves to be an excellent tool for language learning in multilingual

environment. Based on previous studies such as: Göpferich & Jääskeläinen ( 2009); Stewart,

Orbán & Kornelius (2010) Kiraly (2000), Pym (2009), Gaballo, (2009), Banks, Hodgson &

McConnell (2004), the paper is the result of a two years investigation involving three groups of

MA students.

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Cristina Varga | Anamaria Bogdan


Multimodal Learning. Evaluating Attitudes Towards ClipFlair Language Learning Platform

Abstract

Society is changing at a fast pace. Social network and Internet based teaching and learning are

increasingly used in classroom. With the rapid development of technology, there is a gradual

shift from the traditional learning environment to the cloud-based learning environment in the

process of learning.

This paper reports on a study conducting qualitative and quantitative research methods to

examine the reception and to investigate the attitudes of Romanian students toward ClipFlair

language learning platform. To that end, a survey was conducted to examine university

students’ perceptions and attitudes about using this innovative method of learning foreign

languages. Results of the study demonstrated that the surveyed students stated that they use

in general social networking to improve their language, their communication skills, and to

learn new languages. Results of the study also suggest that students consider revoicing and

captioning a productive and motivating way to learn languages. The variety of AV materials,

the cultural aspects of the communication, and the interactive method of work are elements

which has been given a generally positive reception. The suggestions of the students in

relation to the design and the implementation of ClipFlair online platform were taken into

account and discussed in the paper. Methodologically, the paper is based on a questionnaire

survey of a relevant group of 150 Romanian students. The researchers believe the results

obtained from this investigation to be beneficial in terms of identifying the needs of the

students in the use of ClipFlair learning platform upon their feedback. This will allow the

teachers to adapt ClipFlair activities and to improve the use of the cloud-based platform in

classroom in order to ease the access for the learners on the platform.

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Boris Vázquez Calvo | Daniel Cassany

Pompeu Fabra University, Spain

Classroom digitization and digital language learning: practices in two 1x1 schools in Catalonia

Abstract

In the context of the digital culture, the digitized classroom seem to be the same old wine in a

brand-new bottle. Emerging technologies still cause technophobic or techno-deterministic

attitudes, which call for normalizing the technological component.

The competitive research project IES2.0: Digital literacy practices. Materials, classroom

activities and online language resources explores whether and how digitization changes

reading and writing across the curriculum. During 2 years of case studies from an ethnographic

standpoint, 112 semi-structured interviews to teachers and students have been collected in 20

1x1 schools in Catalonia. Within this framework of action, this paper focuses on technologically

enhanced practices led by teachers of Catalan, English and Spanish in two out of the 20

schools, selected because of their innovative nature. We analyse teachers' and students'

discourse on their work, together with the digital artefacts provided, with a special interest on

good practices and the use of online language resources, such as online dictionaries,

translation software or spell and grammar checkers. Preliminary results show that a slight

number of teachers benefit from technologies while many still underutilise them.

Comprehensive teaching projects may be deemed, however, as good practices, among which

there are AR projects in English or digital creative writing workshops in Spanish. At an activity-

based level, results suggest that students do have linguistic needs in the three languages in

order to read and write texts, do classroom activities, homework and bigger projects, or follow

CLIL modules. Despite this, online language resources familiar to them (Google Translate,

online dictionaries and built-in checkers) are poorly used, learnt and taught. Additional

resources such as parsers, conjugation software or text corpora remain unknown or

unexplored.

Bionotes

BORIS VÁZQUEZ is a teaching assistant and training researcher at Pompeu Fabra University. He

has a degree in Translation and Interpreting by the University of Vigo, a Postgraduate

Certificate in Translation and Interpreting by the University of Westminster, and a Master's in

Language Teaching by the University of Santiago de Compostela. He holds a competitive

research grant (FPI) given by the Spanish Ministry of Economy, while doing his PhD in

Translation and Language Sciences. His PhD thesis is on Digital Language Learning: Online

Language Resources and is being supervised by Dr. Daniel Cassany. He is a member of Gr@el

(Research Group in Language Learning and Teaching) and fully participates in the research

project IES2.0: Digital Literacy Practices. Materials, classroom activities and online language

resources. He is also a member of the editorial board of Escola Acción, a journal integrated

into the research group Stellae at the University of Santiago de Compostela. He has recently

published papers in national and international journals as well as participated in national and

international congresses on education, digital literacies and language learning.

