T he purpose of this paper is to present the rationale and outcomes of ClipFlair, a European-funded project aimed at countering the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible online platform to learn a foreign language through revoicing (e.g. dubbing) and captioning (e.g. subtitling). This paper will reflect on what has been achieved throughout the project and the challenges encountered along the way, in order to share our experience and inspire other FLL tutors in secondary and tertiary education. The focus is on the main outputs of the project: a) ClipFlair Studio, an online platform where users (both tutors and learners) can create, upload and access revoicing and captioning activities to learn a foreign language; b) ClipFlair Gallery, a library of resources containing over 350 activities to learn the 15 languages targeted in the project; and c) ClipFlair Social, an online community where learners, teachers and activity authors can share information.

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Language teachers often resort to video to familiarise their students with contextualised linguistic and cultural aspects of communication. Since they tend to consider learning-by-doing more effective than learning-by-viewing, they try to further exploit this valuable asset through active tasks, such as taking notes or answering comprehension questions, silent viewing and predicting, ordering sentences, role-playing, analysing, summarising and describing (Zabalbeascoa et al. 2015). Advances in ICT have enabled more interactive options, with a view to expanding the range of available activities to include audiovisual translation (AVT) activities, such as subtitling and dubbing. This is the focus of ClipFlair, a project which developed a platform for creating and hosting such activities and a pedagogical proposal based on the idea that language learning can be enhanced with the use of activities asking learners to work from a video by inserting their own writing (captioning) or speech (revoicing). Based on this framework, a whole range of possible activities are open to teachers, beyond standard subtitling and dubbing. This paper starts out by briefly describing previous work done in the area and goes on to illustrate the ClipFlair conceptual framework including the educational specifications for the web platform, after the description of which concrete examples are provided in order to expand on the possible audiovisual activities that can be used in a language classroom and beyond. Finally, the paper gives an account of the learner survey carried out during the pilot phase of the project, which included feedback provided by more than a thousand learners and teachers.

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AntecedentesEl uso de subtitulación para el aprendizaje de lenguas es una técnica innovadora. No nos referimos a la utilización de material ya subtitulado, donde la actividad consiste en ver películas o videos subtitulados, sino la elaboración o edición de subtítulos por parte del estudiante. La subtitulación, integrada en un entorno como LvS, se combina con otros elementos que se utilizan habitualmente en el aprendizaje de idiomas, como el uso de videos, materiales auténticos y ordenador, logrando un entorno que favorece el aprendizaje autónomo.En primer lugar revisaremos cómo los teóricos han valorado los distintos componentes por separado a fin de comprender que el uso de subtítulos para el aprendizaje de lenguas representa una evolución natural en el aprovechamiento de las nuevas tecnologías aplicadas a la enseñanza de lenguas.1.1. Uso de material auténtico en el aprendizaje de lenguas En la enseñanza de lenguas, hablamos de realia o de materiales auténticos para referirnos a aquellos objetos y elementos de la cultura extranjera que se utilizan en clase con una finalidad didáctica, para ser usados como ejemplo o ayuda al hablar o escribir en la lengua extranjera. Muchos autores han defendido y demostrado la utilidad de estos elementos para el aprendizaje de lenguas extranjeras. Uno de los motivos principales para justificar su uso es la contextualización y conexión con el mundo real que este tipo de materiales consiguen establecer entre el estudiante y la cultura de estudio (Krashen y Terrell 1983; Berwald 1987;Brinton 1991;Nunan 1999). Materiales como fotos, comida típica, objetos cotidianos y, claro está, noticias de prensa, televisión, etc., consiguen que el estudiante tenga un aprendizaje más auténtico.En el entorno LVS, los materiales auténticos con los que se trabaja son clips de video, del tipo que sean. Los docentes, en función de los objetivos de la actividad,