Welcome to this family session.
I'm going to introduce the first speaker who is Eager Ecolabel.
She's going to present didactic, intermediate, intermediate,
the case of A and the teaching of minority languages.
So I'm going to present a little.
Bit of Paola Let me read you, Michael, via
for all of you.
So it holds a B.A..
In German philology.
Sorry about that
at Universidad,
the University of Salamanca, and a PhD in audio visual translation
at Universitat McGill Foreign She's electorate at a university
that is central to Catalonia and she has been a.
Professional.
Translate translator since 2005
and has participated in many European projects related to.
Equal opportunities. And the integration of people.
At risk. Of exclusion.
Her research interests are audio, visual
translation, media accessibility and translation.
So let me welcome her. Thank you.
Thank you.
We should. You want to sit here?
Yes. Yes.
So close to the first place.
Well, thank you.
You threw his questions in the today.
Yeah.
So let's start with reasons
why I'm here today.
So if you're going to speak and I can not see the charts,
we can close the chat.
And if you have questions, I can read the chat later.
You can close the chat. Okay.
Better a little good, but much better.
So I was always saying
that this started with the reason why I'm here today.
I call it contexts, but
they are just reality is not that
or needs that I find right now in the disciplines we work with.
First of all, it would be that I couldn't agree
more with the statement that says that cinema, my media and fundamental
tools for keeping the language alive.
Second, but there is we all know that it is an increase
of audiovisual content and not in English
as main language of production, whether you like it or not,
I think it's a good thing.
More There is an interest and demand of content
that reflects cultural diversity and the multilingualism of our society.
And last, I think there's a niche or maybe a need to apply
all the good practices that already exist, beginning with it.
But this time maybe
we could focus more on
minority and endangered languages such as Catalan.
So with all these situation in mind, I start to dig in.
And now that I find myself surrounded by specialists in the field,
it is self-evident a statement to simply mention that
in the last two decades, the use of AZT
in foreign language learning and teaching
has been consolidated as a useful tool, with good results.
Now for the improvement of communicative, intercultural media,
Latin and also technological competences.
Welcome to government in
a In addition, research has shown
that that activity is highly motivating for
for learners and in parallel there is a throughout Europe current
that aims to promote lung linguistic diversity and revitalize
this melodious minority and endangered languages.
So based on these three pillars,
I found a film called Josep that blew my mind.
And then I thought, if didactic, if it has been
more focused on teaching and learning foreign languages,
it would be also a good idea to implement it
to apply it to the improvement,
learning and perfection of a language that can be both a foreign language
by the first language to and at the same time is a mel.
It's a minority language.
No such has
gotten.
So I am here today to present the executive proposal
based on the multiple possibilities
that this material offers you.
If you don't know, it is a biopic inspired by the life of the communist
illustrator artist Josep Batali, based on his own illustrations.
The particularity of this material is twofold.
We have a multilingual animated film dealing with French, Spanish, Catalan
and a little bit of English, which will help us to make visible
and to work on the necessary skills in a multilingual environment.
And then we have the comic inspired by this film.
But it was published at the same time that the film was released.
Now, these two formats of the visual and visual text
will give us a double type of material
not only to work comprehensively in in the linguistic,
but also in the cultural and historical competencies
that we intend or I intend with this proposal, with this study.
So why, why I'm here?
Why this material? Why this proposal?
Well, first of all, out of
view selflessness, because my my research lines,
as you're describing before, act didactic, not other visual
translation, media accessibility, film adaptation and comic translation.
So why could we go wrong to just put all together in the same
basket, not take it a little bit and then use it
to the promotion and to the improvement
of these languages, but also to,
as far as I know, for the first time, to
demonstrate that it is possible to use the tactic of translation
in combination with comics as a mechanism of inclusion
and diversity, making minority languages visible
and in hastening their learning and teaching.
So because of the characteristics of this material, we are dealing
with several topics too many novels of all didactic gravity.
We are now closed in, for example, to mention just a few.
