Well, welcome, everybody.
Sorry for the delay.
There are always technical things around,
and we do something hybrid like this.
Welcome to this roundtable
where we want to open a discussion on didactic audiovisual translation
from the point of view of what we've discovered and achieved
working on the TRADILEX project
for almost three years now.
The idea is to organize a session
through questions and answers
in which we will exchange various ideas so that we can provide
the audience with a general map of both the macrostructure
and the microstructure of the TRADILEX project.
We'll try to make this,
you know, in an orderly manner
and as fluid as possible.
But maybe we interrupt each other
to add something up or to, I don't know, complete or.
Well, yeah. We hope you enjoy
the roundtable in that sense.
And also we hope to have like at least 15, 20 minutes
for, you know, to open the roundtable to the audience as well
so that you can also discuss with us on didactic AVT.
Sorry about the water thing.
And thank you.
Let's hope we can manage to stick to time.
Even if we are a little bit late.
I'll be the first to speak and the last one to speak.
But I will use in my part of the table
I'll use my colleague Pilar Coto as my chair.
And so let me introduce her to you.
Even if she has spoken already, but
well, just in case you don't know her.
Thank you for accepting the invitation to be part of this roundtable.
And, well, thank you all.
Pilar is a full time lecture at Universidad de A Coruña
North, Northwestern Spain.
She's been the model languages coordinator in the post
Graduate and Professional Graduate Certificate in Education
from 2010 to 2015, head of the teaching and learning
modern Languages from 2014 to 2017.
She's the principal researcher of the DIGILEC research group,
head of international journal DIGILEC
and external examiner and supervisor in various
doctoral thesis programs at
Dublin, Stanford, California...
Her research fields are
teaching and learning languages and cultures
Spanish, English, Clil, tefol, bilingual education,
Didacric AVT,
drama and education, and she's also carrying out
her research based on her own coined textual transpo
didactic, transport didactic model
about fictional texts and their possibilities
for teaching and learning languages.
And she, she's a member of Tradit
that's why she's here.
And to that extent, she has already published two papers for TRADILEX
based on what we've done, so... and a third one on the way, right?
And thanks for all the effort and enthusiasm you've shown
in TRADILEX and in didactic audiovisual translation for the start.
So, chop chop!
I will. Thank you very much for this presentation.
That means that I am very old.
So many years. You have said so.
Okay, Thank you very much.
I should then
my first question, just to... I think is a kind of summing up
I'm sure you all know what TRADILEX is,
but lets ask Noa once more and for the end
and for the record, what's the meaning of TRADILEX?
Hm, ok. TRADILEX stands for, and I have to read it
Audiovisual translation as a didactic resource in
foreign language education, just to get it right.
We started in June 2020,
almost three years ago, so will be done soon.
And it's this, ah... well, the project has been
sponsored by the Spanish Ministry of Science and Innovation
And the idea... well, it's my first, the first national project I coordinate
But is it it is borne out of all the other
research projects, teaching innovation projects
I've been coordinating on didactic AVT for a few years now.
And also it follows the path
that other projects
very important projects that have been mentioned here
Levees or clipfair and PluriTAV
have paved before me, before TRADILEX and before us.
And well... I think that's the summary of TRADILEX
because I could be speaking out about TRADILEX like for hours.
That's why I wrote down something, so that I could, I didn't speak much
too much, because I want my colleagues
to speak as well and have time.
Well, the second question is
what do you mean by macrostructure in the title of this roundtable
that you will know the title, what do you mean with macrostructure?
Yeah.
So as I said, since like TRADILEX is like too big maybe
to explain in detail, I wanted to establish this round table
in terms of macrostructure and I can give you
so I will speak about the
macrostructure a little bit like a summary
so that you can have like the big picture.
And then my colleagues will give examples of what I mean
by micro, macrostructure, microstructure.
So the macrostructure would be the
methodological design we've come up with and
also the, the quasi experimental research
where we've put that ideological design into practice.
