So you can just.
Inside.
While you do your single decision.
So one second is
just introduce yourselves.
Let. So we'll continue with our second presentation.
We have two speakers
who have global living and the up environment
and the talk is entitled Raising Communicative Awareness through Aid.
The f l Foreign language Class.
So very briefly introduce the two speakers.
Gloria Tribe is a full time lecturer in the Department
of Social Sciences.
Languages like Virginia don't have been in the.
And she holds a degree in translation interpretation and got her finished
in 2016 with the thesis on audio visual translation language learning.
Her research views include audio visual translations of children
with learning,
competence, development and the use of the have to tell
this multidisciplinary te shows and her publication
in the research group.
She's memory and drama, translation, communication, audiovisual media and
in winning English national museums and
is that she has published
in prestigious finishing houses and journals such
as journals, languages and standard occasional translations
in languages, and one's the context in which remotely.
Then continuing with Windows Gutierrez,
She's an assistant professor at the School of
Language and Intercultural Studies in Dublin City University,
and she holds a European peace deal and translation in education
from the University of Brandon in Spain, where she completed a B.A.
in translation interpreting and a Ph.D.
which was lation and intercultural communication.
Her research interests focus on different aspects
of linguistics, particularly language teaching and learning,
and her locational translation for foreign language, education,
motivation, languages and accessibility.
Visual translation in language teaching.
She also carries out research at the intersection of translation,
language and memory studies, and her research activity
includes publications and talk turns on these topics.
She is also the coeditor of the Irish in
the journal The Irish Solution
for Applied Linguistics in the Present and APT
is the Association for Managing Translation and Interpreting Studies,
UK and Ireland.
It's the Poisoner's.
Thank you very much.
Can you hear me? Yeah.
So good morning to all.
My name is this year and this is my colleague Gloria.
We've been working together on these projects
relating about language teaching for a while now.
And today we're going to be discussing the introduction
of audio description in the language classroom.
And we're going to focus mostly on communication.
And the context is higher education.
Now, I suppose we come from
the privileged in a way that this is a new area, but
also that it's based to the growing interdisciplinary interest
in these fields, in higher education, certainly.
And this allows us to develop new curricular models
in language teaching and learning in a way.
And this is just echoing some of the things that I ask.
I was
suggesting in her
or mentioning in her presentation.
The Council of Europe has has been really important, has been key
in acknowledging mediation in language, teaching and learning
with a coming European framework in 2001 where, you know, we can see
mediation at the bottom of the list, but it is heated up here.
But then into 2020,
mediation became a much more developed construct
and it became more of a language activity
and a language, a strategy with an entity of its own.
So in a way, that's one of the reasons
of the rationale between behind what we do.
But also we wanted to
to kind of give the vision or the view
that translation is an ideal resource
that allows us to include, mediate in language teaching and learning.
And we wanted to present this as a kind of a funnel from,
you know, three different blocs.
Just to mention that
the the references that we are including come,
you know, just there's just a very few
and they are integrated in order of publication
from the oldest to the newest.
So anyway, so translation would be, you know,
the acceptance of translation within language speech.
In our learning from around 1998,
there were some previous works and we just wanted to mention multi-year.
For instance, once earlier babies in 2004.
In 2010, I this or I have tried to make some attempts.
There is many other colleagues whose works are not mentioned.
So apologies about that.
On the other hand, then we have ABC as an area
that kind of represents the relevance of translation
in, you know, different modalities of translation in in language
teaching and learning.
We see words such as that up of bundle plan
THALAIVAR level dollar and finally
audio
audiovisual translation as the implementation
of specific modes of translation in language teaching and learning.
So what we are presenting today is a study
on an audio description, and it's a twofold study.
On the one hand,
we have the development of linguistic skills
because we are working with Spanish learners
and as into on the other hand
is our wish or what we try to do
is not only that they learn Spanish as a foreign language or their boost,
you know, their language skills, but also that they
they get involved and that we want to promote their role as a mediator
who is a social agent, not somebody who only speaks better or worse
or makes more or less mistakes in language teaching and learning.
