Okay, So let's move on to the next speaker.
Well, there are three authorizing these presentations, so
I'll try to break to be as briefly as possible.
Mozzarella raised a silver.
Did I pronounce it? Well? Yes.
Emulator data comes from Brazil.
He has a degree in English and Portuguese.
He works as a vice principal at the foreign language school
run by the state government of Sierra in Brazil.
He's currently undertaking the Master's degree program
in translation studies at the Federal University of Sarah.
His research is an artificial translation
applied to language teaching in public schools.
More specifically
on audio description, if I may, I'm
going to move on to next speakers for the sake of time.
Therefore, Alfredo Silva, Italian
professor and coordinator of graduate program in translation
studies at University, admitted that all those had at Brazil.
He has a degree in modern languages and literature Brazilian, Portuguese,
Italian, a master's degree and female Latin languages at Universidad
de the Rio de Natal, Brazil.
Then the third author is Patricia and I will call
the ADA is a professor at the Federal University of Sarah,
teaching the sign language Linguistics and the Graduate Course
and the Graduate course of translation studies.
EO and team She develops her research on Applied
Linguistics, Analytical Translation, subtitling sign
language, Translation, audio description, translation and teaching
and the presentation they're going to do today is title
the Use of Audio Description as a domain IELTS.
Welcome to this Putting my timing here so.
Good afternoon, everyone. Thank you for
being here so late.
I like the last session for today so basically we are a group,
but these are my two advisors at the my master's
dissertation and
yeah, this is kind of an overview of my presentation.
I'll do some.
What were my motivations for this research?
Some theoretical background, also
some more motivations and the methodology.
So this might be the most different presentation
you've attended because we don't have results yet.
It's an ongoing research, so we hope to finish soon.
We had like some setbacks
in our organization,
so we are in the process of closing so we don't have all the results yet.
So basically
I chose to work with Adi because I got like the feeling
that we don't have much use of ADI in teaching, especially in Brazil.
And after I research
about in
indexes or research about it about it,
we didn't find many works on this theme.
So also we are applying this not to the university level
but to public school students, high school students.
And we also decided to work with
many of the books that we students receive for free from the government,
that it's not they are not very well exploited by the teachers.
So we we decided to give
a broader perspective on working with images in the books.
So, yes, the unexplored use of of images in books,
the teachers tend to use
the exercises in everything that comes
that come in the books only what is there.
So we want to provide them more options
onto working with this very rich material.
And also we are in the middle of the transition
of our national curriculum,
which we have now an official document,
and then it shows it asks
for more for different approaches
when teaching.
So we thought that this could be
something new in the field for our teachers.
And also I decided to include cooperative
learning in the research because of a self passion for it.
So I'll explain later.
Basically, our objectives are to verify the production
of scripts in English, to improve communicative skills in English.
But we decided not to work with all the skills, but only writing.
Although they will speak, they will read.
But we are going to measure only the writing
and also compared the production of ADI
before and after the experimental mini course that we are.
The workshops we are developing and also analyze the developing
of textual competence with the aid of the ADI
and in the end to find out how cooperative tasks
enhance the development of the languages skills in EDI tests.
And this is how
how I got involved with
ADI during the course is during the master's
degree courses I came across with these materials.
So that's when I got really passionate about Adi
and these are the three main,
how can I say rationale
or our background knowledge that I have
in terms of using audiovisual translation,
especially ADI in, in language classroom,
Because in Brazil, as I'm going to say now, we don't have much.
So we have some groups, for example,
the lead group, it's the group where I, where we belong.
We work with subtitles and ADI,
but most mostly focusing on media accessibility like museums.
Audio Description.
We are also working on the politics about ADI in Brazil,
which is in the law, but it's not
done like 100%.
So all the programs, all the TV programs
should be either described, but we don't have this fully completed.
And also these groups tend to focus more
and more on training, like doing training
for audio descriptors or subtitles professionals.
And I did find some ADI
works on using the didactic use of Adi,
but they were applied in other fields like biology, physics
and chemistry, focusing on students that they are visual,
they have some visual impairment, so they are some works.