The methodological design was the work we were doing for the first year
of the project where we structured, well
we devised, designed how to
implement tasks, the structure of the task,
the sequences, modes we were going to use and everything that
the way we wanted to make it
you know, methodology
the methodologically like based on everything that had been done before.
But like taking everything, all the good things
to put everything in an organized manner.
So we created this short sequences with just one AVT mode, long sequences
combining five AVT modes, and how all that
the lesson plans included, how they should be organized, the timing,
the type of the types of videos they had to include.
And well, we came up with this 60 lesson plans
that we piloted a lot
before using them with the students to pilot them first with students,
and then we just put all this together and really
measured it in long term
during five months in a long sequence, combining different
the all the different over time out in the in the order we have
we have established for the methodological design.
The methodological design was published
January, 2022.
So last year. So well, more information about that.
You can read our encuentro paper
that we published, Jennifer and myself
and the final outcome of this, my macrostructure
So the...
That was the question, right? The platform that will show you later
as I said I would be the first
and the last to speak because I want to show you
we want to show you a little bit about the platform. It is ready.
I mean, it's created, but now we are feeding it so
it doesn't have all the lesson plans working properly just yet.
So it's not open to people wanted, not yet,
but it's open to us, so we know how it works and how it's working.
So we just created a short PowerPoint with some screenshots and video
so that you can have a look at
the ah...
like the final product of this macrostructure of TRADILEX.
Thank you very much, Noa.
The last question is, can you provide examples
of TRADILEX experiences at microstructure level?
Yeah, that's the thing.
TRADILEX has become like giant somehow
because from that macrostructure
A lot of things came like derived from it, like in the way, like
teacher training programs, teacher training specific experiences or
an experience with speech therapy students.
Another one with just this mode for that
particular objective
or something to teach
or to raise awareness in gender violence or gender issues.
Well, and so a lot of small things have been like
coming out and papers based on all those micro, which is
they're not that micro in the end, but compared to the macrostructure they are.
And yeah, well a couple of examples from my own publications from TRADILEX.
One is teach training, specific experience
on teach training that I published with Jennifer.
It was published in revista de lenguas
específicas, and especially because it was back in December.
But you have all our publications in our website,
TRADILEX derived publications or something, on the link there
and another one on a speech therapy,
like a special lesson plan for speech therapy students, that was published
a couple of weeks ago, probably? With Antonio Tinedo and Alberto Costales.
And, but I think they are the ones
who will give better examples of my macrostructure.
Right?
So, yeah.
So it's going to be me, right?
Asking... Let's check. No, it's you.
It's okay.
I think as we agreed now I'm going to present Carolina Gonzalo as my chair.
She will ask me.
And then is the way we like to to do this right.
So let me introduce Carolina Gonzalo Llera.
She owns a Ph.D. in Second Language
phonetic and phonology at Complutense University of Madrid.
She holds a master's degree
in Hispanic linguistics from Western Michigan University, USA
and a double degree in preschool teaching and in psychopedagogy.
She's a native speaker of Spanish and near native Speaker of English.
Since 2001, she has been working as a teacher and professor
in all educational levels from kindergarten through College
university in Argentina, Spain and the USA.
She worked also as an academic coordinator for American University,
the General Counsel of Nursing and the Universidad internacional de la Rioja
during the last six years. Since 2013-14, academic year
she is associate professor at Nebrija University
for the bilingual preschool and elementary teaching degrees
and at European University of Madrid for the undergraduate degrees
and master programs in the Faculty of Social Sciences and Communication.
So now you can shoot me my questions.
Thank you very much, Pilar.
So I'm going to ask you two questions so you can answer this,
you know, together, because I think they are related too.
So the first question is, do you consider that the TRADILEX
project could be integrated as part of the CLIL approach
in school subjects?
And perhaps, you know, answering this question,
you can also talk about, you know, what levels, pre-primary, primary,
secondary, you know, so perhaps you can provide some examples of that.
Thank you.
Yes, I think during these days we have been talking about these.