And the results were, we think,
quite inspiring.
And in general, they invite us to think to
first of all, to defend this practice, but also to
promote the use of audio description in language teaching and learning.
So the research questions we propose in in
our study were three
In the first place we were looking to see
is there any correlation between the familiarity of the students
with of the description and how they perceive it?
The second research question was based on
what students find interesting, what type of of activities
within the task, and do they feel
that the the improve in their language skills?
And finally, we kind of had a
more kind of open research question, which was like what was the impact
of audio description for them as language learners?
And so we are working in this study
in Ireland, and the landscape is the following one
If you look at 2019,
the public TV or TE one or two or the junior
and also Virgin
Media have non or very small rates of all the prescribed programs
and 5% 6% zero.
If we're looking at 2023
or two one, two or three junior
are hoping at least to go up to 10%.
Virgin Media space, you know, stays at 5%.
So we're looking at very, very low rates.
If I like being a researcher in Ireland,
if I think of the neighboring island, which is the UK,
they work with very different rates.
In 2023, for instance, they're looking at having 20% of
the programs
all is cracked, which, you know, it's a very different landscape.
So this is the context in Ireland and the students that we are working
with are based in Ireland.
So these will give you an idea of what they
they may be aware or not about
in terms of the methodology.
We're working with 23 students.
They are translation trainees,
but also the resilience of Spanish as a second language, doing
learn Spanish communications and Spanish and so on.
They are in their final year, so
they have an intermediate or advanced intermediate level of Spanish.
You'll be able to see a little a little clip and you'll be able
to judge us with the instruments that we use.
Was what one pedagogical proposal is, one task,
and the task is organized in five different activities.
And then we used one tool, which was a survey of seven questions
and Gloria will be able to explain this later on.
The idea of this task, which is distributed in five different
activities, was that students have a little trip.
And the trip goes from
differentiating the role in the different activities.
First of all, the students would be explorers,
then they would be practitioners, then observers.
And finally, they hopefully were going to act as users.
So in the
first part of their of the trip, students
start to get familiar with what audio description is.
So they are put in pairs.
They describe one student describes a picture in English
while the other student draws, and then they compare
and they see where things went right or wrong.
They do.
Then they follow the same activity they replicated in Spanish.
We are very lucky in that we've been able to bring
in a blind person to the classroom for this exploratory activity.
So this blind person is able
to explain to them what works for him or what doesn't work for him.
You can see behind me and students
really start noticing what it is expecting
to communicate for somebody who doesn't have the same
level
of accessibility to materials as they do
in the second task, students
start to audio scrapes so they're not describing,
but are describing through a through and through a clip.
They do it the same, first in Spanish and then in English.
As you can see on the in the picture on your right.
So that you start to become practitioners and
they then
have the opportunity of looking at different
professionally described clips and they become critical thinkers.
So they see different ways.
So for the describing, whether it's the tone of the voice,
the speech is what they're focusing on.
And so on.
And finally they,
they become users in that they start
writing their own script.
Some of them work with times as well because they consider
that is something
important and
then they they have to produce a final clip in which
the audio describing the script that they have been working on
and this is a small example for you to see.
What are students to.
Ioan in your case,
they gonna be doing this
LA solicitor or scooter
to madre and the canonical DICKERSON
Pedro and Nino as Completamente take on S.A.
and then Televisa.
Or Lagarde you can do a better job.
My my Scott Alvarez question So.
I filmed this up at a feel for it.
Everybody has the card entry algorithm of the system,
so that's an idea.
It gives you an idea of the final task that our students do.
And I gives your notes on my colleague,
as Lucy has just said, am the tool we used in order to collect data.
Was our questionnaire
quite short, one with only seven questions, which was
handout to students when when they have finished the last task.
