Good morning.
We continue now with our next Paris sessions this morning
and we have two more members from the tough
group, a little combative.
Elevator.
And they are
I suppose we are going to
continue this comment, this project, and I'm going to introduce them
and we will have our questions at the end of the of the of your took
a about the first former exam holds bachelor and a master in translation
I'm interpreting from the university from Ghana of Grenada
as well as a Ph.D.
in translation and interpreting a they knew a step a young man
a prison at present
a lecturer of written freedom and audiovisual translation
and of English language a at University of Olympia.
Her main her main areas of research
are audio visual translation of the visual accessibility
of the visual translation in foreign language teaching there
dialectics of translation and.
The other battery filled with a letter A.
Holds up
from the
University of Olympia since 2009
and is a member of the Trans research group from the
from the same university, which was when we, I suppose.
Do you know that this group
she graduated in 2013 in translation not entirely English stick mediation,
a degree for which she obtained the mention of a for academic excellence.
A Subsequently she completed a masters degree in creative
humanistic translation and a masters degree in secondary
education teacher training a for a for which
she was also awarded two extraordinary Masters Degree awards.
She currently works as a French as a French teacher at the Royal
in Vienna as a teacher of translation, interpreting
and the translation of mediation degree at the University.
Valencia and her areas of research include audiovisual translation
as a foreign language
teaching tool,
inclusive foreign language teaching tool and maybe accessibility.
A She recently published published her book.
It's an anthology of you must inclusion.
Apathy doesn't still get in and out.
Okay, Thank you for your.
Thank you very much.
So good morning, everyone.
We are preparing for and get the gist of it
there from the University of Valencia in Valencia.
And first, we will like to thank the organizers
for all their work to make this conference possible,
as well as for giving us the opportunity to present here today
our research carried out in the framework of the project
and focused on the application of a didactic sequence
conceived within a multilingual approach
to develop the lingual and purely cultural competence.
It's not. It's not working now.
Thanks.
So in this presentation, we will address the following contents.
We will begin by describing
the objectives of the Prototype project
and defining what the plural lingual and cultural competence is,
the development of which is
one of the main distinguishing characteristics of our project.
As we have already
heard in the previous session,
we will show the website where two different
didactic sequences created within the Prototype project can be accessed.
Furthermore, we will explain the examples of the activities
and tasks included in each workshop of our didactic sequence.
Next, we will describe the methodology and instruments
used for data collection
in relation to the development of the plural lingual employee
cultural competence.
And finally, we will discuss the main results obtained,
as well as the limitations found before
moving on to the main conclusions that we have drawn in this
in this study.
So the prototype project had a duration of three years
from 2006 to 2019
and was funded by this plan is limited to a period.
And the European Regional Development Fund
and its members included researchers from Universidad
de Valencia but also from Universidad Salamat Pre-Medical.
Sergio.
We had an and after that he told me
and of course from the UCL and University of Roehampton.
Broadly speaking,
the project arose from the growing need to learn languages
not only English as lingua franca, but also other foreign languages
to function in today's increasingly multilingual society.
Besides the data collected by these international studies
figure in 2011 showed that the Spanish society
continued to have a low mastery of languages.
Hence there was a clear challenge for improvement in that sense.
Therefore, the main objective of the project
was to work from the multilingual approach
in language teaching and through audiovisual translation
under development of communicative competencies in foreign languages,
but also in mother tongues and into plural lingual
and very cultural competence.
So as I has already said, one of the most outstanding
characteristics of the plural lingual and plural cultural competence
or PPC, is that it does not consist of the accumulation
of monolingual competences in different languages,
but rather makes possible the combination and alternation
of different of the different languages known by the learner.
Consequently, in order to develop the plural lingual
and primary cultural competence,
it is necessary to go beyond the exclusive
use of the foreign language in the classroom
and opt for the use of pluralistic or multilingual approaches.
As mentioned in the framework of references of reference
for the pluralistic approaches to languages and cultures, all
free power for short.
On the other hand,
the potential for visual translation as a foreign language
didactic tool has been studied by many scholars so far.
As we have already said, and in different projects
such as the ones we can see on screen, Levi's or the Levi's work,
our actually projects as well as the many different projects
carried out by the teaching innovation group arena.
However, the Prototype project, unlike its predecessors,
Levi's Click Flare sought to explore the potential of what
is a O'Driscoll translation not only in the development of the
different communicative competences in foreign languages,
but also in the development of the plural lingual
and cultural competence,
which would presume have to be developed thanks to the mediation
activities intra linguistic, intra, linguistic and inter semiotic
proposed in the different didactic sequences.
