Welcome to these pre-conference workshops for our
first international conference on Didactic
Translation and Media Accessibility.
The big opening will be tomorrow morning,
but well, welcome to the show.
You who made the effort to come one day before
or to be online one day before to
to take part in these workshops, which we hope you enjoy.
We prepared them
very carefully.
And there was a lot of, you know, as I think you know, already
a little bit about us.
So but I'm going to tell you a little bit about Alberta,
who's going to be the first one to speak Alberta,
our colleague from today carried group and a project.
He works as an associate professor at the
University of Oviedo in Spain.
For those of you who
know where we may be,
his research interests, some on others I'm on
besides that actually going to visit translation include content
and language, integrated learning, English, media instruction,
language, attitudes, language, teacher methodology,
and of course, didactic, didactic individual translation.
He has led several research projects in Cleo in particular, and me
as well,
and has published in well-known journals
such as International Journal of Bilingual Education and Legalism,
Language and Intercultural Communication or System.
But I think what we are really interested in
today is in hearing his voice and also listening to everything
that he has to tell us about didactic and visual translation.
First Workshop.
Let's open this.
Thank you very much.
I will share my presentation.
Very good.
So you should be
having everything okay? Yes.
All right.
So good afternoon, everyone, and thank you for being here.
I'm really honoured and thrilled to be part of these pre-conference
workshop.
The big moment is tomorrow, but I think the big moment is now and
today. Okay, because we are here again.
I am most grateful to the organisers, to the group to try,
but I, I'm not going to be talking half an hour about ourselves.
Okay. So we will do it later on.
I'm going to go
down to business
to start this pre-conference workshop.
As you know, this my workshop, all this talk
is called Introduction to Didactic Audiovisual Translation.
When I was preparing this workshop, I realised
there are many things to say about didactic or visual translation.
Too many things to say.
So I'm going to focus on three and only three
particular dimensions
for the next 4045 minutes, roughly speaking.
First, I'm going to introduce didactic or visual translation.
We are going to explain
what are didactic or what is didactic or useful translation.
We are going to discuss the main benefits
from the educational point of view.
That means which are the benefits
in the language teaching and learning process.
And we are going to present some practical examples that fit.
As you know, this is the introductory workshop,
so I'm supposed to explain or to set the basis for
the other two workshops
you have here, probably vv2.
This is a this is not a personal opinion.
We should say these
these are the two big names on didactic will do be for translation.
So when we were preparing the workshop,
they are going to do the practical thing.
The hands on you are going to do a lot of
amusing things, very interesting activities.
You are going to have fun, you are going to
learn a lot of things and their workshops
are to be something like this and they seem less flawless.
Absolutely. Since I am not the big name,
they told me you do the theory session,
which was lovely.
It was about three months ago.
So my session is supposed to be something like this
very educational basis until one as before.
This has been recorded this week.
So these was my first reaction.
When you have to be the newcomer and you have to be
talking before the big names and you have to do the theory.
I was preparing myself and I said that
I needed to do something amusing.
Okay, so that you do not fall asleep.
It is relatively hot here today.
So I will I will do my best. All right.
So first things first. This is
probably the most important thing you should bring home today.
I want you to know that didactic or the visual translation
for those of you who don't know yet, is a very, very powerful
and effective resource in language teaching and learning. Why?
Because it promotes not only language competence in the
foreign language, additional language,
second language, whatever you want to call it.
It also promotes
language, competence in your native tongue, in the mother tongue.
Besides, we know that it
triggers it stimulates motivation in language learning.
It promotes creativity, and it fosters intercultural competence.
For those of you thinking.
Really? Yes, really.
How do I know this?
And we are going to elaborate on this because we have data.
We know because of research, we have projects,
we've got innovation projects.
We have more than 20 yet not asked because we are very young,
but there are more than 20 years experience in the field.
All right.
So if you want to find out why do we know all these
you have to bear with me for about 37 minutes right now.
Okay.
Now, probably, you know these but translation and the relationship
between translation and language teaching is not exactly a love story.
Translation has not always been
perceived as a powerful resource
in language teaching and language learning.
When some people started to think about translation in the classroom,
I don't know, 20 years ago, roughly speaking, they found out
that translation in foreign language teaching was somehow stigmatised.
