So I am also checking that everything is working. So.
So we're glad to have Sheila Garcia.
She's going to present this using subtitles
for the deaf, not the being in English language acquisition.
So, Sheila, I graduated from a degree in translation and
and English studies at the University of Cordoba.
In 2020, she did a master's degree in audio translation
at the Comprehensive University and Autonomous University of Madrid.
And nowadays,
she's doing a fish,
being a good visual and a translation at the University of Cordoba.
In addition, for the last two years, she work as project manager
for the Earth App U.S. Company.
So we are very pleased to have you here in the U.S..
Well, I would like to thank you for inviting me
to do with me the opportunity to to come to
the Congress.
Well, as you can see in the screen, A, I will talk about a lesson plan
that I decided to use in our course, a U.S.
in status for the deaf or hard of hearing a in terms of language
for English language acquisition as and improvement.
A First of all, I would like because I what is the latest,
although I guess that some of you may know what a what it is
a Troilus well its main interest
is the role of visualization as the didactic tool
and in terms of English or what language a acquisition
and a dynamite use, a technology
technological resources A as an actual tool.
Well and what students need to a searchlight or dab
or a are just rife and need other you a product.
They offer some courses in B one and two levels, and the main
objectives are to determine the level or a degree of the improvement in
in L2 acquisition and also to develop to communicate communicative skills.
Through different a visual A definition modalities
day a course.
What I introduced my my lesson plan was a try.
This took a frame in the 12th a project.
It was hold a
in October and November from last year.
It took around one month, more or less a
and it was tender in the use of a position to select people
and specifically for this title for the deaf and hard of hearing a
It was targeted to higher education a students from different languages
a degree, and it was a structure A in six different lesson plans.
A My the one that I added was the last one.
It took around one hour and a lot
were online on a face to face.
And there were also a two test of integrated
has just a done at the beginning and at the end
to check the progress of a of students
a before
proceeding to the results and to the lesson plan A itself.
A I want you to give some bits of information about some
theoretical foundations of this field.
A First of all, we can see that there is a huge increase
and variety in other useful products so we can take them
as our cultural, linguistic and technological resource
in language, mediation and a definition of skills.
A There are some others, as you can see, a value
that we have here that I'm a dad.
They have a investigated and working in a
so they have stolen the validity, sorry and efficiency
of the use of translation in communicative skills.
A well around improving our foreign language.
A Also
using this type of a multimedia or a visual content.
A has shown an increase in motivation.
They use a well, as I mentioned, the use of digital sources
in in the classroom.
And finally, apart from other skills
as a it could be listening a or a writing a, we can see
an improvement on pragmatic could value skills and also a vocabulary.
So now here you can see
the structure that we have followed for every a lesson plan,
while the third one is more focused on the one that I designed.
But you can see there are four different phases.
The first one is the preview activity, where we actually use
the video content and the content and context today as students.
So a the characters vocabulary and some information
A was introduced to a student
and prepare for the A following
A how do we start a discussion.
Then second one is a video, a viewing
where they need to a watch it a watch the video
a read, a text that was related to to the video, to their to the content.
And they need to complete some a writing activities in
in their second in which that was a English
so they could get in touch with the video and also
some challenges for the A is the task.
The third one which
is the the most important the most important important one.
Sorry.
A The students need to do the subtitles
for digital marketing in both English and Spanish,
so they will develop a both a subtitling and linguistic skills
in a in their first and second.
And finally the last one was their post about a desk
where they just need to reproduce neural
text a and or an audio to discuss on the different translation
challenges that they encounter.
A way to title in the debut.
The realistic lesson planned a designed a Their main characteristic
was that it was both in trilingual and entirely in one such writing.
So we provided as digital files template
with a and the speech of a of the characters
and the need to adapt a adapted
to the a SDH a guidelines on
and then they need to translated into interest findings
and also adapted to this
with titles for the Deaf and hard of hearing a guide.
A There were a total of 52 students
that performed a this lesson plan
coming from different universities and also from different languages.
And as.
A the with the languages that we had was a Spanish
as their a first language as the mother tongue and also English
as a second a language
a then a
together.