Within the framework of this project.
A series of didactic sequence where a was assigned.
These are freely available on the platform that you can see on screen,
and all of them made use of a different audiovisual translation
mode and worked with the linguistic repertoire of the classroom.
And now we will present a main characteristics of the dubbing,
didactic sequence, and some examples of its activities
and tasks included in the four sessions,
as well as the main results that we have obtained concerning
the development of the plural lingual and peri cultural competence.
So I did up to sequence present presented here
consists of four sessions of approximately 2 hours,
plus an initial task designed to be completed in about 15 minutes.
Its focus is on developing the textual gender
of the job interview and presents as one of the main tasks.
The translation English is not the tongue, normally
Spanish or Catalan and dubbing of a clip by students.
It also includes a whole battery of activities
that allow working with the languages involved in the linguistic scenes
and exploring the impact of the intra and intra linguistic transfer
in the development of the pre lingual and peri cultural competence
by university students learning English
at the B2 level.
And now we will see some examples of the activities and tasks
that we included in in our didactic sequence
in the four sessions.
So the first example
consists of a
set of activities from the first session.
This session was used to introduce a textual gender
and the audiovisual gender.
One of the first activities
consisted in listening practice using the script of the job
interview scene from the movie The Pursuit of Happiness.
Subsequently, a series of key words and expressions
were worked on through a definition of the foreign language, but also
translated into the mother tongue and even looking for an equivalence
in a different day.
A topic variety.
Students were also asked
to translate the scene into their mother tongue
for the following session, and the second session
began with a discussion about the translation of the scene.
Worked on, worked on previously, followed by the presentation
of the dubbing task that the students had to undertake afterwards.
The videos were protected in the classroom so that our learners
could watch and evaluate their classmates, work.
The third example is an activity in which students
were asked to work on writing a CV with the same.
They had to read an article or watch a video in their respective
mother tongue and then explain in English
domain ideas on how to write this type of document.
Besides a comparison and reflection was made under differences
in writing a CV in different English speaking countries
such as the United States or UK, etc.
and the last example corresponds to the final task
in which students had to read a real job offer
and then in pairs role play a job interview scene,
making use of the different contents learned
throughout the different workshops offers
a static sequence.
Now, in order to test
and to test the impact of our pedagogical intervention,
Quasar Experimental research was carried out with a pretest
and the post-test design and with an experimental and a control group.
As we saw as we saw before,
a specific
test and rubric to assess the acquisition of the purely lingual
and purely cultural competence were designed and these tools
were conceived to work on and assess the acquisition
of specific competencies defined in the framework for reference
of preference for pluralistic approaches to languages and cultures,
both the experimental and the control group,
which were formed by ten students
with ab2 level of English, completed two tests,
one at the beginning
and one at the end of the didactic sequence
so that we could have comparable data on order
under plural lingual
and pre cultural competencies.
And then the impact of the intervention was analyzed
through different statistical tests on these tests
allowed us to check the proportions of change
from pre to post test under significance
as well as the overall differences between
the two groups and the size of the impact of the intervention
first.
Well, as I said, we conducted an analysis of proportional change
of change and post post to hypotheses.
The first one was the null hypothesis
and that is there are no positive changes between pre and post test
and therefore the pedagogical intervention
has had no effect at all on the post.
Test results are not better than the pre test result.
And then we have the alternative hypothesis,
which is that there is a positive change
between pre and post test and therefore the intervention
has had a positive effect on the post test
results are better than the pre done the Yeah.
And that the pre test results.
What we did was to to record we recorded the answers of the pre
and post test to a new variable reflecting the change
in whether students responses were on the positive side.
The scale
stayed the same or
worsened from the pretest to the post test.
Here we can see the example of question number 5.3
of the questionnaire, then assessed if students would use
the same resources in English and in Spanish to emphasize who,
in an oral discourse
and correspond it to the script
number K6 .5.3.
As we can see on the graph, 80% of the students
were on the positive side of the scale, while 5% registered
a negative change from pre to post test
and 15 registered were results
which were maintained from pre to post test.
After recording the responses of these sites in particular,
we calculated the significance of the positive change studies,
whether the proportion of positive change in students responses
was significant and in consequence if the intervention
had had a positive effect, the p value here was inferiority,
as we can see, was inferior to 0.05,
which meant it was significant.
