Hello and welcome back to the final session.
We're playing with the second session
and we understand
she has a four year contract awarded by a national selection
process, beginning this ideology and use them with Department
of the University of Seville
to fund research, training and apply to university teaching scheme.
She has a first class B.A.
in English Studies and a M.A.
with distinction, both in the University of Seville.
In addition to obtain a master's degree extraordinary award
for the best academic record and GPA for class currently
on Erasmus Plus teacher academic Project Gold,
Your European Syllabus Institute location, and she's part of a research
innovation and development within and you are the s
and I support this maybe a student citizen.
Venezuela's
distinguished Press presented several
communications, international and national conferences about time.
It is translated
Translation Studies Invisible Women Writers is active subtitles.
In addition of ESL
pedagogical translation and eye tracking for subtitling research,
she has also been part of an international one that's impossible.
Several organizing committees such as the European Language Council
2022 Forum, or the first International Symposium
on Language Learning with promoting diversity and inclusion
at the University of Seville, among other educational centers
and research interests lie in the field of linguistics,
particularly in the role of translations in which learning
the use of new technologies in the ESL classroom, autonomous
language learning and audiovisual translation or science creation.
So welcome.
The floor is yours.
I have 30 minutes for your presentation.
Which I thank you everyone, and thank you Carla, for the presentation.
It is a great honor to be here surrounded by great academics
that I admire, read inside every day.
So I hope you find this interesting.
First of all, yes, you can call me Emma.
So foreshortening and yeah, I will send this into lingua
subtitling in EFA.
This is a pedagogical design and a piloting experience
in higher education.
So first of all, I will introduce it briefly
and I will talk about the relevance of this research.
Then I will talk about the main goals on some specific ones.
I will present the methodology briefly
and also the theoretical framework
briefly, because we don't have enough time
and then we will see a little bit of the activities I designed.
Of course, the results and
some conclusions on references.
I would like to start by
with with this image, because it is true that didactic
translation half like remain
separate areas in the last few years,
but hopefully well, luckily this
in the recent years pedagogical translation
has been highlighted because it uses translation
as a process for didactic purposes
as opposed to translation. US
professional translation, which uses translation as an end
pedagogical translation in this case necessarily falls
within a communicative approach as a mediating components or skill.
And of course, translation has been using many classrooms
as a pedagogical tool, and it's also a real world
communicative activity that can improve the linguistic
competence of any language
learner, but not also language learners.
Also translators, both
in my view and in some academic
figures, view both
translators and foreign language learners have the same goal,
which is to communicate through the use of languages.
And that this what Lucia Pinto with the rate in 2012
and careerism Noriega Sanchez in 2013 presented
a lot of years ago,
but it's still quiescent.
Well, first, I would like to say that it is true
that in the relevance of this work
lies in the fact that it's until now there has been little evidence
on the research on pedagogical tools.
Sorry, but you can translations in the classroom applied to the acquisition
of Advanced Grammatical structures,
which is my research.
It is needless to say that there is a high academic interest
and this international conference shows
between the different modalities which may explore
like the different linguistic skills
such as listening comprehension, writing, or even creativity.
And also it is worth mentioning
the European projects levies
subtype a subtitles and language learning clips, and also national ones
like the one we had recently by an amateur.
So little or even try the next.
It is worth mentioning that didactic liberty not only improve
not only improve
linguistic skills, but also most most of the skills
included in this European cross-border skills framework from 2019.
And it is relevant because some of them are soft skills,
the ones that are underlying communication, adopting teamwork
and collaboration and organization and type money
management and
again,
needless to say, the numerous benefits that we have within didactic SBT,
but just to mention a few, of course there is an improvement of ICT skills
within the in this case, my case within the use of the software edges
up also
a there
there is an improvement in motivation
while a boosting in motivation in teachers and students.
But mentioned by Alonso, bit of incentive looking at turning 18
and also it helps in the developmental or promotion
of autonomous language learning because you may know that
in order to subtitle you need to consume a lot of subtitles
and also practice a lot. On your own.
Of course
there is an enhancement of integrated skills mentioned by Talabani 2013
and as Dunant until in 2004 and Talabani
2006, there is greater linguistic, greater retention
of linguistic information when received in both
codes, oral and visual.
One of the main
topics of this research
is that I wanted to focus on mediation as the fifth skill,
apart from the four traditional ones that we all know
writing, listening, speaking on
listening.
So reading, yes.
Okay.