We provided a well, we provided the video for subtitling
which is a provided a text in a in English, so they could complete
some activities in there proving a living face.
We also provided us with those files,
which I mentioned before with the speech
or the conversation from the characters A In English.
And also there is the H A guidelines.
So they got a good followed A in adults.
And finally the program that we recommended was a so.
A. Well, the video
that I chose was one from Wallace and Gromit.
It was called a the best.
It was out with is a short film sorry.
A that was produced in 2002 by the German animators.
A And it was framed with the within the cracking contraptions a series.
There were two characters.
WALLACE Who is the man and roommate?
A Who is a his dog?
A The video was about one at one minute in the house,
and the template contained a 30 subtitles, a line, a
audio record, like the students could add or remove,
depending of depending on what they visit
and the challenges or the expectations that we had.
A was were sorry that they needed
to recognize unleased 11 sound effects.
A for music effects.
They also need to deal with some cultural terms and how to translate
this one to a Spanish.
And they also need to follow correctly.
A the guidelines the the protocol for the A.
SDH A Yes.
SDH to type those. Are.
We're now coming
to the results.
Focusing on the results.
I just took some examples.
Q For sound effects and two for A music effects.
A Well, although they need to.
Well, we provided 11 a.m.
11 sound effects A will, even if it's a students
a were able to recognize even more and there were some people
also that they remove or they didn't
add the ones that we perceived at the beginning.
For instance at the beginning of the video they saw a storm outside
the house and there is a standard
that is clearly perceived by the heating a.
Audience.
So a well, here are the most ideal or the best option would be something.
ANDRENA Which is the most repetitive.
A one.
A But there were some options like thundering
or a thunderclap that it was not so repetitive.
Like if students didn't use this option and this can lead to their
conclusion yet that
A, they just know the most common law on their vocabulary
a range is not so, so big.
A Also, there were some people
who used a storm and a domain that in Spanish.
A Which is not totally correct because it's not a sound, but a
the word condition in the example below is something similar.
A happened is we hear
a sound from a god.
A The most repeated option was
English Cat meows and Mojito, even in Spanish.
A But there were some people who added are
well aware and are on a Now more isolated to people
which is got screamed on a to do it
which is well it can be a
all it but not as great as the
as the a the one before that I recommended.
Also I have observed that in English they are meant to use a verse
instead of nouns and the Spanish they tend use nouns to suppress
the they got sounds
here.
I'm not sure. Maybe you can see the different options.
A We can see.
A Yeah,
the options provided by your students and the number of repetitions.
A It is a thing that I commented in the slide before
A found it on Sundays and the most a repetitive.
A You can see also that there are no
so many subtitles with without the beeps.
So this shows
that they still struggle with qualifying noun
and they just prefer to like direct directory
on a use just announced and don't add any any additive.
A. Either subjective or a objective.
And in the in the graphic below it is they like the same argument
that in in the on the left
in the people normally use verbs
to add or to reflect a good sound.
And in the Spanish they normally prefer to use a nouns.
Then we got to music effects. And.
At the beginning of day or the video, we have a music sound.
A Which is clearly ah, a trumpet,
but a After analyzing the students
that or deliveries and we could see that
they normally don't use any extra instrument
to reflect this type of music, but they prefer to use its objective
adjectives A as it could be in a lively music.
And also they use objective of that is referring to
when the music is included as if we the interaction.
A But none of them refers to the instrument.
A itself used.
A Also i d a.
A the bottom idrissa I'm using a sound
that was well, there were some
music effects that were so similar along the video.
So the challenge here for the student was to see if they.
Could.
Provide different options for a music effects
or if they finally a ten
to a use the same a subtitle line
for the different A music a music airlines.
A Here in this example.
A We can see that they normally use a
the different types of music, both as an additive.
A as we can see, intense music and also they normally
use or it highlights the use of a the generate of the music
A against the the activity, but they don't normally use objective
studies or d a like they don't live it as just a music
or a music.
Well here again the graphics with a different
a number of repetitions on different options for a
just a music effects. And.
That I commented on.
I think you could see it a so well
I now go into the A assessment I would I mean which sorry.