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DANIEL CASSANY is a Discourse Analysis teacher and researcher, at the Department of

Translation and Philology (Universitat Pompeu Fabra). He has a degree on Catalan Philology

and a Ph. D. on Educational Sciences. He has published more than 12 books about written

communication and language teaching in Catalan, Spanish and Portuguese, like Describir el

escribir (1987); La cocina de la escritura (1993); Construir la escritura (1999); Tras las líneas

(2006); and Afilar el lapicero (2007), and also more than 90 texts, between scientific articles in

bulletins and reviews, also in English and French. He has been visiting professor in

postgraduate courses, masters and Ph D. programs at universities and institutions of more

than 25 countries, in Europe, America and Asia. From 2004, he coordinates a research group

about Critical Literacy. Personal web: http://www.upf.edu/pdi/dtf/daniel_cassany/

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Rebecca Walter | Elena Voellmer

Universitat Pompeu Fabra, Spain

Using ClipFlair across Classrooms: Text Production and Translation in a Plurilingual Context

Abstract

Implementing audiovisual material into the Foreign and Second Language Learning classroom

is a very popular practice these days, but it requires a sensible and effective use of new devices

and tools designed for language learning. One of these tools is ClipFlair. It permits students to

revoice and caption audiovisual material, thereby working with their L2, L3, or Lx. The

student’s active use of technology and the creation of their own audiovisual products in an L2

or Lx is a new way that may yield very promising results in Foreign and Second Language

Learning. This paper presents the students’ and teachers’ experiences in implementing the

ClipFlair tool in the university classroom within a plurilingual context, both of which encourage

the learners’ multiliteracy competence. In our capacity as teachers and researchers, we work

with two groups from two different undergraduate diplomas: (i) “Text production” as a course

for Applied Languages and (ii) “Translation and the media” as a course in the degree of

Translation and Interpreting. In compliance with the students' course programs, the first group

(in Applied Languages) actively produces a written text in German, which they then use as a

script for revoicing a clip with ClipFlair; the second group (Translation) uses the tool to caption

the audiovisual text created by the first group, translating from German into English. In order

to explore the full potential of ClipFlair and establish a form of interdisciplinarity, we need to

work with both groups, as neither course on its own allows us to include both activities in one

and the same course. The students participating in the activities are bilingual, Spanish and

Catalan, and they produce the text in, or translate it into, their respective L3/Lx. In order to

figure out the student’s and the teacher’s experience and motivation, we finish each activity

with a questionnaire.

Bionotes

REBECCA WALTER is a predoctoral scholar and lecturer at Pompeu Fabra University

(Barcelona), where she teaches German as a foreign language and translation (ES/CA-DE) in

the graduate programs of Translation and Applied Language Studies. She holds a Magister

Artium in German Studies from the University of Karlsruhe, Germany. She is currently working

on her thesis. The project focuses on language use in an immersion context at a German

school in a foreign country and their implications for the classroom. The subject matter is the

German language as a foreign language in the teaching and learning context. Her research

focuses on the field of language and foreign language learning in the context of plurilingualism

as well as in the field of multilingual approaches in language teaching.

ELENA VOELLMER is a predoctoral scholar and lecturer at Pompeu Fabra University

(Barcelona), where she teaches German language, translation (ES/CA-DE), translation and the

media, and computer-assisted translation in the graduate programs of Translation and Applied

Language Studies. She holds a Bachelor’s degree in Translating and Interpreting from the

oral presentations

69

University of Heidelberg and a Master’s degree in Translation Studies from Pompeu Fabra

University. She is currently working on her thesis, financed by a scholarship by the Catalan

government. The project focuses on heterolingual audiovisual texts and their translations,

investigating dubbing practices in Germany.