So there were five closed questions and two open questions.
And and with this question, we try to get information about students
knowledge regarding audio description
and also their opinion about these tasks.
Useful usefulness.
If if they found the tasks, what do they think
and what kind of off skills they have developed.
And also since they were last year, students,
we thought that they could share a really interesting ideas
about the adequacy young suitability of the of the proposal.
So we got individual reflections,
but also certain interesting
ideas arose during
a group discussion, discussion that took place afterwards.
And all of these ideas have been included in the results
and the results can be divided in three blocks.
The first one
refers to the relationship between acknowledgment
and perception regarding or the description.
The second one,
the relationship between communicate and linguistic awareness.
And in the last one,
we collected
ideas about the impact of the didactic proposal
in terms of language, innovation and even professional
trends.
So our hypothesis was that since in Ireland
there are these really low rates of or the description
them students acknowledgment
would be also low.
And it was like that because
more than half of the of the students
didn't know anything about or the description or really
little notions.
However,
when when they were asked whether they would like to to
to do more tasks about how do you description
on a scale from 1 to 5 five
being the the highest
the highest case one most students
I mean, more than half of students choose four and five.
So so they they they really
would like to to repeat this kind of tasks.
Then we
wanted to know about communicative and linguistic awareness.
So we asked them about audiovisual usefulness
and we offered different items.
So in blue and red, we have the the
the most positive answers.
So if we ask Blue to read, we have
I can well, it's it's a 100% in items like putting myself
in someone else who's facilitating communication across
communities and gaining awareness on mediation skills.
The results regarding linguistic awareness were not so high,
but the student highlighted listening skills
and speaking skills.
And finally, we analyzed the students
ideas in their in the open questions,
and we established four categories.
So the first one
and regards language skills.
And for example, Liam says,
I believe working on expressions to explain an argument has helped me
in my language learning skills to be more confident
and also him and he focused
on the use of vocabulary.
So he said these also help with finding solutions to problems
such as which verb or which word
best describes a certain scene.
We got many answers
referring to social awareness.
For example, Kida said that that she had put herself
in in in blind People's shoes,
and she also explained that that thanks to this kind of task,
she had realized how important audiovisual description,
she says, instead of audio decryption
is to make sure that those that cannot see or are impaired
from seeing feel included in our community.
Then it was really interesting that
students discovered the the
the job of the mediator and the task of mediating.
And for example, she says as a translation, a student,
I think it's also important to give recognition to
to the mediator whose job is not an easy one.
And yeah, he shared a really interesting reflection.
We think. And finally, some
students discovered with this kind of task
that there were other options, that other
professional opportunities they didn't know.
And for example, Rachel said,
it made me aware of an industry I didn't know previously existed.
And so they were aware
that and with the inclusion of this kind of task in their curriculum,
they could have more job opportunities.
So this retailer said,
this task made me realize that knowing a foreign language
is not only limited to translation of text or subtitles.
So the overall conclusion could be that
such intimate intervention activates
student awareness on accessibility and on their role
as as mediators.
We think they moved away from language concerns,
and their ultimate goal
was to to do a good audio description.
But they didn't live apart the language skills.
And as we have said, they focused or they highlighted
oral skills and vocabulary.
And there was also an impact in in foreign language and
students where
we're
really happy, if I may say, in in
in terms of working with real tasks and and communicative needs.
We were also happy with that because that goes in the same line
as the companion volume.
And finally, an impact beyond
because there was because students discovered
new professional opportunities that could be
possible when this kind of of task,
this kind of proposals are included in the in the syllabus.
So the future in the next year,
we would like to strengthen
our collaboration with
the National Council for Blind in in Ireland.
But also we would like to extend this collaboration to the industry
and to work with the broadcasting Authority in in Ireland.
So that way
a task or a proposal that was born in the classroom
with the help of these two agents
could be
developed, improved
and come back to the classroom.
So so the circle
would be closed. So.