They did about the use of just outer described images,
helping students to understand physical concepts, biology
that most folks are very rich in in images.
So these are some samples of images from the books we have.
The government provides students with free books,
but basically the images, they are there
sometimes just to
start an activity or just to show some linking.
And normally there are some short discussions about this.
And I thought, why not explore more of these images?
Because most of books are very rich in in images.
So we would give the students the opportunity
to work some with material that are free
and they have it on their hands in some place.
Why not working with videos, as most of the research is?
Because some students lack of the abilities of using
the technological tools also
for other issues like
connections and
many schools don't have like even computers or
so we would like to provide something universal that teachers
could apply everywhere. So
and we have this
special work made some years ago by a colleague.
She wrote some parameters for teachers
who would like to use all the descriptions in their lessons.
But basically they they help
the teachers,
help blind students to during their lessons.
So we are using this as a ground.
So it's one of the first works that we have
in Brazil that shows
the project
preoccupation maybe with images in the book.
And also most materials don't come with the audio
described images in their official material,
although it's in the law that all materials
should be also described and also cooperative learning.
So 7 minutes that
this is a passion of mine.
During
a research I did in Syracuse University,
the United States, I could study more about cooperative learning.
So I decided why not join things to get it more interesting.
So working together is just more
is nicer, is more motivating than working alone,
and sometimes it's easier.
So cooperative learning basically
for those who might not know, it's a group of
methods.
It's not just one method, but we can have several.
And these are some of the head
hands on these.
How can I say these methodologies
are the Johnsons, ARONSON Slovene and his.
KAGAN So they have different ideas how to apply cooperative learning.
And so we don't have to focus only on putting students in in groups.
So do your work.
Now we have different kinds of
so the methodology, how we are developing our research.
So basically
we are developing
workshops in total, they are going to be 660 hours
workshops and they are being developed in the central series
City You do almost, which is a language school, but it's public.
It's for it's only for students coming from public schools
who are still during the high, high school.
So yes, so it's a very small study because because of the time
we have like the two year master degrees research.
So we have only 25 students doing it.
So maybe later we can like get a more expressive number
and they are all a two level.
So they are basic and yes, it's easier for them
to work with static images because they have time to think.
So that was very good.
So the data collection we are working with pretest
and post test and also observation doing the workshops.
And in the end, when it when it ends, we will
conduct some interviews.
So this is the model of our pretest.
So we basically asked students to write some descriptions
before they know what what they are supposed to do during the workshops.
Also to read some all the descriptions
and decide what images they match.
And there is another one that it's not here.
But basically they will have to describe
another kind of image, which is a graphic,
a chart, and also they have to write something about themselves.
So again, we are measuring
their writing perspective, so they're writing skills.
So this is the plan for the workshops.
We are kind of finishing it, but
these themes are from the books, so we take it,
we take them the whole unit from the book.
So the idea is not giving the students
in A.D workshop, but a workshop
that includes the material they have and also the A.D.
So it's included
and this is a lesson plan.
And also the trial program
helped me a lot because before
knowing about it, I didn't have an idea
how to, how to plan the lesson.
So I came across with the lesson planning and then I adapted.
So we could have a nice, a nice plan.
So we have the, the, the hours, the functions we are working on,
the genre of the,
the image, the language skills that we are using during the sessions.
But again, we are focusing on writing in the end and the goals
also we have the faces for the lessons and for those who are
language teachers.
Maybe you are familiar with the Jeremy Harmer
sequence, which is engage, study and activate.
So we tried to match those parameters.
So it could be and also I don't know
if you can see, but it's underlined, these are some
cooperative learning
strategies that are being used during the lessons.
And also sometimes we do some normal speaking in a normal presentation,
but most of the time we try to apply some strategy.
Also, each lesson, each time we have with the students,
we do some kind of assessment
and we have a challenge and this was the first lesson they had.
So they challenge them.
We challenge them to how to describe a short,
sharp part of a video, which is part of the lesson.
So I'm going to show you now.
So this is basically the the lesson, the beginning of the lesson.
And it focuses on it focuses on listening.