A so after a students deliver to the task.
A We agree.
With a.
We evaluate you through
five different competencies,
a accuracy and appropriateness of the latest test,
which was mainly de omissions, a ambiguity, etc.
Then we also evaluate these with type and left ratio in synchrony
and some studies for conditions for not segmentation.
And finally, regarding the surtitles for the deaf
and hard of hearing a more specifically, we evaluated
a description of sound effects and also the linguistic information
a coming from a got at this.
The results that we obtain a well the average
you can see that the most or the best parameter was the conditions
known as segmentation strategies with an average of 18 points.
A And the competence with all over
my was a accuracy and appropriateness of the translate.
It which a well the whole resized it all the results.
It led me to the following conclusions.
So generally speaking, in terms of how the visual translation is driven
by a broad oscillation technological subtitle a knowledge.
And we are aware that nowadays engineers,
students and also others and know how to use them.
So the use of a visual translation or didactic
and like as an active aid in terms of multimedia
with the disciplinary language learning helps students to improve
in translation on the identification and in name is specifically speaking.
A Students
learn how
and when to differentiate them on this in sounds on a music effects,
they also show a wider variety of vocabulary
related to sound music, although they still need
to keep working in how long when to qualify a noun
so they can add more adjectives and be more precise.
Aim in ways of taking a finally and taking their results
that I showed before the majority of students
when they started training in both English and Spanish
grammar and writing production.
A And also a special background knowledge.
We got to SDH guidelines which improved.
A Their final results on an outcome.
And that's all you have sound preference use.
I think. You
I. Thanks Sheila for these a wonderful presentation.
So I invite the audience to ask questions if you have any.
The microphone I think hasn't. Okay.
Thank you.
Do you have any question.
Having these questions. Online? Okay.
Of course.
All the people attending online, they're very welcome to ask questions
as well.
Do you have any question from the audience,
the younger generation working on SDH and accessibility?
This is.
Yeah. Oh.
Oh, okay.
I think your research is really, really interesting.
And I just the question.
Okay, how did you decide the clip?
I mean, did you.
Well, eh, I can confess that I watch a lot of videos and
when my director also help me do
it, which was it bad?
I wanted to have a video that contained different sound effects.
So it could be. Well.
It could. Be.
It was difficult, I think, for the students,
but it was also a challenge for for them.
Okay.
Thank you very much.
Thank you for the question.
And the other question.
Well, I it's not a question, but it's a reminder,
because I was lucky enough to be part of this course of this lesson plan.
And I just wanted to to to say that
I think that the video was very appropriate because the fact
that it included so many different sound effects
and music effects
encouraged us to try to
define each one of their own effects.
So the potential target audience could perceive
that no sounds the same way we did those who could hear them.
So it was challenging, but also very, very motivating.
Thank you for.
Any other question.
And while I have a couple of questions for you, Sheila.
Well, thanks to the younger generation of students here,
I think it would be actually very nice to encourage you to keep in touch
and, you know, share ideas.
You probably you know, we all have the same doubts about, you know,
selective videos or methodology or and I think, you know,
within, you know, Vatileaks and all this collaboration,
I think it would be nice if you if you continue to share ideas.
So my question one
more the question I comments.
Um, well, I think it was a very nice study
and it was very well explained and the methodology was solid.
So I was wondering if it is any pick up.
Is it an integral part of your PhD,
like one of the experiments is going to.
Yeah. Yeah.
We are applying to a different lesson
plans for each a translation modality.
And the first one was this title for the day for how
I took advantage of the telescope course.
Now there was a hold last year, so yeah, if everything goes
well, I a this is part of my PhD
and I will try to continue with the other modalities.
Okay. Okay.
Well that's great.
If are there any questions online, maybe lose a
She also wants to contribute.
We're happy to hear
nothing.
Okay.
And okay. Okay.
So what do you. Of your patient.
Sorry.
What's the future, Irene?
In the first, second, second
and fourth together or.
I think it's three ba.
Okay. Okay.
Yeah. Okay.
Well, my thanks to you with inflation in this.
So I kind of invite the other speakers to come.