And to give answer to the to the question
I consider that is not only possible
it's strongly recommended, I would say, because in the subjects
with a CLIL approach, we can put into practice all these didactic
audiovisual translation activities, the same as in other levels as well.
I will give answer to the second question, but going to
the CLIL approach
I think we could pay attention to their video selection, for instance.
So we are talking about, imagine, science
in English as a in Soviet primary school, let's say.
Then why don't we choose National Geographic video recording?
Or whatever, something which is related to the curriculum
in which we are dealing with and taking into account
all the competencies, objectives, outcomes and so on and so forth
related to the curriculum
and the level of education, but of course we can do that
and I think it should be a very nice and interesting
for the future, right? Because I think there's not too much
about clil subjects in the didactic audiovisual translation.
At least, as far as I know.
So my answer is totally positive.
Yes, we can do that and we have to.
And giving you an answer to the second question
I think, of course we can.
We can implement this didactic in audiovisual translation activities
in different levels.
I think yesterday we were discussing about early childhood education.
Some of you were here and we, I think, we agreed that this is, again,
not only necessary, but nearly compulsory because
is the way in which young learners start to do this.
And then
if they get the mood during the early childhood education
stages, they can do that then and primary education, secondary,
compulsory secondary education, higher levels and so on.
So I think we should do that, is another field of knowledge
that we have to go in there, I think.
And this a lot of young generations, as Jennifer said minutes ago
here, so why don't we go through all these unexpected or
unexplored parts that we can go through
thanks to this big community that Noa was able to put join together
I think that basically is the answer, I think
is better than to have, you know, interaction with the audience.
So, thank you.
Thank you. One last question.
So, do you think is there any other new information
about the possibilities of didactic audiovisual translation
you would like to share with us?
Well, the first one is, well, the two first ones is the ones
I have said, early childhood education is a very interesting research gap
let's say. CLIL subjects as well.
And I don't know if you heard about alt test, alternative test,
and I have been sending proposals to different Jonas,
probably some of you have done the same.
And now there's a new thing.
I didn't hear about that before.
And they ask you, the editors, the publishers, they asked you for the alt test
I didn't know what was that.
And then I had to do some research on that.
And then I said, well, these alternative tests, which in
basically speaking, is kind of giving an
alternative test for the tables on figures that you publish
and sometimes people are not able to click on
so they cannot see what's going on in these figures in your papers.
Then, they ask you to give alternative tests.
And when I read that and I got information about that,
I was wondering and I was connecting directly with the TRADILEX Project,
the RVO, description, translation, I don't know, I was just thinking
a new research gap.
So let's see what's going on with this, if there's or no possibilities for that.
But maybe this is my brand new
idea for what's coming next.
Thank you. Thank you very much.
So now it's my time to introduce
Mariona Sabaté, who is going to be my chair.
So I would like to share some information about her.
She's a lecturer of English language and translation in the Department
of Foreign Languages and Literatures at University of Lleida.
She teaches EFL and translation subjects in the English Studies
degree, double degree of languages and translation at the same university.
Some of these subjects that she teaches are audiovisual translation
translation of scientific technological texts,
reverse translation, General English 2, languages
in contrast and in contact.
She is another member of TRADILEX Project.
She is also a member of the project Conocimiento del procesamiento
comprensión y la producción traducción de clausulas de relativo en hablantes
monolingües y estudiantes at University of Cordoba in Argentina,
and she translates a specialized
text for publication in academic journals
and in her free time deals,
she also enjoys translating.
So, thank you very much, Carolina.
There's a couple or three questions I would like to ask you.
First of all, what active teaching learning methodologies can be explored
at the macrostructure level? And if so, which I believe there will be,
What aspects of them
do you think are the most relevant or the most interesting ones?
Thank you.
So, thinking about, you know, the perspective of education degrees
and you know what pre-service teachers need to develop.
What do we do at the Faculty of Education is training teachers to, sorry,
understand how to apply, for example, project based learning,
problem based learning for parroted learning.