But then during the lesson,
we have like some pre listening and then post listening and that's it.
So the image is there.
They have to discuss something about what do you think about the image
or how do you relate the image to the topic of the book?
But then it's there and we move on if it's a normal lesson.
But then what?
What we are doing, we go back now we have an easy task.
So you are going to order describe this image.
So they will think of it all the details, all the the references
that we have, all the parameter parameters, and then it's complete.
And then for this activity, they have
a YouTube video web series
and we challenge them to all to describe a part of it, which
which was going to be developed in the in the next session
after this one.
Also, we have this another example.
We have several pictures, very rich, beautiful pictures.
But then they are they are there just to start the conversation.
And then the teachers are supposed to move on.
And what about them?
What can we do with them?
So we provide the activities so they can order, describe.
Our analysis is based on the sentence structure, complexity.
So we are going to measure if they use more complex clauses or
and the number of meaningful words like verbs, nouns and adjectives
based on the pretest in the post-test and also the motivation
during the process towards sad and cooperative learning.
So this is kind of the guideline
for our analysis and results so far.
We don't have the numbers, we don't have the statistic yet.
But from our observations, the students who are again,
they are in high school and they are in this project.
So they, they, they, they always talk that we use the material
in a very different way, in a very motivating way,
because they are using
the material that they have and we are extrapolating the material.
So in the end we might have positive comments about it.
So end
to finish, I would like to finish with the Paulo free thought,
which is education, whatever it may be, is always the theory of knowledge
put into practice.
So I decided
to finish with this because most
research
in Brazil nowadays they are
they stay at the university level so they don't go to school.
And I and I am a teacher.
I work at school, so I need to do something that I can use
and I can teach you and I can share with all the teachers in everything.
So as we don't have results yet, we hoped that before this session
we would have the results, but we didn't finish.
I thought of giving up of the the presentation.
But then my my advisor
said, no, you, you have something to share.
So the process is still going on.
So we hope by the end of the year we have everything published
and yes, you can see the results.
So thank you very much. Obrigado.
If was
feedback from
Thank you for this presentation.
Yes, the science and knowledge needs to be spread out.
Yes, of course.
No matter the level in which of education
in which we were with so very well known and.
As I think we still have time.
So if anybody has questions for
about the previous session, that's everything.
So also I'm sure that here
okay, there's been a hot
topic of discussion
and it's about motivation
and ideas about how to make the students
motivated to get this next lesson plan.
And we're also saying that are public schools, business, school,
and that's a for me I know some of these classes,
I suppose,
but it's to get them through. Yes.
And I worry that sometimes this
meant that I wouldn't help with them.
I like the fact that they are sent
to meet the former students
as they would simply not have a chance, or
that they may use counsel and the approaches
need to. Yes.
The first question was about the themes.
Yes, yes. So basically, which we chose.
Some themes are they are from different books.
So students from different schools receive kind of different books,
but we tried to choose those.
There are more
close to that reality.
So something related to what's on the media
or something they like, they are always taking selfies.
So we should work with phone photography
and they are also concerned about clothing and
the women empowerment, the youth and the black people and also art,
because we have artists in our classrooms and we don't know
because we don't give them the opportunity.
So yes, we try to and no pain, no gain, because most students,
even the 15, they are liking the jeans every day.
So they want to talk about these these things.
So the first thing to get their attention was choosing
topics that they can be involved.
Of course, in the classroom.
We don't get everyone
in each
talk, but maybe if they are not engaged in this one,
the next one they can be because it's more close to them.
Also, being a teacher before and knowing more techniques
with this material, I would follow it just as it.
So listen, okay, do this.
What what is the picture about?
They would say something or not.
Now we are going to listen to this.
Pardon And you have to check the the the answers.
So as a student and as a teacher, this is boring.
And if we don't give them a variety of options.
So they tend to
they don't like English
mostly because it's only this.
So I think and this is a personal thing,
that in the end they will see it with different eyes
and if we share this
with other teachers and they start using more techniques, they will
get more from their students.
Now we are working with pictures from the books,
but we can work with pictures that they make.
