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AUDIO DESCRIPTION AND �SUBTITLING FOR THE DEAF AND HARD OF HEARING: MEDIA ACCESSIBILITY �IN FOREIGN LANGUAGE LEARNING

Noa Talaván

ntalavan@flog.uned.es

REFERENCE: PID2019-107362GA-I00

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What to expect from the next 50 minutes…

1.

Didactic AVT

2.

Media accessibility in L2 education

3.

Didactic SDH

Didactic AD

4.

The TRADILEX project

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1. Didactic AVT

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Production/reception/mediation/ trasferable skills

Increasing body of research

Face2face + online settings

Most AVT modes are used as didactic resources

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1980

Price (1983)

Vanderplank (1988)

2000

Williams & Thorne (2000)

Sokoli (2006) - LEVIS PROJECT

Talaván (2006)

Incalcaterra McLoughlin (2009)

2010

Danan (2010)

Lertola (2012+++++)

Ibáñez & Vermeulen (2013+++++)

Sánchez-Requena (2016++)

+++++++++++++++++++++++++++++ LERTOLA (2019)

- PROJECTS:

CLIPFLAIR + BABELIUM + PLURITAV

2020

Talaván (2020+)

Fernández-Costales (2021+)

Ávila-Cabrera (2021+)

++++++++++++++++++++

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SUBTITLING
SDH

DIDACTIC CAPTIONING

DUBBING
VOICE-OVER
AD
FREE COMMENTARY
NARRATION

DIDACTIC REVOICING

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2. MEDIA ACCESSIBILITY IN L2 EDUCATION

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MEDIA ACCESSIBILITY

MODES: AD, SDH & SLI

ACCESSIBLE FILMMAKING

A LONG WAY AHEAD

The acccess to digital, web and broadcast content that needs to be provided for people with disabilities: blind, visually impaired, deaf, hard of hearing, cognitive conditions or mobility disabilities.

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Authentic materials

Audiovisual language

Technology/ Specific software

Multimodal learning

DIDACTIC MEDIA ACCESSIBILITY

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Motivation

Accessibility awareness

Translation + mediation

‘Like’ a profession

A TASK

Real & authentic

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AUDIOVISUAL PRODUCTION

ORAL (pronunciation, intonation, speed of speech)
WRITTEN

AUDIOVISUAL RECEPTION

Oral
Written (subs/script)

AUDIOVISUAL MEDIATION

Of concept, text, communication

LINGUISTIC CONTENT

Vocabulary
Grammar
Culture

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Ibáñez & Vermeulen (2013+++)
Navarrete (++2021)

AD

Talaván (2019, 2020)

SDH

RECORDS (2012-13)- REvoiCing to enhance Oral pRoDuction Skills
SubLITE (2015-16) - Subtitles for the Deaf and Hard of Hearing to Improve Listening and WriTing Skills in Foreign Language Education
AUDIOSUB (2019-20) - Audio description and subtitling for the deaf and hard of hearing: Audiovisual accessibility for foreign language learning

TEACHING INNOVATION PROJECTS (ARENA)

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3. DIDACTIC SDH & DIDACTIC AD

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Mode

(AD or SDH)

Video / Software

Combination

Tasks/Lesson

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VIDEOS

Short films

Short clips

Selection criteria

Software

Screencastify

AEGISUB

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L2 AUDIO –

L2 SDH (INTRALINGUAL)

L2 AUDIO –

L1 SDH (INTERLINGUAL)

L1 AUDIO –

L2 SDH

(INTER. REVERSE)

CREATIVE

(3 options)

SDH TASK

IMAGES TO L2

INTERSEMIOTIC

IMAGES + DIALOGUES IN L2 TO L2. INTERSEMIOTIC & INTRALINGUAL

CREATIVE (INTERSEM. &/OR INTRALING.)

HIPER-CREATIVE: video creation + AD (INTERSEM. &/or INTRALING.)

AD TASK

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DURATION	PHASE	DESCRIPTION	OBJECTIVE
10 min	Warm-up Reception, mediation and production task	Anticipating video content, characters and events, presenting new vocabulary, structures and cultural information.	To gather the necessary background knowledge to face the didactic AVT phase.
5 min	Video viewing Reception task (listening and mediation)	The video extract to be subtitled/AD is watched at least twice, with subtitles paying extra attention to the content.	To understand the messages to be subtitled or AD and to get familiar with the key linguistic content.
30 min	Didactic SDH /AD Reception and production task (listening, writing, (speaking), and mediation)	Perform the SDH/AD for the extract following the corresponding instructions.	To work on AV mediation skills and strategies and to develop lexical, grammatical and intercultural competence.
15 min	Post-AVT Production (and reception) task	Related tasks to practise elements present in the video.	To make the most of the linguistic and cultural content of the video and to complement the previous mediation practice.

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4. The TRADILEX project

TRADILEX - AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE IN FOREIGN LANGUAGE EDUCATION

The project is funded by the Spanish Ministry of Science and Innovation.

Duration: 06/2020-05/2023.

The research group of the UNED involves Spanish and international higher education institutions.

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https://tradit.uned.es/en/proyecto-tradilex-2/

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To determine the improvement in the L2 (mainly English as a Foreign Language) promoted by didactic AVT.

A methodological proposal for a didactic AVT sequence to enhance integrated language skills (i.e., oral and written reception/production as well as mediation skills)

The didactic sequence contains three lesson plans per each of these 5 AVT mode: subtitling, voice-over, dubbing, Audio Description (AD), Subtitles for the Deaf and Hard of Hearing (SDH).

The methodological proposal is being piloted over 5 months with B1 and B2-level adult learners in university language centres in Spain.

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In Mendeley: more than 400 updated references on didactic AVT and related research areas.
Training: A course on Educational Research.
Pilot courses on Moodle.
A MOOC on Didactic AVT (UNED abierta).
TRADILEX YouTube channel.

Already available

An online platform where AVT lessons will be available to use by any user (either teacher or student).
A manual of good practices on the use of didactic AVT for teachers and researchers.
New Lesson Plans for other L2: Spanish, German, Italian.

In progress/Programmed

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Short-term pitolings

LPS B1 and B2 UNIZAR
LPVO B1 and B2 UNED
LPD B1 and B2 CUID/UNED
LPAD B1 and B2 CUID/UNED
LPSDH B1 and B2 UNED

UDC B1	7
UDC B2	6
UAL B1	9
UAL B2	24
EINA B1	52
EINA B2	34
UCLM B1	22
UCLM B2	22
UCOIDIOMAS B1	15
UCOIDIOMAS B2	7
SLO B1	6
SLO B2	21
UCOMAG B2	13
UJI B2	52
UDL B2	5
CUID B1	83
CUID B2	70
UNIZAR B1	4
UNIZAR B2	4
	456

LONG –TERM

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Student’s sample�(AD�intersemiotic) �B1�[TRADILEX piloting]

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Student’s sample�(SDH inter. standard) LPSDH3 B2�[TRADILEX piloting]

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