Practical info
- Location: Building R - Room R010
- Timing: 9 - 12 a.m.
Noa Talaván, Jennifer Lertola, Pilar Rodríguez-Arancón, J. J. Ávila & Alejandro Bolaños
Higher-education institutions are increasingly multimodal and audiovisual, not least because the COVID-19 pandemic has shaken traditional teaching models, with remote lessons rampaging and face-to-face settings embracing new technologies and ways to interact and learn. In an ever-more internetised world, where students have access to a plethora of social platforms, tools and resources, and in the wake of artificial intelligence and automation technologies, language instructors have to be particularly creative to produce lessons that are not only effective but also engaging while targeting the skills demanded in the 21st-century. In this flurry of innovative approaches to the teaching of languages, the didactic applications of audiovisual translation (Didactic AVT or DAT) to foreign language education (FLE) become particularly useful.
Although the (passive) use of subtitles in FLE settings is far from new (Vaderplank, 1988), it was only at the turn of the century that DAT, understood as the active use of AVT (with students as co-creators), started to receive greater scholarly attention (Talaván, 2020), with most studies and projects being fairly recent. Considering previous projects that explored the (active) uses and applications of AVT practices in FLE environments, particularly ClipFlair (2011–2014), but also similar projects PluriTAV (2016–2019), Babelium (2013–2015), SubLanLearn (2009–2012), and LeVis (2006–2008), the development of projects that touch on DAT is exemplary of its potential in the training of foreign-language students. And yet, DAT tasks can be challenging and time-consuming to prepare; some of the issues instructors experience range from retrieving videos and choosing the right software and teaching approach to downloading resources and ensuring the classroom configuration allows for the running of said sessions.
Considering the increasing interest in this line of inquiry, this workshop on DAT draws on the results of a three-year research project entitled TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education, 2020–2023), which has yielded promising scholarly results (Bobadilla & Carballo de Santiago, 2002; Bolaños García-Escribano & Navarrete, 2022; Couto et al. 2021 & 2022; González-Vera, 2022; Lertola & Talaván, 2022; Navarrete & Bolaños García-Escribano, 2022; Ogea-Pozo, 2022; Plaza-Lara & Fernández-Costales, 2022; Plaza-Lara & Gonzalo Llera, 2022; Sánchez Requena et al., 2022; Talaván & Lertola, 2022; Talaván & Tinedo-Rodríguez, 2022; Tinedo-Rodríguez, 2022). Also resulting from the project is the cloud-based TRADILEX platform, where students and teachers can complete DAT tasks following a task-based approach. Ready-to-use lesson plans are offered for different levels of proficiency which can be completed individually or in sequences.
This workshop has been designed to help language instructors who would like to include DAT in their lessons. The TRADILEX methodology will be explained, and attendees will have a chance to test the TRADILEX platform as well as to peruse and actively produce lesson plans using free software.
Attendees ought to have a Google account and they need to have access to a computer during the workshop. Participants can bring their own laptop or use one of the PCs provided in the classroom.
Workshop sections
Part 1: The TRADILEX project and its methodology (30 minutes)
Part 2: The TRADILEX platform (30 minutes)
Break (20 minutes)
Part 3: Preparing a lesson plan: Hands-on practice (50 minutes)
Part 4: Preparing a lesson plan: Simulation and peer work (LP piloting) (50 minutes)
- Noa Talaván is an Associate Professor of English Studies and Translation in the Foreign Languages Department of the Universidad Nacional de Education a Distancia (UNED), Spain, and has coordinated 15 teaching innovation projects since 2008 in the area of the didactic applications of audiovisual translation to foreign language education. Currently, she is the coordinator of the teaching innovation research group ARENA (accessibility, audiovisual translation and language learning), and of the research group TRADIT (Didactic audiovisual translation), both based at the UNED.
- Jennifer Lertola is the author of the book “Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages” published by Research-publishing.net in 2019, and of various papers on audiovisual translation in language learning. She has participated in several international research projects, including ClipFlair (Foreign Language Learning through Interactive Revoicing and Captioning of Clips) funded by the European Lifelong Learning Programme. She is part of the ARENA (Accessibility, Audiovisual Translation and Language Learning) teaching innovation group and is a member of the TRADIT (Didactic Audiovisual Translation) research group at the Universidad Nacional de Educación a Distancia (UNED), Spain.
- Pilar Rodríguez-Arancón currently works at the Department of Foreign Philologies and their Linguistics, National Distance Education University. Her research interests focus on intercultural communication and the didactic use of Audiovisual Translation. Her current projects are GECKO (Improving enGineer’s Employability with multi-Competencies, Knowledge and Opportunities) and TRADILEX (TRAducción AuDIovisual como recurso DIdáctico en el aprendizaje de Lenguas EXtrajeras).
- José Javier Ávila-Cabrera, PhD, works as a lecturer at the Departamento de Filologías Extranjeras y sus Lingüísticas at the Universidad Nacional de Educación a Distancia (UNED), Madrid. He holds a PhD in English Studies from the UNED, specialising in the field of the subtitling of offensive and taboo terms. Among his academic interests are the subtitling of offensive and taboo language, AVT, and AVT in FLL.
- Alejandro Bolaños García-Escribano is Lecturer (Teaching) in Audiovisual Translation and Programme Director at University College London, UK, where he teaches (audiovisual) translation and other subjects at both the Centre for Translation Studies (CenTraS) and the School of European Languages, Culture and Society (SELCS). He holds an MSc in Audiovisual Translation and a PhD in Translation Studies from University College London, UK. His latest research revolves around the pedagogical potential of cloud subtitling and the latest innovations in audiovisual translation education. He also works as a freelance translator and subtitler.