Good morning, everyone.
So I'm very pleased we can start this session.
So the first speaker is loose, very building work for this.
And she's actually online.
She's showing a presentation on screen.
So I think you can actually put the full screen option
on the slide show.
Yeah, that's perfect.
So we can have a better. Yes.
That's great.
So I just would like to introduce her
and then we start with the presentation.
So Loose holds a degree in translation and interpreting
and a master's in translation
integrity research from only the start of the Middle Caspian.
She also has a master in conferencing type of thing,
and she's a candidate in the Applied Languages, literature
and translation doctoral program in which a thesis on the second
a Yuji one
a social commitment research project and Santander to 2022 award.
She's a member of the drama group
and Wiki trap Wikipedia translation Educational Research Group.
Since 2018, she has worked as a live and SDH
supervisor in a print media where she also does audio description.
Since 2020, she has combined his professional activity
with that of Associate lecturer at Universitat John Romero,
which has taught French French culture French to Spanish
translation or digitization and accessibility.
She has also worked
abroad as a Spanish teacher and then a therapist uni's co-chair.
So we are delighted to have you online.
So please, the floor is yours.
Okay. Thank you so much.
I hopefully you can see me properly and thank you once again
for having me on.
I wish I could be some of you, but unfortunately
for my circumstances, I have to do my presentation like this.
But hopefully it will be English.
So in my presentation,
my main goal will be to introduce
the concept of free speech in audience identities.
So what I would do is do any two action to the theoretical one press
three Speaking combined with shadowing for reading
and those in the foreign language classroom.
And I also will also describe
how to assess these competencies,
which are part of be speaking.
And I'll try and offer different assessment
activities that can be done in the foreign language classroom
to help students be aware of the need accessibility modality.
And finally, conclusion will be then covered
for urgent, further research.
So when it comes to
translation and media accessibility,
the main thoughts, the mind that might pop up in our mind
will be maybe or the description or subtitle
for the viewing or sign language interpreting
for The more we can find
several scholars of actually in your presence
in the in the conference that cover
different subjects of the subtitles
dubbing as The Age and so on and so forth.
Nevertheless, when it comes to SDH,
we speaking specifically, we can see that there are no literature
that focuses on the use of speaking in a language classroom.
Therefore, what I wanted to offer was a proposal that could combine
because speaking for foreign language learners
that will combine shadowing, which I will lecture on, explain why,
and the main goals will be to make fake life
subtitles true shadowing them for bringing.
Then we want to raise awareness of media activity
and the specific needs of SDH audiences.
And of course, the most important thing meeting the language classroom
will be to try to improve our students for language skills.
Though in order to do so,
of course, we have to look into didactic speaking.
But of course, first of all, we have to do what we can is
and of course, Romeo Fresco
has suffered different definitions of these concepts,
which will be
just summarized into the production of real time
subtitles by means of speech recognition software,
which transcribes the simultaneous
the formulation of the source text
dictated by an operator, every speaker or a computer.
Now, if we tell our students this, they might faint
who they might not willing to
post activity.
So in order to simplify this concept for them, what we could say
would be to create a brand new text
inspired by a previous oral text.
Therefore, even though that in this modality we can find concepts
such as reformulation translation or transcription
that could be delivering different formats and colors,
maybe in the foreign language context, it will be ideal to just focus on
or concentrate on the procedure of respecting
so that they can get to know these modality eyes and concentrate
into main activities which are shadowing and proofreading.
When I say shadowing, it involves speaking
and listening on the second time
while we dictate text that we are currently listening to.
And when I see proofreading refer to a reading of
of the text in terms of, of form and meaning,
then what we want to do in the language classroom
is to ask students to repeat on here
or rather listen, not hear
what what the original text is saying.
So on a listening activity and they will dictate what
they are listening to to create this middle text I was saying before,
because even though it sounds maybe
complicated, if these abilities are trained slowly
but surely, they can actually
be proficient in their pronunciation at listening skills
if we train them properly.
So when it comes to re speaking,
there is an important part that has to be taken into account
and is the needs of automatic speech recognition, subway
or any ACR which is this always our student, let's say.
So whenever the students will
dictate what they are listening to,
the software will actually type
will create some written text
beginning or thanks to the dictation, or
least to therefore
that's the reason why when we want to use an easy
or totally not a class,
we need a quick training on involvement, which means that students
not only need to get to know this issue too,
but also they will need to train this tool.
So the tool will be used to the intonation on the song of the user.
So for us, for our students, we won't be that frustrating, right?
Because we cannot forget that
the students are speaking in a foreign language.
Therefore
it's imperative that they will train the ACR.
