So let's begin with our mayor
with a prayer session, the first part of a session of today.
And I'm going to present to Paola
Yoshida and Florian Gardini.
Paola Guerrero holds a B.A.
in German philology at the University of Salamanca and a Ph.D.
in audiovisual translation in Universitat Bombo Fabra.
She's a lecturer at the University De Beek,
Universidad de Central Catalonia,
and has been a professional translator since 2005
and has participated in many European projects relating
to equal opportunities and integration of people
at risk of exclusion.
Her research interests are to be sought.
Translation media accessibility and commitment Legion
and Florian Baldini.
He's a teacher and translator of French.
She holds MBA and M.A.
in a specialized translation and a B.A.
in translation, Gender and Cultural Studies of the University of Big
Central University of Catalonia.
She is currently an associate lecturer at the University of Vic
and the University.
Pompeo Fabra and a member of the Director
Research Group at the University of BIC.
At research interests include audiovisual translation
and accessibility, user experience,
language teaching and minority Minoritized languages.
And now I give you the floor to present project based French
teaching with real life or duties for translation excellence.
Thank you very much, Zapata, and thank you for being here.
I wouldn't be here if I were you, but if you insist.
I, I.
This is more or less what we wanted to cover today with you all.
To share the introduction, to talk about a little bit
the aims of our
Cisco Tone book or the room.
Or maybe we have.
Okay.
Well, yes.
No, I don't think this important.
Okay.
Was in a memo, but I will do.
Number two cut them all the reality down.
I would I would say, okay.
So I will say in we wanted to share with you the aims of our pilot.
The study studying that is
a little bit our approach to planning the implementation.
Some of the preliminary results that we have so far, some conclusions
and more challenges, some ways forward and maybe some feedback from,
you know, in order for us to carry on with with this
pilot study.
So first, it is a fact that
there has been an evolution
in the foreign language learning.
Now we are more now
go into a learned center, approaches that the mediation
is another main character in this discipline.
So we are in a changing context, go into new approaches
there after yesterday and I'm sure and also today
it is more than obvious that
AZT and media accessibility is an independent film.
But there are and we find a reference
when dealing with with friends as a foreign language.
It is a bit glitches.
Here we find the importance that learning foreign language
that has learned in a foreign language such as friends
and where we come from friends is a popular choice in the Catalan context.
Since we are neighbor countries,
there are many contacts with friends through friends, tourists
through our work and through many other
situations and films.
So for our study we use the project faced linguistic
and as a modern approach to language learning.
We could agree more with our review and say that apart
from increased language learning, the implementation of small
and long term projects has often been associated
with such beneficial outcomes as in case a student participation
and motivation to engage in activities.
So taking this into account of project
based French teaching with real life author description
with the visual translation and media accessibility
tasks is an innovative approach to language learning
that provides the students with the opportunity
to use the language for real life proposals.
So it also allows them to develop essential language skills
such as listening, speaking comprehension
and mediation in a meaningful and relevant content.
So the aims of our project projects
are to foster students a possibility, again,
not to practice A-Z of language skills in a way that differs from
the usual, not less, work that we had so far.
And that is based in real situations.
The other description,
again of the description I had on the hour of the visual translation of Do
I feel this way and accessibility approach has already prove
useful to practice language skills.
So we wanted to take a step further
and bring the tasks closer to reality.
So more aims of the practice would be to create
those synergies, you know, between language learning and sophistication.
Then with transparency skills and mediation skills and also
between French class and territory
by translation, absence data and audiovisual translation material
that it stems from the territory where students live
to make it accessible to speakers of French.
So that was our pilot study approach.
We started with an experimental group of students,
five students from ages, from 43 to 6 seven.
They are French students with A level of B 2.1,
and they are studying in the official language school in Bendigo,
which is a small town in Catalonia, and the classes were face to face.
Now with which is relevant here, limited access to computers.
If you think about it, when you have to deal with
modalities
such as voiceover or especially subtitling,
the material that we selected was a documentary
that is normally silent of visitors
of the hydroelectric museum in Cambodia.
It has it is 11 minutes long
and it includes different types of speech and special terminology
in our approach so far.
What we had done is to work with these two modalities.
VOICEOVER Work in our written
and oral skills and inter lingual is standard.
So tighten
attention to French read
work in writing skills and all these
subtitle technical skills are related,
but also all the transversal aspects such as work with different registers.
For example, when the narrator of the documentaries is speaking
or when the people interview are speaking in the documentary.
Also, there are
lots of terminology work looking for the words of Cavaliere
that there were lacking, and some syntax and a specific linguistic uses.
So that was the preliminary or the planning at the beginning.