And you know that because there are several reasons for that.
But if you ask me to give you one and only one reason,
I would probably point to the grammar translation method
because it does have translation in the middle
and we know that the
grammar translation method is today probably the most
rejected method
in the history of language teaching methodology
because it brought us to very dark times in language teaching.
The grammar translation method was not a bad method at all.
It was a method
where students were
intended to learn Greek and Latin
only for scholarly purposes.
They were intended to memorise.
It was indeed a very good method
because it was effective for that particular period in time.
Nowadays, why do you need languages?
You need languages to work.
You need languages to go into your Erasmus to watch,
to binge Netflix or whatever you want to do.
So you need communication, you need languages for communicative
purposes, obviously, so you do not need to memorise,
you do not need to translate documents word for word.
All right.
There is something else that you need to remember
about language teaching.
Language teaching has always been very
dichotomy, to put it in some some way.
Michael Swan Talk about the pendulum effect.
Normally in language teaching methodology,
a method is defined as an opposition, as a radical opposition
to the previous one.
So the direct method was a reaction to the grammar translation method.
Then we've got the audio
lingual method, then we've got
so we go from one extreme to the other one.
This is the pendulum swinging from one point to the other.
Now, if I asked you now to think about translation
in the classroom, I'm sure some of you, not all of you,
but many people here will think about something like this.
Forgive me for using Spanish in a lesson.
3 million.
Natalia It was 830 in the afternoon.
You know that a female detective Translation.
So word for word translation.
If you use this in your classes, you ask your students
to translate word for word, word by word.
They will probably this is going to be the reaction.
I know this because of my own experience.
Not not as a teacher, but as a student.
They remember translating and of course I learned English,
but it was very, very boring and very demotivating.
And we know that motivation is probably the most
the single most important factor in language learning.
So this is the reason why some people still today,
people who
don't like the visual translation modules, no magical people think
that translation should even be used in language teaching, right?
Yes. In case you don't know it yet.
Okay.
Translation is not only it's not only parallel texts
and there is nothing wrong with using translation that in that sense
translation can be funny.
Translation can be amusing not only for people
working on translation, not only for language,
for people
with a motivation or with good attitudes
towards language, but also for for
other people.
And this is more important.
Translation can be useful in formal educational settings,
in formal and informal educational settings.
We are talking about primary education.
We have
we have conducted research and we have implemented
several projects there.
Secondary education,
of course, higher education and also bilingual education.
We are
talking about clearly bilingual sections in in Europe.
So what is or the visual didactic
or the visual translation or the AT or that?
We ask the boss,
allow me to read directly.
She would say that
it is the active use of the different audio visual translation modes.
That means subtitling dubbing, audio description, etc.
by the students in language learning as the focus
of a lesson plan or didactic sequence or as an isolated task.
In other words, students
actively subtitle the videos for academic purposes.
To learn languages is not only that they use that they view subtitles
so that materials in the classroom, but they proactively
that all subtitle video clips.
This is very important
because this quotation summarises
probably the basis for our research on the basis for our
all the work we are doing.
Generally speaking, teachers and researchers who work on active
audiovisual translation
tasks with their students found that they encourage
not only receptive and productive tasks, but also critical thinking,
pragmatic and intercultural awareness, both in the L one and two.
And we've got critical thinking there, which is
of paramount importance today in language learning.
Now, if you asked me to
recommend you to books,
chronologically speaking this, you receive a prize for it.
The award of the This is a very
probably the best book on subtitling for academic purposes.
I read it
some years ago
and it is very didactic.
It has only one problem.
It is only in Spanish as far as I remember.
That is why we are going to launch a very important book
by the end of this year, probably
the second one which is more focussed on the
teaching practice is by Jennifer Later.
I will do this for translation
in the foreign language classroom applications
in the teaching of English and other foreign languages.
Of course you are going to have
this presentation afterwards in case you want the PDF.
Okay, so when we talk about audio visual translation
or didactic or visual translation, we need to remember that the students
are going to be working with multimedia audiovisual products.
This is a win win situation
because you are going to be using products which are engaging.
That means products that stimulate motivation.
That is very important.
