Audio description and plurilingual competence: new allies in language learning?

Ibàñez, Anna Marzà i; Torralba, Gloria; Baños-Piñero, Rocío

doi:10.20420/rlfe.2022.557

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…Besides, there is the challenge of objective evaluation, as pointed at by Marzà et al (2021). In their research on plurilingual and pluricultural competence in translation learning, an area related to our study, they argue for combining standardisation and flexibility, and the need for a holistic approach (2021, p. 136).…”

Section: Students' Productions and Their Evaluationmentioning

confidence: 84%

Audio Description Practice in the Catalan L1 Classroom

Bardini,

Espasa

2023

JAT

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Audio description (AD) has been successfully used in educational settings, especially in foreign language learning—often in combination with other audiovisual translation modes. Most studies have focused on advanced foreign language learners, in the context of higher education. The use of AD in school settings, and in connection with L1, is a promising but arguably under researched area, which our study explores. The AD workshop conducted in a Catalan secondary school in the realm of the research presented in this article is now part of a forthcoming catalogue of activities to encourage the use of Catalan among students, which is published by the Generalitat de Catalunya and addressed to Catalan schools. The article outlines the pedagogical design of the intervention, its main results, limitations, and ways forward. We report a positive effect of practising AD on students’ lexical and syntactic abilities in Catalan and an important impact on their awareness on blindness and functional diversity, as well as the development of critical thinking and empathy. One of the challenges of the activity was to evaluate students’ productions and another was to deal with multilingualism and translanguaging in the classroom, two key aspects that are also discussed in the article. Lay summary Film audio description is an aural description of what happens on screen inserted between dialogues and important sounds. It is a mode of audiovisual accessibility for persons with blindness or low vision, but we can also use it in education. In this context, students create an audio description as a way of practising their language skills: this is called didactic audio description and it has been used with success in foreign language learning in universities. Our study explores the use of didactic audio description in secondary school and in the local language of instruction (L1). Our project took place in a secondary school in Catalonia. The project involved two researchers (the authors of this article), a professional audio describer, a teacher of Catalan, and 80 students aged 12-13. These students participated in a workshop. The workshop included a presentation of what audio description is, a first practice, and a guided final practice. This final practice consisted in the audio description of a short film where the main character is blind: The Fish and I, by Babak Habibifar (2020). In this article we inform on didactic audio description, we explain the methodology of our study, the realisation of the workshop, and our most important results. These results concern the main benefits of didactic AD in L1 in secondary school. The most important results are: The benefits of didactic AD for developing language skills in L1. The benefits of didactic AD for developing other competences, such as working in team or analysing a film. The benefits of didactic AD for making students aware of blindness and diversity. The benefits of didactic AD for the revitalization of Catalan, a minority language. The article also presents the difficulties that the research team encountered. Some of these difficulties were evaluating the students’ work and dealing with multilingualism in the classroom.

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Section: Students' Productions and Their Evaluationmentioning

confidence: 84%

Audio Description Practice in the Catalan L1 Classroom

Bardini,

Espasa

2023

JAT

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“…Research on DAT in FLL transcends disciplinary boundaries, converging applied linguistics, language and literature didactics, translation studies and educational science (Lertola, 2019). In addition to offering promising results related to the development of the communicative skills of primary, secondary and university education students (Ávila-Cabrera and Rodríguez-Arancón, 2021; Bolaños-García-Escribano and Navarrete, 2022; Fernández-Costales, 2021; Marzà et al , 2022; Pintado-Gutiérrez and Torralba, 2022), DAT has obvious implications in terms of digital literacy, given that subtitling or active dubbing of videos by students facilitates working on their ICT skills, multimodal working or mediation, among others.…”

Section: Literary Review/theoretical Frameworkmentioning

confidence: 99%

Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire

Rodríguez-Arancón,

Bobadilla-Pérez,

Fernández-Costales

2024

JME

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Purpose This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL). Design/methodology/approach Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning. Findings The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning. Research limitations/implications The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings. Originality/value This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

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“…Ambas han colaborado activamente con las Dras. Anna Marzà, Rocío Baños y Gloria Torralba en el uso de la TAD para el desarrollo del plurilingüismo (Baños et al, 2021;Marzà et al, 2018Marzà et al, , 2022 en el marco del proyecto PluriTAV 2 , coordinado por el Dr. Martínez-Sierra (Martínez-Sierra, 2021).…”

Section: La Tad Y La Didáctica De La Traducción Audiovisual Una Mirad...unclassified

La Traducción Audiovisual Didáctica, Una Disciplina Fundada Por Mujeres: Revisión Bibliográfica Del Papel De Las Mujeres en La Consolidación De La Disciplina

Tinedo-Rodríguez

2024

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Una mirada histórica a cualquier campo del saber revela la ausencia de las voces de las mujeres. En el campo de la didáctica de lenguas es común pensar en los aportes de lingüistas como Krashen (1981, 1982, 1989), pero rara vez se menciona el papel crucial que jugaron maestras como Mary Brebner (McLelland, 2021). Por otro lado, la didáctica de las lenguas está estrechamente ligada a las necesidades sociales. En el siglo XXI la evolución tecnológica es una realidad que se ha traducido en la presencia de dispositivos informáticos en la rutina diaria, y, uno de los efectos más tangibles es el hecho de que las pantallas y los productos multimedia tengan una gran presencia en la sociedad. Filólogas, traductoras y docentes han encabezado desde el cambio del milenio un giro hacia la incorporación de estos recursos en el aula, al igual que lo hizo Mary Brebner en el Reform Movement cuando abogó por lo métodos directos. Este estudio es una revisión bibliográfica que pretende poner de relieve el papel clave que han jugado las mujeres en la fundación y consolidación de la Traducción Audiovisual Didáctica como disciplina dentro de los estudios de Lingüística Aplicada. De la literatura revisada se destila que las mujeres han jugado un papel fundamental para que la Traducción Audiovisual Didáctica puesto que han hecho aportes relevantes y de impacto que han permitido que la disciplina goce de visibilidad y se haya consolidado en un lapso temporal breve.

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Audio description and plurilingual competence: new allies in language learning?

Cited by 5 publications

References 7 publications

Audio Description Practice in the Catalan L1 Classroom

Audio Description Practice in the Catalan L1 Classroom

Can didactic audiovisual translation enhance intercultural learning through CALL? Validity and reliability of a students’ questionnaire

La Traducción Audiovisual Didáctica, Una Disciplina Fundada Por Mujeres: Revisión Bibliográfica Del Papel De Las Mujeres en La Consolidación De La Disciplina

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