So I wanted to highlight the mediation within the Common
European framework framework of reference,
the importance of mediation here
and also by this authors.
So the main goals of this research was first one
to introduce students to a
through didactic workshop.
Very brief introduction.
I would talk about it later. Then
I know the goal was to familiarize
or to offer students some didactic tools
which are additional, and they can never be
like they can never imagine.
In my view, didactic efforts are complementary.
They sometimes it cannot be replaced by some
of the traditional methodologies,
but it could be.
It could be like that.
So subtitling on pedagogical translation.
These were would be the additional didactic tools.
Also,
of course, students would develop ICT
skills through the use of edges up, and some of specific goals were
the use of l one in the classroom, something which is very important
and sometimes prohibited by some English language
or or any foreign language teachers.
Also the development of translator competence and of course
to produce motivation in students to consume,
to consume audiovisual material with subtitles.
In L1 and l to not just one language.
Oh, the methodology.
Of course.
There was an extensive literature review.
I will explain it later.
Then the material preparation consisted of the classification
of grammatical structures, the design of the questionnaires,
the compilation of transcripts on the subtitles
from the show.
I will tell you now
the planning of the sessions, the elaboration
of some instructions on how to use ideas, sub, etc.
for the planning of the active subtitling
we have, consider following the model of general fascist
proposal proposed by in Calcutta remark laughing and later line 2014.
In addition to the method methodological proposal of warm up
pre task task post up and closure, it is a bit different
than the last one, but it's essentially more or less the same.
And although there was not enough time in this research to apply
the subtitle
analysis and evaluation, I propose some criteria
and recommendations for them following
also Taliban's criteria
within the material design.
Then I analyzed mixed questionnaires.
Sorry, I analyzed the questionnaires
within qualitative and quantitative results,
the protests and posters, and
I have drawn some conclusions.
I was showing up.
So these are not the only academic figures I used,
but most of the relevant, like the most relevant ones
within this four axes that my theoretical framework rests.
First one, we have subtitles in translation studies.
Of course, the 100 mile and 2007
anniversary in 1998.
For the recommendations on how to subtitle this somehow
then we have translation nel classroom,
which of course this translation in two classroom
has been associated to the grammar translation method, but
recently some authors are claiming that
it could be used in a communicative
approach third year in 2009 and more later
in 2000, in 2021, and
of course in 20 it in 2010.
Mediation is a skill
also by the Council of Europe with the new descriptors in 2018
and as I mentioned with the Caritas Global honoree.
Exciting.
Last but not least, the input.
Well, one of the most important parts.
Why we are here, the active subtitling in EFL.
I followed some research about Taliban under the Franco Alert,
the LA and Taliban again.
So these are the activities I am presented.
First of all, I
introduce a t and the types of subtitles
for foreign language acquisition.
The differences between between SDH
or as a base set in Spanish and even CC because this
some differentiates close captions also by moral subtitles.
As you can see there the some some segments and practice within
what's wrong with the subtitles because I thought it was necessary
for them to get to know
how the subtitles should be segmented
and a brief guide on how to use aji sub
for the warm up.
I used video Meghan Markle speech
with very
like not tradition
and no subtitles because I wanted to highlight
some grammatical structures and they had to translate aloud
this grammatical structures into Spanish.
Also, there was a video about how to pronounce the name of the show
that we were going to work with, which is Richardson.
I use this show because they they have a lot of advanced
grammatical structures and it was used.
It was good for this purpose.
And also I presented them a glossary by a commercial brand
called Super Britanico and you can see the
regarding
the activity that's active subtitling.
Of course, we had some problems.
This was in a blended learning environment, although
all the students were online,
which means
that not all the students were paying attention.
So it was kind of difficult also
because we didn't have many Spanish speakers,
native speakers in the classroom
and people who attended one session because this was three sessions,
people who attended one session, we skipped the second one,
then go to the third one.
It was kind of a mess, but we decided to
use that.
We separated them in breakout rooms
and one person just
shared the screen within the ages of software and the rest of the
peers used to like help them in the translation.
It wasn't supposed to be like that, but this is how it ended.
But I think they got the gist of subtitling,
or at least they told me that I am
about the participants.
They were like 20 students from the other
20 undergraduate students from the Bachelor of English Studies.
It was supposed to be ac1 level,
and that's why I used a lot of grammatical structures
such as inversions, conditionals and all these complex things.
And Spanish was their first language and the third language,
which was kind of difficult for their translation into Spanish sometimes.