Second, videos and movies are close to a student's,
so that means that you are going to connect with them,
you are going to have rapport with them.
Third, and this is important to me as a former language teacher,
you are going to be working with real language.
You know that sometimes, sometimes
language teaching materials are not exactly authentic,
although it's a paradox, but the type of language they've got
is not the real language people use in the streets, in videos, in movies,
you are going to have more authentic type of language.
Fourth, videos are embedded with cultural reference.
It's, as you know, language is cultural bound.
You cannot separate language and culture and the other way around.
And finally,
you are going to be using information and communication technologies.
I don't think there will be anybody here who hates ICT,
but even even if that was the case, you know that this is unavoidable.
Today.
You need to promote digital literacy in the classroom.
You need to work with teach. Now,
as for audiovisual translation modalities or modes,
we normally separate between captioning and revoice.
When we say captioning,
we refer to first subtitling.
Probably you all know what subtitling is, but
just in case you have been
living
somewhere else, we need to ask the probably
the name in subtitling which is what we have in this
presenting a written text text generally on the lower
part of the screen
that enables to recount the original dialogue of the speakers
as well as the discursive elements that appear in the image.
Okay, This is a very accurate definition of what subtitling is.
So you condense the message.
It is not word for word.
This is not literal translation
and obviously this is a type of constraint translation.
You are constrained by the screen
in addition to subtitling, which is probably the most together,
with that being the most widespread
and known mode of audiovisual translation.
We've got subtitling for the deaf and hard of hearing.
In this case,
we refer to subtitles that include extra information
through and into some Mirotic transfer
that describes para linguistic information regarding
who says what and how they say it, plus what is heard.
That means noises and information regarding music.
In other words, you have to capture every single element,
and not only the dialogues
pronounced by the characters.
And now we are talking about accessibility.
All right, a mediation.
Because you are accessing you are granting access
to people with hearing impairments, which is
which is something that
is quite neglected in in language teaching and language
learning and language teaching research.
As you probably know, there are several times
you've got intra lingual
subtitle subtitling, which means within the same language pair.
So for example, you can use a video in Italian
and you can use Italian subtitles, or
you can use the video and the subtitles in the foreign language.
All right, then you've got inter lingual subtitling,
which is probably the most widespread and common type
where you use the original version and you
the sound in the original version
and subtitles in the second language all the other way around.
Right.
There are are.
And you are going to be working with it in the next two workshops.
There are several guidelines and principles.
I do not like to talk about rules written in stone,
but principles guideline recommendations like for instance,
using only two symmetric lines maximum.
Okay per subtitle. So you do not
hamper the viewing of the of the screen
by using a whole paragraph there.
And normally 2 to 4 seconds would be the maximum time
you allow subtitles to be
portrayed on the screen.
It obviously depends on the reading speed of the viewer.
If you are working with children of primary education,
it's going to be different than if you are working with adults.
Which tools do you use to subtitle?
I'm sure you know it much better than me.
When I do these activities with students of secondary education,
they every day they tell me about new tools,
but we usually recommend this one for several reasons.
First of all, it is free, which is very nice.
Second, it works on both PC or Mac, and I think I find it
quite a fairly easy tool to use most
most subtitling software is something similar.
You have the video here, you can upload different
types of videos and here you can write your subtitles.
Then you need to adjust, which is the funny part.
You need to adjust the timing of the
of the subtitle of the subtitles, and you have to synchronise them.
All right?
You have to place them exactly where the dialogue should start and stop.
Now, when we when we talk about,
we've always seen dubbing is the most common modality.
And we need to ask
if the Telma who would say that dubbing is the replacement
of original dialogues for translation into another language?
It is.
And it has been the most
common and widespread
modality in Spain for ages.
Okay.
And you can obviously that from the L1 to yell to
from the L to to the L1, then you've got voiceover
Jesus Christ.
Is there anybody who doesn't know what my sources both is?
Is there anybody who doesn't know it?
You will know it.
You will watch divinity, you will watch divinity, documentaries.
Everything is voiceover there.
My mother knows what voiceover is thanks to divinity.
So no fun about it.
Okay,
it should be the audio visual translation mode where
there is some inter lingual transfer in the audio channel,
but the new dialogues overlap the original ones present
at a lower volume with a slight a synchrony.