The Title IX project.
My proposal is very close to the applause that brought us
this with a multilingual approach focused on didactic
language and mother tongue provision.
And when I say here many more, you you are all that.
I mean, I do not want to just forget someone.
I didn't want to put someone over the other one.
So you are all here included because I did have to do these
Your knee not reading all the studies or the good practices already
carry out that in order to build the structure
or the basics of this proposal, then we are dealing with topics
such as multilingual films like my film and my comic notes
and the importance of the plural lingual competence,
not also not just because of the characteristics of this material.
It's also because the scenario where I see
potential of this side actually proposal
has also a linguistic repertoire. Now,
if I launched
this proposal in, let's say, catalog near my students,
my potential learners also have different or many different
linguistic competencies or mother tongue goes or second languages.
Also, the fact that the of the visa products reflects
Catalonia or any other
regions
reflect such a linguistic phenomena such as Switzerland and the Glossier.
Then we have to deal also with this minority and in the languages
there is second unit coming from Europe, coming from any
who has a solid not of promoting and protecting these languages,
but then it serves scholar purposes of it here
as a tool in the process of this promotion and protection.
Then we have the comics for the very first time.
As far as we know, I will always say, and no, I support
possible teach in learning until I use it in my proposal
as a supporting material for the activities.
And then we are dealing with inter modality and current in language
learning through transmedia storytelling.
My my proposal is a or yeah
has a transmedia approach working with two real products.
I wanted to show you
just a very short clip in order t
for you to now note the characteristics,
the rhythm, the pace of these material that makes it possible
to work afterwards with that, you CEP is multilingual production.
I was saying before
in this scene material we find clear examples of social multilingualism.
Cultural and linguistic convergence is the story.
So the story of two men who became friends.
One is a good friend to him and the other one is just somebody
who fights against the Franco's regime.
That's what it.
All right.
So I thought the possibilities of this material endless now.
But my deductive proposal itself focuses just on two modalities of how
they be socialization, inter lingual, standard subtitling and dubbing,
together with
the original comic and its translation into Catalan as a support material.
Then I thought, Who could be my users?
It could be the could be adult students
with levels of friends
and Catalan from view one to see one.
And the second possible scenarios would be the back
to back to the last years of back to back
official languages, of course teaching Catalan and of course as I do
Vas installation or apply languages,
the material
is as follows is is a 74
minute film, but it does have just 4000 words,
which is nothing if you compare it with similar films.
The comedy has 174 pitches
and to make it possible, I divided
the material in four chapters
now relatively sound parts with similar amount of words.
Yes, to
not be balance.
And my proposal would last at least one
semester of maybe 12 sessions.
I'm here
just to get some feedback for you from, you know, if it is possible.
It is just a crazy idea of mine with it's maybe at 90 minutes.
Not an A we could too.
So but I said the teacher or them,
the trainer, he could sit between those two or two.
Possible. Is it in the diaries.
Either we do both modalities step in subtitling
or we choose one of them, because maybe we are lacking time or
because of the curriculum of the subjects
they are working with, whatever.
So the basics, the fundamentals of this proposal
is based on previous studies.
Here are the main ones.
Kansas and Alabama implement.
It did something very similar
working with The Handmaid's Tale, but by the. Yep.
Thank you, Santiago.
And of course, the love letter.
I divided this proposal also in four different books,
the first one being an introduction
to the whole project and all the involved disciplines.
The second one would be an introduction
to the material segment, the description of the activities,
and the fourth one wrapping up.
Now this question completion, an assessment
that would be
a little bit the distribution of sessions,
covering all those skills and activities.
No, but make possible all the practice of those as kids know
this is for us.
I would say in the introduction to the project, the discipline is that
there would be a second system with a test
carried by the learner
that then the teacher no,
but would be like the
the tool that we have to detect all the needs
and the competencies of other then the learners have.
Then if one dealing with the fundamental aspects
of didactic substitute and that in a fourth one with the training
and if you have chosen the subtitle identity narrative
subtitle of editors and if you have and chosen the other one,
then all the visual editing tools to make all the activities.