So a lecture on the subway will recognize their pronunciation.
If it's accurate, then of course students will have
to pronounce words carefully, listening to their pronunciation.
So this will help to improve
the foreign language speaking skills.
And also in the lecture they will have to proofread the produced text.
So that will imply that even if they are working in pairs
or by themselves, there will always be
an assessment that they can do together or individually,
which will also help the reading skill and the writing skill.
If modifications are to be made.
Now, when it comes to the common
European framework of reference for languages, we can see
that we can put into practice the following competencies.
So listening because
our student or students will be listening to the source text
in a language so they will have to be used to these sections.
Then speaking, of course, because they will do this
intra lingual translation where they will repeat what they are
listening to and in a language at least not their mother tongue.
Then reading the translated text,
the interleave will translate the text so they can see
if the
software recognized what they were saying and writing
if they have to up or correct any information.
Especially this happens with homophones, for example,
or spelling mistakes.
Of course.
Yet again, if we are firstly introducing this activity
to into our class, we have to bring mind that shadowing
that these the repeating of what they are listening to implies
paying attention to these aspects which are language speak the speaker
domain the level and use to make this presentation clear.
I'm going to illustrate these examples with the tool of speech repository.
Now, I don't know if you know
this tool normally still is used for in services to get you
to do simultaneous or consecutive interpreting to train themselves.
It's a tool that a train full of different speeches
from different levels domains uses where
students can
listen and train themselves and improve their required skills.
When it comes to to risk speaking,
this tool could be used because, for example,
if we are paying attention to a language,
of course we will choose language that we want to teach, Right?
But we we may want to look into the accent,
the dialect and the speed of the speech and the language.
So I won't feel that frustrating when working with these materials.
This involves paying attention to the speaker.
As you can see on screen, which of course
we want to know what the age of the speaker is,
because depending on the age we might find different covering
depending on the generation or different speeds.
Also, we can see that we have the domain.
Of course,
we want to work with a domain that our students are familiar with
or that they have worked with previously,
so that again, the activity won't be that frustrating.
So, for example, if our students are really used to work with the subject
of climate change as speech relating to climate change could be
appropriate for students
when it comes to level, I think this is very important because
if if it's the very first time that they are
for speaking didactic tool, we want to looking for a basic level
because we can not forget that even though we might think
this is a listening task, is not to start listening
just because it implies the speaking at the same time.
So we might want to have a
easier level to get used to speak
and then maybe adapt to level two.
They are used.
So for example, we have ac1 group we might want to use a B to level
audio, so they will be comfortable
listening to it and speaking at the same time.
And when it comes to use here, I was saying,
since it's thought to three four in Texas,
we can find simultaneous or consecutive use
maybe for speaking simultaneous
use could be appropriate because it's similar to interpreting.
Unlike starting right.
We listen and speak at the same time.
Even if we are creating an oral text or a written text,
but also consecutive, which means like listen to the whole speech
of the technological setting
could be appropriate because the rhythm is slower.
So it might be easier for for students to get used to to these activities.
Now, how we can assess or
take these into our foreign language classroom?
Well, when it comes to subtitling, because of course, we cannot forget
that this is so for creating fake subtitles.
There is there are a lot of
investigations, higher returns than this is the same.
That's why my chairperson But of course, it
all depends on what we want to assess in the respective class.
That means that if we want to focus on
the speaking speech as well as the reading,
maybe that activity of assessing or creating subtitles
could be done in a second activity that could be assessed.
And so because we have to consider
that maybe introducing speaking subtitling and other modalities
for the foreign language students can be a bit overwhelming.
So we might want to first of all introduce
the re speaking part and then so as assessed,
the final Britain text created by the actors ACR, ACR sorry.
And then
in a second activity one another lesson plan.
Take advantage of that to read the text and turn them into subtitles.
Either we can simply or from scratch, depending on our students level,
if they are familiar with subtitling in the French classroom already,
it will be a good complement anyway.
But when we try to introduce subtitles,
I would recommendation would be to to have a look
into the code of good practice that led to
in 2015 created
adapted from Emerson,
which has the basic and most essential
keys for making appropriate subtitles.
So for example, the school we introduce
an apply in a second activity after
having re spoken the original the original text
from the outcomes of of this
proposal will be of course the development
of the awareness of the possibility, so they can know how this task is
made in case.
For example, we are teaching languages,
seeing that translation and interpreting
the reality of this activity.
Also, we will practice reception and production skills
since they listen and read, but also these speak and write also.
It might be motivating for them because it's a different activity
and also it introduces something that might be useful and combines
analogies which could be interesting for them and also for us.