As you know, this is normally used to give credibility and realism
to the documentaries
and you've got audio description or HD,
which means into semiotic translation of the information included
in the Visual Channel into an oral text to be recorded
as a new audio track that will accompany the original dialogues
by occupying any free spaces of the audio channel.
All the description is meant to allow access to any audio visual
text to blind or visually impaired audiences.
Right.
So in this case you are translating and you are using audio visual
translation to grant access to people with sight
impairments.
Last but not least, we've got free commentary,
which means intelligible transfer in the audio channel
where the original dialogues are substituted by a new oral track
that contains a relatively free description of the images
and a free translation or adaptation of the original dialogues.
And we will come to this later in this workshop and in the other two.
Which tools do we normally use when we work with
dubbing and
revising activities?
Again, we will talk about it later on the right hand.
I don't know if hundreds, but there are many applications today
even in your mobile phone.
But we sometimes use Windows movie Maker because it is
something that comes to any PC or even a movie.
Most, most computers will come with problems with software
that will allow the replacement of the original soundtrack by a new one,
which is recorded by the students or the language learners.
Now, this is a very nice
chart.
Will not exactly chart summary taken from North Alabama
in 2020, where you've got the different combinations
and the different directions with the recommended levels
right
for didactic subtitling and didactic.
That again, I'm going to share this presentation with all of you.
And later on we come we can come back to this chart if you need it.
All right now are coming to more practical things.
What lesson plans do we have for what is the model
that we have been using consistently for the last years?
First of all, we strongly recommend that you do not use long videos.
You have to bear in mind that to subtitle or to double
one minute videos, you need
quite a reasonable amount of time.
Of course you can.
You can select 20 minute videos, but we encourage you to cut them
or to select one clip, one fragment for your students to work on them.
One two minute videos maximum.
This is not a golden rule, but close.
Okay, I should be enough.
And this is the model that we have been using consistently
which is adapted again from from nice work in 2020.
First of all that we have warm up state a warm up face.
This is an introductory stage.
If you are going to work on a one hour lesson,
60 minutes, a reasonable time would be 10 minutes for warming up.
Warming up. As you know, it's very important in language teaching.
First of all, in this stage
you can work with reception and production tasks,
You can anticipate the video content,
you can activate your students prior knowledge.
You can ask them, what do you know about this video?
What do you know about animals if you are going to be working with,
I don't know, an animal related video.
You can talk about characters and events, etc.
So the objective here is to collect the necessary background
knowledge your students have got about the video of the topic.
You are going to be working with them.
That would be a traditional warming up in language teaching.
Then you've got the watching stage where they actually watch the video
that is a reception oriented task.
You watch the video
with some viewing activities, you can ask them to summarise the video,
you can ask them to hypothesise what is going to happen,
you can ask them to describe characters and so on and so forth.
So the main objective here is to understand
the message of the video and to become acquainted
with the linguistic characteristics it has.
Then obviously the most relevant part would be the didactic
audio visual translation stage, which is the moment
where your students are going to subtitle, are going to dap
the didactic or the visual task.
So first of all, they should be get familiar with the software
in case you haven't done it previously,
and they are going to
complete the task, they are going to actively subtitle
or do this quite or whatever you ask them
In these states, they have to work with mediation skills.
They have to develop lexical grammar.
I need to cultural competence later on
as a post activity you can have production tasks.
Of course, this is again a model.
This is not written in stone. Okay?
This is these are guidelines or recommendations that can be adapted.
That is why we preferred talking about principles and not rules.
Principles because you can adapt them
to your particular situation, to the specific classroom.
They are not inflexible.
So in these stage you can obviously focus
on any particular content or language related topic.
Now we have worked with all types of videos are commercial
ones depending on whether you work with primary education,
student, secondary, higher education, non-commercial ones.
This is up to you.
But the message here is that the model is quite solid.
You have a pre what is stage five, 10 minutes.
Then you have the viewing stage, you play the video, then
you have the main task, the didactic or the visual translation.
And then there is the post watching. Okay,
remember in the warming up you can ask them to predict
to hypothesise you activate students prior knowledge,
then you can watch the clip with without or deal with without
subtitles, English,
Spanish, whatever your mother tongue is,
then you can work with summarising characters.
