Okay, Let me give you a brief outline of the presentation.
I talk about multimedia and language
teaching, audio, visual translation, teaching, L2.
Then the main discussion part is in teaching
language one and Arabic as a case study.
And then we have questions and answers.
Now, multimedia, as we know, is
as used as interactive oriented
approach to teaching and learning in general.
And it is even
used for teaching languages by using videos, software and games.
So this is does not need to be to be to be said in the first place
because it is all around us and we are using it
now for for for the case of Arabic and in other languages.
This is a screenshot of an interactive software
of my son.
I used it as an alternative for this, a presentation where
they teach them
Arabic
on online at all.
And this is different sections where he can
with songs of different letters of the of the language.
And this is one of the letters, a software
that is a very nice short
with the music and really attractive.
Now usually audio visual translation literature
focus on language one I have a number of
references
where from 2001 to 2019, all is talking about language.
What a language tool without a language one and being
looked at or discussed or investigated.
However, my point, and in particular with with with with Arabic is
and I will discuss and explain why
native language is equally important
for for for for people.
Now, let me start by explaining
the diagnostic situation of Arabic, where there are two varieties.
One is a standard language and one colloquial,
and the standard language is not used in everyday interaction
where people talk to each other, talking in a dialect,
geographical dialect, with colloquial register rather than the standard.
The standard is is used in in books,
in newspapers and in news bulletins
on the TV at Israeli, you you hear it
spoken in the street.
So it is taught in a school and mostly
a written variety used in formal settings.
If you use it in everyday settings, it's being for
for fun to browse, probably to imitate somebody, to imitate
historical stories and narratives
rather than communicating
and for informal spoken dialects.
And you can imagine there are 22 countries that speak
Arabic and teach Arabic standard Arabic in schools.
They publish books, newspapers in standard Arabic,
but they use their dialects, And dialects are geographical in nature,
even in one language.
In one country have many dialects, and each
city have sort of different dialect.
And the accent is different, as you can imagine,
or you can see in different countries where you have the north, different
from the south and so on and so forth.
So we have a plural lingual situation and competence
and the competence of the of the colloquial is as a byproduct
of living in the in the environment, living in the in the community.
So you gain the language, you use it and you go around and acquire the,
the vocabulary, the syntax and everything there
without being taught as such.
But the,
the standard language has to be taught
and the in the schools and even in the, in the country.
So this kind of diagnostic situation
is reinforced by the coexistence of the two two varieties.
And one can especially educated people can, can,
can move from colloquial to standard whenever they like,
because the standard, the the colloquial
or the dialect is stemmed from the origin, from the standard.
And they have many, many things in common, especially the vocabulary.
So there are similarities of different levels
and we can find things that are in one country
more classical than another country.
So one word for
anything in life can be used in one country
from the original, the standard language,
and in another country is not being is not being used.
So the main
thesis of this presentation is didactic, didactic.
I can promote the teaching and learning of the standard language.
And and this way we would probably we expand
the definition to foreign from the
for teaching foreign language and teaching language in general.
So subtitles and dubbing play that important role
in teaching people, whether children or adults.
The the standard language.
Because the standard language is ongoing
a process of of learning all the time.
So this constant contact
with exposure to the audience, to the vocabulary, to the syntax,
to everything in the in the culture via
the standard language, rather than the colloquial variety.
So basically
subtitling is a reading material
supported by which was offered to the to the audience
while they are enjoying some audiovisual material.
And whether it is it is a
screen
production and in general, whether it is a film
drama series or a documentary.
So this kind of exposure would help
the audience improve their standard language
by acquiring vocabulary, by a me
remembering the pronunciation of this vocabulary to use the syntax
according to the original, because people in the community
or any society in the Arab world would need the standard language
to write, to communicate, to write reports,
anything in a professional life would require
a competence in the standard language rather than the dialect.
So people would need the standard language and
and communicating at the professional level.
Also, dubbing can be used to teach the standard language,
so it gives the audience an opportunity to hear how it is spoken.
Because usual in everyday life, we don't hear a spoken
standard Arabic or standard language unless
we hear it from the news bulletins, for example.
And even nowadays and the last
20 years, for example,
TV shows and interviews used to be in the standard Arabic.
Now it is it tends to be more colloquial
because of the less competence that the TV and
the personnel
who works for TV channels are not as competent
and willing to use the standard language.
So dubbing into a spoken variety
is usually used for drama productions of everyday events.
Any soap opera would be would be dumped into spoken variety
rather than the standard language, which is more appropriate
and convenient for people.
However, we have
modern
broadcasting of Teletubbies and
and that there are in the standard Arabic and
children just love a lot of them and they and the in the in the in the
and over the years they use for example a green diesel captain
Majid Adnan all these are translated and dumped into Arabic.
They imitate the standard language while they are playing around.
So you can imagine how this would help children
and using the standard language and pronouncing the
the acquiring the vocabulary, pronouncing
producing the right pronunciation while they are playing and enjoying
their lives
and the school and elsewhere.
So they are very successful
because children use the phrases.
The expression is usually not used in everyday life.
So some things that are offered to them
without even being taught in a school.
So they have them there for entertainment, but still
they are some sort of a resource for their life.
They just imitate what the these heroes or their heroes do.
And so they play around, as I said.
Now, I am sure your son
is special case of dubbing and subtitling.
I just come across and I thought I, I share it with you.
I'm not sure that how can I use this
to play the video
yet? Use it or be involved.
You know. It's typical.
Why not?
You know, not cliche.