Since we are working in person in pairs that can help to enhance
the teamwork in these contexts.
Of course, depending on what we are wanted to evaluate
or how we are going to work with this, we may want to
working pairs or individual or individually.
So when it comes to bypass competition,
we might want to record the speech.
The Leavers fancy the written this the written text, right?
So we can see how the speech was delivered by the speaker.
How was corrected by the proofreader, if there were any corrections.
Also, if we want to
assess the final
subtitles, as I was saying before, that we want to do this transcription
and then analyze the final outcome of this, etc.
these can also be made.
The only thing is that we will have to use another verbiage.
So here in this case we are assessing
the speech, the deliver
speaker task.
We will want to focus especially on syntactic cohesion,
meaning spelling, pronunciation, the grammar.
But then if we want to assess, for example,
the subtitling part because we want to
see the final results, we can focus on other aspects
of subtitling, which involves synchrony, segmentation, compensation
or a description of sound sheep.
There were sounds, but it depends again on what our needs
the goals in the foreign language classroom are.
Then I would like you to offer
different proposals for implementing
these in the foreign language classroom.
And to do so, I want to present the structure
that was proposed by 20 Institute in order to deliver a proper
lesson structure in a foreign language class
in which consists of warmup video one
and then in my case, the didactic speaking emphasis and task.
So we want to warm up space because we want
our students to be used to what they are going to watch.
We don't want to deliberately do until outside.
So we will want to maybe do a reception task, which means listening.
For example, we can fill the gaps task
that these come in from the saying because they are going to be strong
and people in both the minutes, for example,
then we can watch the media and see what the outcomes are
and how those and if there are any difficulties
or maybe a different postulates to it.
And then when it comes to didactic respecting in 30 minutes,
what we could do is make them working peers
and one of them will work as a speaker and the other one as a proofreader.
So the speaker will be listening to the headphones
dictating what they are listening to,
which might be the same video that we introduce in the warmup face.
And then the proofreader will make sure that the transcription,
the delivering, the deliberate text makes sense.
And it has to do with the original video.
Of course, we want to check for coherence, for the ability, depending on
the goals of
our lesson plan and when were they to be done.
You can repeat the same procedure or maybe analyze
the final outcome of the of the disk.
And finally, when it comes to post speaking task, what we could do
is maybe offer them a writing task like it relates to the topic
so they could put into practice the vocabulary that has been shown
that could take ten or 15 minutes.
And so
when it comes to this example, sorry.
To interrupt, just want to let you know that there are 5 minutes left.
Okay, perfect.
I'm about to wrap up. Thank you.
Thank you for telling me so in a nutshell, for example,
these are two examples that we are putting into our we test.
Both are from speech repository.
Both will be ambition for 60 minutes B lesson plan
for meeting C level where students
if again will follow the procedure and just explained
and then of course, as you can see, you can see in the picture
some specifications of, for example, language level
use domain type, which will be adaptable.
For example, the first one is more general topics like a W-2 for you,
What of animals and how are very simple.
Probably the could be a good start for our students, whereas
when it comes to our meeting, more advanced,
but still in a basic level, we can talk about
for example, these in this case climate change environment,
which talks about how we can recycle and so on and so forth.
But then when it comes to the conclusions,
we can say that in the
this proposal will be pilots,
in my case being French, a second language classroom, and we will see
how these can be implemented and how the outcomes and results are.
It will be specifically done for undergraduates
in the translation and exempting degree.
We will see the
benefits and the evidence of this
activity.
And also, as I was saying before, we want to prove that the value
of accessibility can already provide
inclusion and awareness needs
offering a totally different way of learning.
And we can see that these pathologies are applied in different projects.
In this place, learning
translates really also by volume.
Back in the day, it would be maybe an interesting pedagogical to
to use in one language classroom.
So plans are to apply.
We speak in other contexts to see the benefits
and we want to see and ensure
that students practice the reception and
all that.
See if our skills and our ambition, like speech in reading,
listening, writing
at the same time and put it into the roles
accessibility in our society.
So that concludes my presentation.
Thank you so much for your attention Here.
You can find the references I mentioned during my presentation,
and of course, I will be delighted to answer to any question or doubts
you might have.
Many thanks Lucien, for these innovative presentation.
Many thanks.
I wish you were here
because we could have more time to talk to you,
but I'm sure we will catch up in another occasion.
So for the moment I will just ask the audience if they have any questions.
If not, I will ask something
like either.
Okay, you check, right?
Okay. Anyone?
Any question
three Speaking.
Okay.
And I think it was very interesting and refreshing.
Thank you so much. Thank you very much. So I've.