D Coming out of seminars on the different translation modalities.
So far we have done
so. We are dealing with subtitling and voiceover.
We have selected material.
Once we knew the characteristics of the group of students
that we were going to work with,
the has been ground on much documentation work of course,
working on the concepts and vocabulary to complete their translation tasks.
We have always believed in the clarity of what works.
They are just five, but they have worked
together and then always fostered
in this trans language, in our trans language, to develop as students
bilingual competence, in this case from Catalan to or into
French.
Okay, so let's carry on with the implementation of the project.
We first we started with this seminar
that will explain where
the students could discover what was behind the audiovisual
translation realities that they usually watch
and their first practice was voiceover and subtitling
and discovering that yes, they could do it too.
So they were quite surprised and happy about that.
And that was the first session of the project.
And then on the next one, we started with the translation
task by analyzing the audiovisual material
with a view to what will we have to pay
attention to, to carry the translation
and the synchrony with images or a special linguistic problem
that more problems are really specific to audio visual translation.
And then we translated the first minutes of the script all together
because as they had never practiced translation or really in a word,
were two word approach.
So they needed to get familiarized with the with this.
And then the rest of the
of the script was divided
in between the students so they could prepare their bit
at home and then we could discuss it in, in class.
And that's how we did it for, for the voiceover.
They were bringing their translation and, and we would
write their
proposal and improve it or altogether first correcting
what really were mistakes, linguistic mistakes, and then
finding better solutions to to fit our purpose.
And that was done
through collaborative work between the students.
So small groups. So the
this was done with the whole group of of five students.
As for the recording of the voiceover,
they've done a first recording in class of a bit,
but it's like a first try and now they are practicing
their bits at home and they get feedback and
towards the end of the project we will do the final recording
also together in class, also for a
for acoustics
reason, it's better if we do it all together at the same
place.
To. To get a more equal quality.
And for subtitling we will directly
from the SRT file.
We subtitle edit opened on on the big screen
so that they all can see the subtitle appear.
And we work from the Catalan,
but we have the reference of the French that we have translated
already for voiceover, and so it's more of a rewriting work
to fit to the subtitling requirements, and it's also done in a
collective collaborative
way so that the really the technical part
is not really relevant for, for the students.
We concentrate on the linguistic translation part
because it would be more
it would be a factor that would be a problem
for the students and it would really interfere with the
the benefits of the project in this context, in this group.
So we are about at half of the project for the data collection.
We use, of course, observation
pre and post sets on
certain aspects test that are
realized during the project.
And finally at the end we will have questionnaires and focus group.
We stay with the students
as far as we could observe.
Students attitude is very positive to the project.
They are interested, they are motivated.
You can see really how satisfied they are
when when they come up with solutions,
even when we work just on the text because we are improving it together.
So they have this like, Yeah, now we got it feeling
and it's nice to to sit in class
and they take responsibility for their work.
It's there.
They come voluntarily to the official language school.
So usually they, they work well but they don't always do homework
and when it's for the projects
they always do their bit and they're very serious about that
and they collaborate fabulously in class to,
to translate everything.
The skills that were practice was, of course, mediation
and collaboration, the bilingual competence, because when
we when we translate, we speak French.
But if French gets in the way because it's a foreign language for them,
even if they're advanced,
then we switch to Catalan and it happens quite naturally.
At the beginning was more complicated, but now it happens quite naturally
and it's very rare that I have to tell them, Switch back to French.
Normally it's really remains to short moments when it's necessary
for the vocabulary where they have
they looked for terminology themselves.
And I also provided some documents
where they could look for terminology and they have look themselves.
So it was a good thing.
Speaking, of course, targeting with voiceover and also
when we speak about a translation writing skills,
syntax, rewriting the different registers,
because in in the documentary we have the narration
that is more close to written French and then to the person interviewed,
they really have an oral language and some dialect that it's
really different and we have to think of
what is important, the point of view of the person
and how to transmit it in the text.
It's quite an interesting work here.
And finally, other specific French language issues that
that are
recurrent in the
documentary and that we could work on, such as the use of past tense
and the indefinite pronoun that is a bit different. In.
In French and several possible values.
We had a first test
that was not very satisfying for me,
but let's show the results anyway.
They had to translate several sentences that were including
some aspect that we had stumbled upon that we had worked several times
on during the translation tasks and this was the these past tense
things and the oral written speech
and the the synthesis of
of writing.
They they had a sentence that was quite redundant
and I used them to translate it, but also synthesizing.
And they did quite well with that, with the oral language.
They did badly, but they didn't understand.
I think the one they thought I wanted to report it speech.
So it kind of messed with the
result.