Contact activities.
That would be the post our post. Watch.
Now I would like to share with you some very basic examples.
This one is because I do not will know your background.
I don't know if you work
with primary education, secondary education, higher education, adults.
So we are going to see three or four examples
that encapsulate all of them.
The first one is for the A1 levels, according to the Common European
Reference Framework of reference for the languages,
that means age groups three and for primary education.
We work with Brave.
I don't know if you watched the movie,
did you watch it?
All right. Well, you know, yes.
For those of you who don't know it, it is in this
clip, the main character.
No spoilers here, okay.
She's a princess, but she's not a traditional princess.
She wants to play these traditional
Scottish games with with the friends.
So it is I find it it is a very nice video to be used
with primary education because you also work with important
crosswise elements such as gender differences, etc.
I find it very, very nice and it is full
with cultural references in this case to Scotland, Celtic games, etc.
And here they are going to work with expressing their opinions
and they can work with dubbing into lingual or intra lingual.
They can also work with creative dubbing.
I will explain this and I mean it and the aims of the session
would be to discuss gender roles
and to talk about traditional games kind of sports.
Again, you can adapt it and you can modify it
to suit your particular interests in the classroom.
Here you have a more detail structure.
The warm up.
You can ask them.
I, I am very fond of reading comprehension because we think that
a very good way to start a language class is by reading.
I am not referring to a full text that reading can be one paragraph.
It does not have to be even written text.
It can be an audiovisual text, but you can ask them to talk, to read
about traditions and events
or the typical matching exercise.
You can ask them to match images with traditional games and their names
and maybe a task where you ask them to find equivalence in their speech
in the in the original culture, the viewing stage.
That means you are going to watch the video twice because
this is intended for primary education.
Perhaps one time in the original
sorry, in the mother tongue and the second time
in the original English version.
And then the didactic.
You need obviously to do a briefing on
dubbing on the software they are going to use, etc.
In the audiovisual translation task, you can ask them to write
and to speak.
When we come to secondary education, we found that the social dilemma,
which is the commentary you might find several streaming
platforms have think about social networks are quite,
quite
fit for
purpose, for secondary education, for the B1 level here they are
going to express their opinion and they are going to debate
with their classmates on a given topic.
We can work within lingual and intra lingual
subtitling keyword with captions and they are going to talk about
the influence of social networks.
This is the structure.
So again, a reading task where you can ask them to read
about social networks and the impact today, a lexical task
where they have to read short messages from social networks
in English, for example, tweets, etc., a mediation task
where you always ask them
to find equivalence in their culture or in other one.
And then the viewing stage where in this case
they can watch the trailer of The Social Dilemma with subtitles.
Again, the
didactic subtitling should include instruction guidelines
and a software reminder in case they don't remember how to use it.
And then you have a speaking task.
Narrating task and a writing task comes from it.
So debates on the pros and cons of social networks
and a short description of how they use them.
So you ask them to critically reflect on their lives.
Finally, this is for higher education.
We used these with
students of
of the degree of primary education.
That means future teachers of primary education.
And we used Harry Potter and the Philosopher's
Stone, specifically the part where Harry Potter meets
Ron Leslie and his mates,
because this is something we normally do in primary education
introductions, personal introductions.
So they are going to work with asking questions
and personal introductions,
and they can work with dubbing and creative that
the aims of the session would be to practice personal interaction
and to ask questions and explain concepts.
And again, we use this structure which is very well.
It is very solid and we know it works.
A short text, for example, about the first day of a school,
but they can explain and recall their experience.
A lexical task where they learn vocabulary school in English,
the mediation task, for instance, identifying differences
between school in England or in Italy and in Spain.
They will impart and then instructions, guidelines
and the software reminded the post or the visual translation
task should include a speaking task and a writing task.
As in the previous one.
We ask them to practice with personal introductions and we ask them to
imagine the first day as a teacher in a school of primary education.
Quite creative
now, which are the
advantages of using these
models.
First of all, remember, we have carried out several research
and innovation projects in the last 1015 years.
We have collaborated with schools of primary and secondary
schools of primary and secondary education.
