Resum. L'aprenentatge de la pronúncia anglesa mitjançant REO: El cas de Voki. Al llarg dels anys, l'anglès s'ha situat com una vertadera llengua global a la nostra societat. Això ha donat pas a l'aplicació d'un nombre de mètodes i enfocaments pel que fa a l'àrea d'ensenyament i aprenentatge de l'anglès com a llengua estrangera o segona llengua, on tant la integració de les Tecnologies de la Informació i la Comunicació (TIC) com dels Recursos Educatius Oberts (REO) és primordial. Tenint això en compte, aquest estudi té dos objectius. D'una banda, es pretén investigar fins a quin punt els estudiants universitaris matriculats a l'assignatura de Pronunciació i Comprensió de l'Anglès Oral són capaços de millorar la pronunciació mitjançant l'eina en línia anomenada Voki. D'altra banda, es vol examinar si tenen una actitud positiva cap a la utilització de les TIC per a l'aprenentatge de la pronunciació. Els resultats mostren que les TIC, en aquest cas Voki, té un gran potencial per a estimular l'aprenentatge de la pronunciació anglesa.

The aim of this study is to improve English pronunciation in the university

Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of this paper is to examine how students value their music lessons in English and to check the adequacy of teaching music as a subject in English. To achieve this goal, materials adapted to their level of proficiency and a final questionnaire were designed. Results indicate that students are satisfied with this proposal, since they consider these music lessons to be easier than the regular ones. Not only did they enjoy being exposed to English in these music lessons, but a considerable number of students would also like to take a CLIL program in the near future. Pedagogical implications to this CBI model account for the development of learners’ autonomy, the use of audio-visual aids and further research in bilingual and multilingual regions overseas.

In recent years, the emergence of streaming platforms such as Netflix, HBO or Amazon Prime Video has reshaped the field of entertainment [1], which increasingly relies on subtitling, dubbing or voice-over modes [2] [3]. However, little is known about audiovisual translation when dealing with Neural Machine Translation (NMT) engines. This work-in-progress paper seeks to examine the English subtitles of the first episode of the popular Spanish Netflix series Cable Girls and the translated version generated by Google Translate and DeepL. Such analysis will help us determine whether there are significant linguistic differences that could lead to miscomprehension or cultural shocks. To this end, the corpus compiled consists of the Spanish script, the English subtitles available on Netflix and the translated version of the script. As regards data analysis, errors have been classified following the DQF/MQM Error typology and have been evaluated with the automatic BLEU metric. Results show that NMT engines offer good-quality translations, which in turn may benefit translators working with audiovisual entertainment resources.

Reviewed by Lucía Bellés-CalveraIULMA / Universitat Jaume I, Spain   Multimodality in Higher Education, by Archer and Breuer (2016) deals with multimodal writing practices and pedagogies in tertiary education. With the boost of new technologies in the field of education, studies on modes of communication (e.g. writing) have focused on their evolution throughout the years, particularly in the learning process. This book is aimed at educators and researchers who are interested in the writing communication practices required in a variety of domains, namely architecture, engineering or cultural studies among others. It is true that Multimodality has become quite complex in the past few years given that writing is regarded as a means of knowledge even in practical fields, such as science and media production. In this sense, this volume could be used as a resource book for those educators who want to reflect on the relevance of multimodal competencies when conveying a message, especially when they want to suit students’ needs in the near future. At the same time, the content of the book is precise and easy to follow as it includes interviews and pictures that can help readers understand the changes that have taken place in the communication landscape.