And this confirms the alternative hypothesis
for this particular item of the questionnaire, that is that
the intervention had a positive effect on this particular item overall.
And after analyzing all of the items
of the questionnaires,
the results showed that
the intervention served to improve the development of the plural lingual
and the purely cultural competence of the experimental group,
there was an evolution, although it was small, well,
small medium evolution, but there was an evolution
and significant differences
were registered in the development of this competence in particular.
And there were differences between the experimental and the control group.
Additionally, we calculated the size of the impact of the intervention
for this particular avid mode,
and we we with,
according to our Cohen's T test
and the impact was medium, small, medium.
Still, as our colleague Ana said,
it is small, medium impact, but still it is an impact.
So we have registered positive,
a positive development
of their descriptors
with high proportion of positive change in this
specific didactic sequence
in the experimental group were those associated with knowledge
about similarities, differences between languages,
verbal and nonverbal communication and similarities and differences
between cultures,
specifically descriptor K 6..3
To know that different languages may resemble each other or may vary
in their prosody for example, rhythm, accentuation, intonation, etc.
is the one in in in which the most
significant positive changes were registered.
Therefore, we can conclude that the use of intra linguistic dub
in the multilingual approach helped improve this
descriptor.
In particular its
now without applying such exhaustive statistical tests.
But in order to make the positive change a little bit more visual,
we calculated the means cause
are obtained by the two groups in the tests on us.
We can see and grasp the pretest scores which are in blue
in the control group
were higher than in the experimental group,
but the post test scores, as we see,
were slightly higher in the experimental group.
And which is interesting here, is that the reason why the difference
between the pretest and the post test score
scores in the experimental group?
In any case, and without finding
major differences between
between the pre and post test in the experimental group
or between the two groups, these data point in the same direction
as those presented before our intervention.
How the positive impact A small positive impact on the development
of the purely lingual and purely cultural competence.
Now we have to recognize
that our study had some limitations
and we have to learn from limitations as well.
So, well, first, while it is true that in this study, all aspects of
experimental
design were controlled to the maximum extent possible,
we cannot overlook the fact
that the two sample sizes were small.
Okay.
And then we add that we conducted a single experiment.
We believe that more robust results
could be obtained with larger samples.
Or if we conducted the experiment, for example, three years in a row.
So yeah,
then we also believe that the introduction of our approach
throughout the whole subject, and not just for four sessions,
would yield clearer results.
However, from the results of the study, we can infer that
the introduction of this approach in the classroom is not the only thing.
It's not the only thing that can make students
purely lingual and purely cultural competency in truth,
because we have to acknowledge that the development of this competence
is something holistic.
And it not only
depends on what it learned in the classroom,
but also on the students contact with other cultures
and languages in their everyday lives.
On the other hand,
the test results suggest that some descriptors
had already been achieved before the implementation of the project.
As we are showing in the previous talk,
both by the experimental and by the control group.
The problem here, as Ana Mazar mentioned,
is that the framework of reference for pluralistic approaches
to languages and cultures does not establish how the descriptors
may differ across proficiency levels.
And this may have factor of course affected.
Of course the selection of this of descriptors for the student's level
on this hurdle
could be overcome in future studies by using, as suggested
by the real world, 2000 and 2002
did 2020
at Freepik companion volume, which does specify
how descriptors can vary across proficiency levels.
Moreover, as
also suggested by the rule by a tag 2000 and 2002,
adding a qualitative approach, a qualitative analysis
of the students and teachers experience would have generated,
of course, complementary results
which are also necessary.
And in in any case, despite the limitations of the study,
we must remember one more time
that this is an exploratory study.
There were no previous studies focusing on these in particular,
and while research in this area is very scarce, so
so the results and hypotheses formulated,
we think may be of great help of help
for future studies, combining audio, visual translation, language
learning and multilingual approaches,
and finally ask for the conclusions.
Despite the limitations of the study, we can say
that the results are confirmed.
The initial hypothesis of the project,
which is that the multilingual approach
and the use of internal linguistic dubbing had a small,
even if it were small, have a positive effect
on the development
of the student's plural lingual and purely cultural competence
and while basically that said
and now we would like to to invite
while to remind you first to remind you that all data
that sequences are available on this address if you want to check them.
And we would also like to invite everyone
to use or to adapt these adaptive sequences
to their educational contexts or even to the teaching of or other
foreign languages, not only English, but
to to any other foreign language.
And that.
So thank you very much for your attention.
And now we are at your disposal
for any questions or any doubts that you may have.
Thank you.