I don't know all of that.
So, helping their students to understand how to produce,
you know, or introduce these type of project of audiovisual translation
into, you know, these methodologies
I think it's something that we need to do
because nowadays what we do is just to present,
you know, an example of this and helping them to understand it
in class and to work with this in class.
But it doesn't mean that then, you know, they are going to be able
to create, you know, these type of, you know, design or lesson plan for,
as you has said before, for example, kindergarten teachers,
primary teachers,
you know, secondary teachers...
So perhaps what we need to do is to go deeper into
make them understand what the rationale behind this is.
You know, so what decisions they need to make in order to,
you know, select not only the content, you know, if this is,
you know, a clil approach, not only the content, but also,
you know, what type of audiovisual translation modality
do they need depending on the previous knowledge of the students, depending
on the competencies of the students, you know, what competencies they have.
So I think we have very, you know, a big thing to to explore
and to expand. Because nowadays what they do is just to, you know,
they apply this as a sort of recipe.
And that's not the idea because it's if not, they don't really know
how to use it or when to use it, you know, to teach
in this case, you know, obviously, second language.
Second question: can be... Can evaluation criteria and assessments
it needs to be explored at a at a macro structural level?
Do you believe that that's possible? - I think so too
To what we do already was to use the rubric,
you know, to analyze, you know, and to observe, you know, what are the
the people we, we... that participated in the TRADILEX project,
you know, how they acquired, you know, the different skills.
And so we used a rubric to measure,
you know, their abilities, their learning acquisition.
But I think what we did so far was to just to focus on the outcome.
And perhaps another thing
that we need to consider is, okay, what what's happening
in the process of this?
So, I think, yeah, that was mentioned before, you know,
so perhaps using the same instrument, which is the rubric,
you know, to measure the, the process and also involving,
you know, the students in this, in using this rubric,
they can use it, you know? So that can create a meta linguistic,
you know, or meta analysis, you know, about
what they are learning, what they are processing.
And I think that's interesting, too.
And another tool that we can use is portfolios, because,
you know, portfolios you can include also the rubrics there.
You can include all the projects they have done,
you know, in a didactic audiovisual translation.
So a portfolio is a collection, I'm pretty sure we all know this.
Is a collection of all the students activities so
we can give, you know,
a sort of perspective of all the, you know, learning process they have.
And I think it's important, you know, and yeah,
basically is focusing on those things.
I think it's important.
- Okay and yet, one more question, what teaching competencies
are needed to implement didactic audiovisual translation in the classroom?
- This is the other part, you know, we need to to level up
in our pre-service teachers.
We need to develop, you know, teaching competencies.
So if we want them to use audiovisual
translation, they need to develop first themselves.
You know, they need to learn all the models of audio visual translation.
They need to understand why they are important,
you know, all the advantages of this.
So, you know, having your... going through this process first, then
it's important and then, you know,
the other things that we already do, which is teaching,
you know, pedagogical content to them, you know,
helping them understand
the process of learning so they can adapt, you know, the
different lesson plans to the students.
We always now
talk about emotional, you know, understanding emotions in kids.
But in our case, I would focus more on anxiety.
So how anxiety, you know, plays a role in
learning acquisition, you know, in language acquisition.
And yes, basically that, you know, and something
that is very important for teachers now is digital competencies.
Everything, you know, that we are doing is based on this.
So we need them to develop this.
So yeah, that's it.
- Thank you very much, Carolina.
And I would like now to follow this script and introduce you to Anca.
Anca Daniela Frumuselu. I'm going to read some
bio data from her.
She's currently working, she's a colleague at Lleida University.
She's a lecturer of English at the University of Lleida.
Her research interests are computer assisted language learning
and mobile learning
Gamification, Virtual Exchange, and audiovisual translation
and English as a foreign language.
She's been investigating the effects of subtitling on learners,
colloquial language acquisition and oral skills and means
of enhancing foreign language skills through the use of technology.