And of course there are limitations where some of the things
that I've mentioned, the inconsistency of the attendance
in this research, and also that
it was supposed to be blended learning and not online learning.
So the teacher who controlled
everything was in a classroom
and they had to depend.
They had to rely on technological issues in a classroom,
which, you know, you may know they are not us.
The ones that you use when they context is just online. So
as the also results
regarding the most relevant results, it is worth noting
the data on whether they thought
that watching audiovisual content
with subtitles signal to web
was better than watching it with subtitles L1
It was a surprise for me because there was a significant change
of opinion with respect in the two questionnaires,
and I want to think that is thanks to the brief
training in this subtitling activity
and so most of them at the end they said that both at both l
one and two subtitles could improve linguistic skills in this sense.
Also, they said they would like to repeat the activity
and as it can be seen as as it can be seen here, the skills
that the participants consider they have developed the most were
the translation skills, listening,
vocabulary and grammar, which was my
aim was the last one.
But don't worry, because it was at least mentioned 53%
of the responses.
So we can conclude that this activity
may help us in the adaptation to the need of students.
Because on the educational content, because we are using well-known
tools and elements which motivate them
and which may help them in the
existing promotion of their abilities.
And of course, it is the role of the teacher
to raise awareness among students of the linguistic and sensory barriers
that can be overcome through subtitling.
Also, I deduce
that it is possible to build didactic bridges between different
but related fields of study, such as philology and translation.
No matter what all this professors may say.
And of course, the 11 points out that thanks to this kind of activity,
mediation in foreign language teaching is encouraged
and it also helps the students to conceive of translation
not as a simple translation word by word, but
a transfer of
message, meaning which I think it was very useful.
And then finally, through a pedagogical translation
on its communicative use approach,
the use of active subtitling in the classroom.
And it is with with this,
it is possible to reinforce or acquire
a certain advanced level grammatical structures
as a complement to the traditional methodology
of grammar teaching, as well as to develop
translating competence on oral comprehension.
Having said this, I wanted to say that hopefully we will be more people
who dancing in this didactic heavy tea
flashmob and
we are hoping to bring some more results.
And of course this research
should be verified and
unchecked
in the future and I will try to do it.
So these are some of the references I used and this is the final thing.
But I wanted to show you just a
how it looks like some of the proposals,
how I did it with the grammatical structures,
the context and the translation proposal for the subtitles.
As you can see, is classified by grammar, grammar and structures.
There are thousand more, but this one's just
a sample. So
I think they enjoyed,
although they didn't realize
they were learning grammar, which is something good,
but I don't know, not so good.
So yeah.
Thank you so much for the attention.
I have skipped a lot of things, but if you have any questions,
suggestions or recommendations, I would be more than happy to hear it
from you. So thank. You.
Thank you.
Thank you so much for your presentation
for this really nice experiment and for all the information.
And everything was really easy to follow and understand.
And I think it's been really nice to enjoy your experiment.
The questions suggestion to the
presentation, of
course, present some new thoughts.
And so as we get grammar,
I think something is going to work
is worth getting there.
Maybe planning on level one is also a
like you do.
Yes, I am.
I thought about that.
But it's true that at least in English studies
we have a problem and is that they are supposed to have a second level.
But they.
Exactly so
and this idea was actually to reinforce
or to work more on the vis structures
that they need to learn for the exam,
which are the inversions, the modal verbs,
which sometimes they think they know, but they don't.
So yeah, I thought about B two level, but
I wanted to try with this advanced
level to see if it works.
I will try to replicate and see if it really works or not.
But thank you. And also
they want to know where
in fact
their results were slightly more correct,
where Yeah.
They were correct because they were translating from English to Spanish.
So my idea was to establish
like a kind of
relationship between the English
grammar structure and the Spanish one, because it was easier.
My idea was it was easier for them to tend to
to have more retention, cognitive skills.
But it was not always like that.
I mean, inversions, they got it.
But sometimes when it comes to conditionals or even
more others, they always forgot
because the problem is that they don't know Spanish.
Although they are Spanish native speakers, they don't
they are not aware of the Spanish grammar structures either. So
so it is the ones do feel
long.
So yeah.
And you can see the reverse translation at any point.
Yeah,
I wanted to do that, but
in the program of the module
it was a Yeah.
But yeah.
Interesting as well.
I think it's even more difficult for students still maybe
using this kind of philology help
like okay,
any other question that you want to.
Okay. So thank you very much. Thank you.