And you can see dubbed on subtitling.
Hey, everybody.
This is standard Arabic working on subtitles at the same time
for some reason, and I think it is a successful
for different generations of young audience
and and
to read those who can't read and those who cannot read
and they listen.
But know I am
well and the end of it.
And look now
standard Arabic is used for historical productions.
And this the character of such
production is would render them
appropriate for such language
rather than This is an epic story
about the turn of the century
and a British agent
working with the with the Arab tribes against the Ottoman Empire.
And in 1918 was and this during or before the First World War
and 120 years ago,
a colloquial is spoken dubbing would not be appropriate.
Sure the use the standard Arabic and I think it is the right decision
to make
older
audience Once they finish a schooling
they are away from the standard language
and while they are watching screen production
translated into a standard
Arabic or subtitled or even dubbed,
they will be exposed to the vocabulary, new vocabulary,
or remind them of the vocabulary because we are not
saving or storing all the vocabulary of the language.
Also right verb conjugation.
So for example, the the expression I pass by in Arabic
for the colloquial is moderate, while the standard is two
and even my students
when they a college students would conjugate this verb,
they think it wise and then they make it wrong anyway.
So they go to the colloquial form rather than the standard one.
So if they subtitling this would be provided they
it is a reminder of the right conjugation
of the verb and many other verbs.
Also, as you know, case number and gender and the grammar
and Arabic is known for its its complex morphology
case and
number is really for the gender.
For example, everything in life is either feminine or masculine.
Rarely you find something a neutral.
A couple of things, probably neutral, right?
So you have to say whether this is and you need to conjugate the verb,
use the demonstrative.
Anything you use in the language has to match the gender of the thing,
whether it is a table or or a girl, whether it is a chair or a man,
whether it is a plant, what is a flower,
Anything has a gender and you need to know
and students still making mistakes and they cannot say whether
whether now with the new technology,
they don't know whether Internet is this feminine or masculine.
And there they are.
They must know to in order to use the administrative, the verb,
the adjectives accordingly, because feminine, masculine
feminine nouns should have an adjective
in feminine as well.
Also prepositions, for example,
the same verb has two different prepositions.
Each preposition would make the different different meaning for.
But I think the three is to desire, but not
to reject.
So only a changing of the of the preposition would make the
the meaning different for learners
also spelling out because
an elaborate spelling
comes out of the people who are familiar with the Arabic
rewrite writing would would would recognize this.
These are problems even for educated people.
They can not decide 200% which which form should I
I should use, for example.
And this would help, especially in subtitling.
Collocation, for example, is important as well
in English.
Fresh fruit, fresh water, fresh start.
Each time fresh has different meaning and different
translation, even in Arabic, but in Arabic, for example,
the verb Barnaba can be used for
to excite an example or to
issue currency.
And there are standard collocations
about how to take care, how to do a favor, how to spend time.
These are things not usually learners of the language
would go for and in performing the communication
in the standard Arabic and then and the start off to spend the time
instead of
under for example they use take because the
the impact of English
on on on their performance
also minor engine
injury grave mistake hefty price all these are standard
standard collocations in Arabic not necessarily
as to this where I tested with their while they are working
with the translation, they don't go for them and they they miss the right
collocation.
So language in general, language efficiency in general is improved
while they are exposed to this material
as a reading material or teaching material without
an organized program of teaching.
So while they are exposed, while enjoying the production,
they can see it and they can learn it.
The last part of the of the presentation
about factors that are counter productive of of this.
First there is a trend of dubbing a drama series
into colloquial dialects and this would of course
would sell in different countries, not necessarily in all countries,
but people would would would would be more
exposed to the colloquial than the
the standard language
and subtitling.
There are usual errors you can find like grammar and spelling
and the tendency
there is a trend really to use high register in subtitling because
I don't know subtitles in Arabic.
We think that in order to write a standard Arabic,
they should use the classical or literary styles.
And this is wrong.
Literary style is not necessarily used in
standard Arabic, could be simplified and could be used.
And and there is a just and I have many examples
and I tried to use 6 billion English to back translate them.
I thought of that a lot.
I've given it a great deal of thought
was what he said in vein.
Go gently, my lad, and you can see.
Be careful, kid.
And who do you think you are talking to?
Knows now who I am and exactly in Arabic.
This is the way it is.
It seems to the to the to the reader.
Well, as if it is 1000 years ago.
Exceptional expressions
and something.
You got what you want.
Thou hast what thou hast thought.
And these?
I tried my best to bring this experience English here
to show you this is botulism between the
the the kind of Arabic used
in actual communicative situation in New York or in London
or any other country in other
language, with more than
a context.
However, translators think that I go back on the brink.
The classical
Arabic and to and this is against the
the the the the
good purpose of
of teaching people the standard Arabic
through audiovisual the translation.
These are my references. Thank you.
And I would like to
hear your comments and of course, thank you very much.
Thank you very much, Professor.
I don't know if we have we have a couple of minutes, maybe more.
If you have more questions, comments.
I don't know if we have something on touch.
My I would like to thank you because I can see
and I am also working on that, that we are going a little bit more
not farther and not just focusing on didactic IBT
dealing with foreign languages, as you were saying before.
Well, this is my main thesis that it is not only foreign language,
probably even in other languages,
they do not have this situation, diagnostic situation as in Arabic.
But when the students would be taught how to move from
colloquial to the higher register of the standard language,
all languages have to do levels colloquial understanding.
But the gap in Arabic is much, much bigger.
And that's why.
Thank you very much. Thank.