They themselves can make.
So pictures from their Instagram accounts.
So something that we can
like we can do
a presentation of some art, they make some graphics,
some graffiti or something so we can expand.
Now we are using a material they have, so it costs nothing because
they received they have the material they have with them everyday.
They don't have to record,
they don't have to download anything, they don't have to use internet.
So maybe.
And it works for all levels, I think
because aa1 students would describe something,
but they then a two would would say something more
and it going it's going higher, but then we can see that it's there
so I can get something from them and practice.
I don't know if it was yesterday that I heard that
the more
you practice in these, the better you get.
So something my dissertation has
lots of images and one of the
requirements of my
my advisors, I have to describe all of them.
So the first one was hard, very hard.
So what can I put what what can I, what I cannot put.
And then the the last one was like it was easier.
So it was just simple as it, it's there so it's practice.
So basically this can help
future teachers or teachers in the process.
Also, students can get
most from the materials they have.
Because I see several other description experts.
Hearing their. Yes.
So be happy to give you some recommendation, maybe. Yes.
And I want to.
And also I can hear more to learn to learn.
So yes.
Yeah.
Okay.
So thank you very much for your guidance.
Consult these organizations only in this kind of research
accessible to students.
So I think that's really basic.
So my question is, I will be with you, but I know that
the UK and many other countries
teachers are funding stop time.
They are overwhelmed.
They do. Those schools are underfunded.
So I was wondering, even though we are helping
teachers, we are maybe to say that, you know, thank you very much.
Yes. And surprisingly, the T I'm also a teacher trainer.
So surprisingly, they are eager to know more things
and something that I like most of working with teachers,
especially where I live, I don't know the other realities, but the teachers
I meet, I, I can always see that they want to learn more.
So when I talk about cooperative learning, they like the open,
they open the eyes and they say, Oh, I can do this in my lesson.
It's simple, it's easy, it's engaging and it's motivated, motivating.
So I haven't presented anything about it yet
because I don't have the results.
I don't know if it's going to work, but then
maybe
if this works,
they will be very happy
because as I said, we are in a transition of a curriculum
that asks teachers to work differently.
And yes, most of them don't don't want to change.
But we have many, many teachers.
There are like just going out from the universities.
So they need something and they learned like
the university thing, but they need to practice
and they are like, in my opinion, the best teachers to
to share something with. So
from my I've been a teacher training
since 2014 and
I haven't encountered any like barriers
because they are always especially language teachers, they are always
open to new things.
And as I said, the reality varies a lot.
I don't know the reality in the south of Brazil.
I'm from the northeast, so
but yeah, basically that's it.
I'm very happy with the public that I have.
At first I thought of working,
doing the workshops with teachers, but then I decided to
to test first with the students, then I can apply with teachers.
So they would say if they can do it or not.
But it's it's simple.
It's it's they keep it simple. Yes.
Teachers always are looking for new.
So yes things but not 60 hours. Yes.
Yes. Yes.
Yeah.
You give us something we need to talk about.
Yeah, Yeah.
Take time to. And yeah.
These hours is just because of the research requirement.
But of course, for teachers, I would like.
To keep it simple.
I know how to approach them there.
So we had something.
Yes. Suddenly I was thinking about it.
And then you mentioned Instagram, the fact that they use it.
So I just have one features.
I was wondering if you ever saw or read it.
It would be a possibility to expand as classroom
and have them encourage them to add text to their images
because they would be already describing their own. Yes.
And use it in their first language.
Language. And that might be motivating.
Yes, that's a good idea.
So the algorithm picks it up.
Something like that would be like.
Yeah, yeah.
So I, I haven't thought of this during these workshops, but
I've been having like lots of ideas.
I don't know if I'm going to live enough to, to put them.
So use an Instagram user doing lots of things about it.
So I've been listening to so many ideas and this is, yeah,
I read so many papers that people are here presented.
So now I can, I can do my own thing.
But then we have so many, so, so much to, to do it.
Yeah.
So I just Yeah, so.
Okay, well thank you so much. Thank you very much.
Presentation.
Very interesting and good luck with all the.