The second work would be of the pre activities prior
to the translation and, and so on text warmup activities.
Then we watched the film, then we read the material.
Of course, the class divided into different groups
and we don't do everybody doesn't do the same.
The class is divided into different groups and it's group this
with some chapters as is described here, not in this test block.
If you have chosen the subtitle, it nizari
you rewatched it that you have been given,
you read the related comment chapter,
and then you share ideas
that emerged after getting to know the project in depth, not you
discuss before, translate it in and then you translate it.
Now you produce the subtitles, you use those editors,
and if you have chosen the other is the narrator being the same rewards
the film reward with the comic ideas.
But then you do the writing of that, that in the script
and of course, using video editing tools to do that
performing activity that is rehearsing and rehearsing
and then maybe recording not if everything goes right.
And the fourth one
would be the, of course, the assessment in groups.
The whole class now is changing.
No ideas, our rules, everything with the rest of the class. No.
There has to be a season where
where the
teacher also gives some feedback about this experience.
And the last one would be this post test.
It has to be very similar to their previous
one to the test in order to make those comparisons,
because we're talking about not t t t t to compare.
If there was some improvement.
No, that's our, our aim at the end.
So rubbing up
I think with this proposal and now it's time for you to talk
and to criticize and to tell me maybe the opposite that a didactic
it can be an effective way to improve in this case,
minority language skills.
I think dealing with this material is a more immersive and authentic
liquid experience
because we are using audio visual and visual textual material.
I think we can develop activities
dealing with the creation of subtitling
and that being the scripts in this language, and that gives us more
the possibility to practice,
not this vocabulary, the speaking, the grammar and so on.
And what kind of aims
I think we can meet in our performance.
This other dictate proposal, what we can, as I was saying
at the beginning, and use this as a mechanism
for inclusion and diversity given the situation that we have
with this language, we at the same time follow the
recommendation of the recommendations coming from the European Union.
No, ensuring that learning students with adequate
levels of languages proficiency in this case Catalan mainstream
in new technologies, in language learning and also creative.
And I think that's very important.
Minority and in danger language sensitive spaces.
Because sometimes
when we come from other places, we don't think about this.
And I think it could be also innovative because we are using this
in combination with comics and it has the potential to be
possible to transfer
and to play it to other minority languages.
And thinking about Persepolis and think about Martin Bashir, Kung
Fu Panda, Big Hero six Similar animated films, also multilingual,
also dealing with minority in the languages.
And why not?
If these projects are successful, we could.
Yes, to launch it now, to spread the word and to bring in
another different regions.
Thank you much.
So thank you very much.
Now it's open for you to make some questions or comments about the
the project overnight or anything else you would like to know or.
What West you want to. Know
is money.
Thank you very much for this.
But I find quite interesting, particularly coming from
a state where we have another minority
to study one we also I just
is reason the a similar project for developing
literacy is like I'm working with out with you guys with my
with what in this case the one that is published.
So we just worked on
we just I don't know
whether in the recently
devoid know the whole subject in this short one
the Academy of work school winning this your
the boy you never heard of that right.
They're going to move the course in the box
is a short story that just won the Academy Award.
We just published an article before going on to become
a story about that.
And we made a proposal right before that,
you know, using the language.
Just because this film has because it uses so many different languages.
And I'm looking to see that these movies this
much sooner, at least it hasn't
been that long, but it's kind of a good example.
It's very interesting to know how to compose here like that.
We are doing circulation to post to not only foreign languages
but also like
minor languages.
Part of the promotion of what is improving, what is
and is not only languages that are not that was mine.
So I think this type of activities like promoting what we need to assist
in the lot of those, we believe that the goal
is that the one that.
I hope. With them.
We match with something that I think
well we when it was a book, right now it's a film.
We want to be doing something similar
with Nice.
I don't know if you have any questions.
We don't have Frank Okay. Thank you. So.