70

LIST OF PARTICIPANTS

list of participants

71

A UNIVERSITY COUNTRY

Ávila-Cabrera, José Javier Universidad Nacional de Educación a Distancia Spain

B UNIVERSITY COUNTRY

Baños, Rocío Beseghi, Micol Birbilis, George Bogdan, Anamaria

University College of London

University of Parma

Computer Technology Institute

Babeș-Bolyai University

UK

Italy

Greece

Romania

C UNIVERSITY COUNTRY

Cassany, Daniel

Contreras de la Llave, Natalia

Cotoc, Alexandra

Pompeu Fabra University

Universidad de Alicante


Spain

Spain

Romania

D UNIVERSITY COUNTRY

De Meo, Mariella

Dell’Aria, Carmela

Di Martino, Emilia

Università di Salerno

Università degli Studi di Palermo

Università Suor Orsola Benincasa

Italy

Italy

Italy

E UNIVERSITY COUNTRY

Escobar, Manuela

Esteve Ruescas, Olga

Eyckmans, June

Universidad de Sevilla

Universitat Pompeu Fabra

Ghent University

Spain

Spain

Belgium

F UNIVERSITY COUNTRY

Felea, Cristina Babes-Bolyai University Romania

G UNIVERSITY COUNTRY

Galán-Mañas, Anabel Garzelli , Beatrice

Georgakopoulo, Yota

Gialama, Maria

Giglio, Alessandra

González Davies, María González Vera, Pilar

Gutiérrez, Julián


Università per Stranieri di Siena

Deluxe Media Europe

Deluxe Media Europe

National Research Council of Italy

Universitat Ramon Llull Universidad de Zaragoza

University of the Basque Country

Spain

Italy

Greece

Greece

Italy

Spain

Spain

Spain

H UNIVERSITY COUNTRY

Hadzilacos, Thanasis

Herrero, Carmen

Hornero Corisco, Ana

Open University of Cyprus

Manchester Metropolitan University

Universidad de Zaragoza

Greece

UK

Spain

I UNIVERSITY COUNTRY

Ibáñez Moreno, Ana

Incalcaterra McLoughlin, Laura

Universidad Nacional de Educación a Distancia


Spain

Ireland

L UNIVERSITY COUNTRY

Lertola, Jennifer

Little, David


Trinity College Dublin

Ireland

Ireland

M UNIVERSITY COUNTRY

Mansfield, Gillian

Marcant, Marie-Dominique

Mariotti, Cristina

Martínez Sierra, Juan José

Muthu, Liana

University of Parma

Université Paris 3 – Sorbonne Nouvelle

University of Pavia

Universitat de València


Italy

France

Italy

Spain

Romania

N UNIVERSITY COUNTRY

Navarrete, Marga Ní Uigín, Dorothy



UK Ireland

O UNIVERSITY COUNTRY

Orlic, Davor Knowledge 4 All Foundation Ltd UKUK

list of participants

72

P UNIVERSITY COUNTRY

Patiniotaki, Emmanouela

Pereira, Juanan

Pey Pratdesaba, Marta



Institut Jaume Callís

UK

Spain

Spain

R UNIVERSITY COUNTRY

Radu, Anamaria

Ragni, Valentina

Rodríguez-Inés, Patricia Romero, Lupe


University of Leeds



Romania

UK

Spain

Spain

S UNIVERSITY COUNTRY

Sánchez Requena, Alicia

Sanz-Santamaría, Silvia

Sokoli, Stavroula

Soler Pardo, Betlem

Spencer, Rachel

Szarkowska, Agnieszka

Universidad Antonio de Nebrija Madrid



Universitat de València

Universitat Politècnica de València

University of Warsaw

Spain

Spain

Spain

Spain

Spain

Poland

T UNIVERSITY COUNTRY

Talaván, Noa

Torralba Miralles, Gloria

Universidad Nacional de Educación a Distancia

Universitat Jaume I de Castelló | Univ. de València

Spain

Spain

V UNIVERSITY COUNTRY

Valla, Sara

Varga, Cristina

Vázquez Calvo, Boris

Vermeulen, Anna

Voellmer, Elena

University of Parma

Universitatea Babeș-Bolyai


Ghent University


Italy

Romania

Spain

Belgium

Spain

W UNIVERSITY COUNTRY

Walter, Rebecca Universitat Pompeu Fabra Spain

73

NOTES