We have also held workshops for teachers
and we have developed teaching units and lesson plans.
Besides, we have a lot of research
surveys, interviews, focus groups, notes.
We work a lot.
We have no social life, okay, that is for sure.
And we got Travelex, which is the best approach yet
in the last 200 years, probably with six universities.
And this is a reference.
This is the
the boss and it finishes this month or next month, this month.
But at the end of.
The end of May, we have
we have room in two months we have we can do a lot of things.
So right now this is important.
We have from Travelex only from this project we have a 522
participants from 15 universities.
Again, we have developed several projects in primary
and secondary education in parallel to the main Travelex Project.
We have experimental and control groups, we have questionnaires,
interviews, focus groups, observation, we have content analysis
and we have a statistics, very, very difficult statistics,
complicated statistics.
People will consult the text, a lot of things.
So right now, which are the outcomes?
First of all,
this is not in
importance, although okay, but to me this is probably
the most important thing
we know that didactic or to be for translation promotes motivation.
It boosts motivation in language learning.
And to me it is very important because we live in a country
where English classes have not been the
the most favourite subject for most students.
Right.
Remember, Chomsky said.
And if Chomsky said that
99% of what we do in a classroom
has to do with motivation, remember this sentence
You can bring a host to what happened.
You cannot make the host think if students are not motivated,
they are going to pass the subject, but they are not going to let.
You can talk English, you're going to speak English,
but you are not going to love it.
And if you don't love it,
you are not going to master and command it, whatever it is.
Second,
willingly willingness to communicate.
I don't know if the term was coined by
Yakima
or it was prior to him, but it is a very important concept
that refers to those students who will talk in the class.
We know that with audio visual translation,
even shy students are more prone to communicate.
For example, with dubbing activities.
Those are students who are normally reluctant,
tend to be more active because they are less
visible, to put it that way, since they are recording their voices
and the voice is projective, they are are in their comfort zone.
It is
well, it is very interesting.
Remember they got science principles, the soul of proximal development.
You learn from your teacher, but you learn from your classmates.
You learn from your students, and you learn from a students
with different levels. That is very important.
Okay.
Scaffolding, You are providing your students
with a lot of tools, a lot of support to foster their learning.
Active use of eyesight is obviously
you are going to be using computers,
you are going to be using software, etc.
Take any curriculum of primary secondary education.
You are going to have much more references to ICT
than to intercultural competence or communicative competence.
You can like it or not, but I see these are there and related to ICT.
We not only need to teach them how to use the computer,
we need to teach them how to promote
that digital literacy, media literacy that is very important
with didactic tools for translation.
We are we are fostering
the competence of learning to learn,
so they are learning how to learn by themselves.
That is very important because we are fostering independent learning.
At the same time we are promoting collaborative work.
Personally, this is a very personal opinion,
but personally I prefer them to be working in groups. Why?
Because they can work with technology at home individually.
If they work in groups, they are going to be communicating.
They need to use the foreign language or the mother tongue.
It doesn't matter, but you don't use the communicative dimension.
So that is why I prefer promoting collaborative work,
at least in the classroom.
If you are working with Flipped Classroom,
if you are working with hybrid models, of course,
individual work is also welcome.
You are promoting transfer language in remember we said 100%
in English for years and that is quite a reasonable.
But in bilingual education we know that switching from English
to Spanish from a Spanish into Italian might be beneficial
for your students.
Translation capabilities and for the language awareness.
So they are aware of their linguistic skills,
intercultural competence.
Obviously, they are working with several languages,
they are working with several cultures.
So it is something quite easy to do with videos and multimedia,
same as mediation, which are very important today,
not only because of the mention in the common European
frame of reference for languages critical thinking.
It is people tell that we are
not that we teach our students to think they are going
to learn by themselves, but that we promote a suitable
environment to
foster critical thinking.
Right?
If you remember, Jim Cummins established
this distinction in 1979.
I think
basic interpersonal communication skills,
that means the type of English or the type of the Spanish
speaking type of Italian you need for everyday use.
You need roughly speaking, five years to learn it
and cognitive academic language proficiency,
the language of learning, academic language.
You need 5 to 7 years to develop it.
