The digital revolution of recent years has led to new ways of learning by combining innovative and traditional methods. In order to engage the students in these new methods, a pilot project called the Communicative English Language Skills Improvement Programme (CELSIP) has been designed. Thus the learners will be able to achieve a higher level of communication in English through a wide range of multimedia resources, such as audio-books, learning apps, educational websites, TV series, films, board games, and music. These multimodal tools are of easy access to students since the vast majority are user-friendly. Hence, the main objective of this paper is to analyse and verify the feasibility of the CELSIP using a SWOT framework analysis to show the self-learning potential regarding English as a foreign language. In order to do so, we shall first describe the characteristics of the project named CELSIP. It is hoped that the SWOT analysis will provide an objective and critical perspective of the Programme's usefulness and effectiveness as a whole. Also, this analysis could offer prompts involved in the analysis of what is effective and less effective in the programme sections and procedures.

Muchos investigadores han demostrado la validez de utilizar clips como material audiovisual para enseñar un idioma extranjero. Al mismo tiempo, es interesante explorar la combinación de este material a través de la traducción audiovisual (TAV): subtitulación y doblaje. El objetivo de este estudio es presentar la efectividad de las actividades de subtitulación y doblaje como herramientas para la enseñanza del inglés. Para ello, varios participantes de la Universidad de Valencia (España) cuyo nivel de inglés era B2 / B2 + participaron en una combinación de actividades haciendo uso de estas dos modalidades. Se han diseñado una serie de tareas basadas en un videoclip subtitulado de dos minutos, con el propósito de aumentar la adquisición de vocabulario de los alumnos y mejorar su pronunciación, entonación y comprensión oral y lectora combinando el uso de ambas modalidades de traducción usando el software Clipflair.

For years, the translation method was disparaged in language teaching on the basis that it did not focus on communication. More recently, translation has made a return as scholars have come to realize how and why translation in the foreign language classroom might prepare students for the use of language in real communicative situations. The fact that translation and audiovisual translation (AVT) are now established disciplines with acknowledged linguistic benefits for language learning is both a cause and consequence of this paradigm shift. This article, first, begins with a revision of the different language teaching methodologies explored during the 20th century. We then proceed to focus on the different modalities of AVT and to present a critical analysis of best didactic practice in relation to this typology. Finally, it hones in on subtitling and dubbing, focusing on the variety of opportunities that both can offer in the field of language teaching.

Los proyectos y prácticas educativas de cada época histórica están íntimamente ligados a las formas que adopta el sistema social. Por eso, poco entenderíamos si aceptásemos sin más, como frecuentemente defienden algunos teóricos, un progreso lineal y acumulativo en el ámbito de la educación. [The educational projects and practices of every historical period are intimately linked to the forms adopted by the social system. This is why we will gain little understanding if, as theorists frequently advocate, we simply accept a linear and cumulative progress in relation to the field of education.] (Varela and Álvarez-Uría 1991, 129)

You ever worked with a bunch of niggers? They're just like you two, always fightin', always sayin' they're gonna kill one another'.