And for the past tense, I think they understood some things,
but they need they would need to be reinforced with further class
class work and was not enough What we had seen in the project.
I think to
because this is aspects that they knew from before
that was supposed to be known, but there were none worked
on this year in this course and the project was not enough.
Apparently to manage the test.
So the conclusion So it's a work in progress.
All your comments are welcome to help us move on with that.
It was definitely positive contribution to French class
because the linguistic
skills and specific linguistic issues have been practiced and through this
collaborative approach in class, we can really see that
they are learning and they are participating
because they are they are all contributing.
You see that they are working on that.
And the project approach
also fosters students engagement.
And was it really
a good
a good thing was the authentic activity,
the teamwork and also the emotional implication
because they are translating things from their territory.
You can see when
when the persons are interviewed was sometimes very complicated.
They were talking about things
with vocabulary that was sometimes difficult to understand.
Even in Catalan.
And they were they were trying.
We couldn't do the transcript and they could they looked for
what they were saying.
And so they were really implicated.
And they're having fun translating.
So this is working
and it's just a
standard profile that is not very much research.
So it's interesting to have this data that we are collecting here,
challenges and we for our challenges while finding suitable material
for authentic project because I think we are lucky
we have a documentary and a group that fit well together.
I'm not sure it can be transferable to any group with the general approach.
Maybe, yes, but the material is always a problem
and not talking about copyright, but
and then integrating the activity in the regular curriculum.
There was some aspect that we were working on.
So then we had this synergy between what we were working in class
and what we were doing in the project and it was all reinforced.
But then we have these other examples
of the tests that was not at the program right now,
and there is like there is something missing
and when you are in a project is something in the long run.
So it's difficult.
You always have the perfect thing
that you need for the progression of your course
and also evaluating the benefits on the of the project approach
on language skills, not only on the general competence.
We don't really know how to do that.
It's not how to evaluate.
The benefit of a special task is one thing, but of the whole project,
specifically on linguistic skills, maybe it's
still a bit more complicated and ways forward where we can
develop tasks for specific French language challenges.
But from the project approach because as we said,
French is not very much developed now in in that
and also develop interdisciplinary
activities typical for the project approach.
We can imagine
if we translate from French into Catalan,
then we can do one part in French, but then we don't need
the writing in Catalan in French class.
But we could have the the Catalan teacher intervening
and we could have also the content of the of the video
could be related to to another course such as biology or history.
And then we can have collaboration.
So so this is more for secondary school
and for official language school, but so also interesting.
And there was like
what Rachel suggested yesterday
to work with all these professional documents of dubbing.
Well, this would be very useful for a project based approach
in the long term.
And also we can diversify the audience by which we develop
that activities and implement activities
of the biggest scales to evaluate benefits with the bigger samples.
And they're a bit of statistic will not be bad.
It's so way forward for what you want.
And I think that's all for for us.
I we're we're excited and if you have any questions.
So thank you very much
for such a wonderful presentation and is there any questions.
Yes it is to make them.
Onto. The.
Yes, but it is for the for the people who is
connected to teams online,
not whether it's what we wanted to go
something like
so I would like to.
To ask maybe I missed this, but have these students had any notions
on translation principles in general before
they started the project?
No. No transitions.
And did you find. It as obstacle?
Like did you have to spend a lot of time explaining them?
Maybe the basics of how to translate? No.
No. They got the workshop where it was
more focused on to audio visual translation.
Right?
But so that wasn't an obstacle.
Like No, it's not an obstacle.
It's true that sometimes they have this
reflex of translating word for word, but they're advanced students.
So they, they are they're able to move on from that very quickly.
They're not stuck there because.
Yes, like I. Was going to say that students.
Have this reflex sometimes translate word for word,
and you have to teach them sometimes to
to step away from the text so they know.
Yeah, that's what we do.
When we do the collaborative translation,
we start from moving away and then from improving.
I'm from England, thank you. And I was just.
And also when when doing that seminar that I was talking about before,
we were emphasizing the fact that this is not just word
for word translation or a word of work,
and that we have to think about this, this and this and that.
Just because I don't know if because of the age, because of
their enthusiasm or but it work and very well.
Okay. Yeah. Thank you.
Any other questions?
No, I have one question.
Do you support your this this project with other regular classes like,
I don't know, grammar classes or I don't know because
it is that you use the 84 for teaching French
because there are not lots of studies in that.
But I don't know in my classes when I use didactic
translation didactic or to be taught translation, they mean
that I am supporting the classes with other contents like that
or I don't know, review the
quiz, get their fair.
Yeah. Yeah.
The the.
It is one part of effort.
We are not working only on the project.
So any more questions?
Okay. So.