We need both of them, not only because not only help
both of them and we should approach both of them in the classroom.
I'm not going to go into that because I'm running out of time already.
Remember in clearly in content and language integrated learning,
in bilingual education, we as teachers should be fostering
or should be addressing the forces, content,
culture, communication and cognition.
Stimulating cognition
skills in the foreign language is extremely important.
For years, all we did in language teaching was Do you like football?
Yes, I do.
Do you have any brother or sister? No, I don't.
That was it.
And we know that you ask your students, okay,
write about your favourite film and then they could have problems
even if their language competence was good.
Creating thinking in the foreign language is a challenge
that is difficult
in this sense.
Remember Bloom's taxonomy from 1956 and then revised
in the bottom part of the pyramid?
You would have the basic
mental processes, remembering,
recalling information they're
locating, naming, etc.
In the top part of the pyramid, you have evaluation, assessing, creating.
Now, for those of you who have children
or those of you who have contact with children,
you know that they always do the unexpected.
Always.
So I remember many years ago when I first met Noah
and I was doing these things in primary education.
I went there, I prom,
I proposed them to DOP films and to subtitle films.
And then I realised that they were not translated.
They were doing something else.
Probably.
You have watched hundreds of videos
on YouTube with Bruno Ganz, Bruno
Ganz in The Downfall Hitler
complaining because the pizza has not been
delivered because PlayStation six is not available,
because it is very hard to immigrate for any reason.
I realised
my students were doing something I didn't know which was creative.
I didn't know even the name for that.
They were creating their own subtitles.
They were creating their own dialogues instead of translation.
So I thought,
My life is ruined.
My life is a disaster because they are not translating.
I am doing a translation project.
But then I came back to
cognitive skills and I remember that they
were creating in order to create something in a foreign language,
in order to use humour in a foreign language.
You need advanced cognitive skills, not only basic
cognitive skills, and that is very, very beneficial.
All right.
That was my my reaction there.
So we found that creative.
This is, again, a personal reflection.
I think creative dubbing and creative subtitling is probably
one of the most beneficial options for primary
and secondary education, although it is not exactly translation.
But now people practice.
All right.
How many of you are teachers of primary education
or are going to be teachers of primary education?
Sure.
You were going to raise your hand. No show.
How many of you are going to be teachers of secondary education?
Only one and the rest.
You are not teachers.
You are engineers, chemists.
You're going to be teachers, language teachers, higher education.
Well, it doesn't matter.
This is what I want you to do now.
I would like you to design your own
didactic or the visual translation activity.
So it is very simple.
I would like you to follow the same pattern I have shown you.
I would like you to tell me the level you are going to address.
a1a to B, Why do we choose who wants you to the age group?
That is why I was asking you.
I was asking you because ideally I am not going to force you.
But ideally it would be better or funnier if you do this in groups.
So if you work, if you are interested in primary education,
perhaps you can work together.
If you are interested in higher education,
secondary education, you can work together
if you want to do it individually, that is fine.
Okay, no worries about it.
We are we are already quite stressed.
Okay, so no stress here today.
The age group, the complex that means primary, secondary, etc..
The video fragment.
Think about a video you would like to
to use.
The Godfather for primary education Might not be a Game of Thrones.
Might.
Might not be suitable communicative functions.
What do you want them to do?
Introduce themselves, Compare, use superlatives?
I don't know.
Improve their pronunciation.
What didactic what the visual translation look.
I know, I know.
It's very early and you need to to listen
to the other two workshops, but it might be a good starting point.
Siri, somebody here activated for no apparent reason
and the aims of the session.
Okay, what do you want them to achieve?
And ideally, if you can think about the warm up,
the viewing, the didactic and the post a B task, let's say.
Yeah, roughly speaking, 20 minutes.
You can use English, Spanish,
Italian,
German, any language that you want.
Again, I encourage you to do it in groups if you can.
Perhaps if you group yourselves by primary education, secondary
education, the people besides you, it doesn't matter.
Okay, 20 minutes, please.
We can.
And in 20 minutes, the only thing I am going to ask, I'm
going to ask volunteers to introduce your talks.
I'm not going to oblige you. Okay?
If I clear 20 minutes, people.