She's been a member of TRADILEX
and TRADIT
and she's been investigating accessibility modalities
such as Subtitling for the Deaf and Hard of hearing
in the English Foreign Language classroom.
And she has two publications related to this topic
on the way. So...
- Thank you. Thank you, Mariona. Good.
So now some questions for you.
As we've been looking at various
learning environments, let's talk a little bit
about how could you use, you know, didactic audiovisual translation
in a translation studies course, no? Because we talked about
so many environments, but not this one in particular.
And as you are teaching, no? Translation courses
tell us a few words about that. - Yeah.
When, when I first learned about the TRADILEX Project and
what it was addressed to,
I just saw so many possibilities in the project and I just immediately
thought about implementing it for my translation students.
And that was last year.
Unfortunately they, because it was intralingual
translation, it didn't quite work because
if you're studying translation, you want to translate into
or you have the idea of translating into your mother tongue.
So in this, in this case, in this year,
we just... a very recent thing.
We carried out an experiment with Antonio
and, of course, supervising it
about intralingual translation
and adaptation of the TRADILEX project, a small module.
So I teach a variety of translations subjects in the double degree
of languages and translation at the University
of Lleida, like Anca
and I see a lot of potential
in the TRADILEX project, so it's like a spinoff for me.
It was like a spinoff for many other endeavors to come.
I believe that other members of
TRDILEX have also designed tailor made lesson plans
for many other specific purposes, and I believe more to come,
for example, to learn business English or to learn other other things.
So the, with the translation students of two of my subjects,
three and fifth year respectively,
they took part in this workshop,
in this workshop entitled Subtitling
and English for specific purposes, how it's made from the program,
how it's made, tissues, why it was about tissues, how tissues in a box,
how it's made.
So the structure of the LP involves the standard pre
during and post instructions
the mediation tips, etc. etc.
to guide the students through the tasks.
And well, we haven't analyzed the results
just yet, because as I said, that is a very new thing as we just
finished about one week ago with getting the results.
But the workshop
has received an excellent report.
I've been receiving excellent reports from the students, so well, we'll see
what happens.
- Thank you. - My hopes are very high.
- Thank you, Mariona.
Then let's talk a little bit about the evaluation criteria, no?
What evaluation criteria should be take into account
when implementing didactic audiovisual
translation and translation study scores, no?
Should we adapt the evaluation criteria if we assess intralingual
or interlingual translation, as you mentioned. No?
- Yeah. The answer to the latter is a clear yes mwithout doubt,
because in the evaluation of the ETs, PTs, and the LPs
the rubric has been adapted for the
to the competencies that we want our students to achieve.
In the case of the LPs involving inter lingual translation,
we would need to take into account certain criteria that would verify
that our students have certainly obtained those competencies.
So these competencies
would have to be in line with the theoretical frameworks
that are already underway, like the one propounded mainly...
and that aims to design
A1, A2, B1, B2, C1 and C2 levels for translation.
Just similarly to what the Common European
Framework for Languages has done for languages.
In the workshop experience I was
I was telling you about,
we are going to take into account such criteria as adequate
delivery of terminology, natural nos of expressions,
something that can be achieved through gamification,
which we have also
included in order to avoid this.
The sounds like a translation effect.
Also, creativity should be part of the assessment, originality,
adequacy of the appropriate translation strategy, among others.
So that would be... these would be some adjustments
that we have to include in the rubric.
- Thank you very much. You mentioned gamification.
So do you think that gamification could be a good incentive
to implement didactic audiovisual translation
or a module in translation study course?
And if you could give an example or tell us about this.
- Yes, most definitely in this Lleida workshop experience
I was telling you about, this workshop included the
the one short ten question quiz of idioms using our main
gamification environment, which students enjoyed enormously.
The right or wrong answers came with plenty of feedback
which Antonio took effort to add,
and this created a very good atmosphere in class,
which in turn encouraged them, encouraged communication
between them, which is something that you don't get all the time.
So you see them
working on their own, but they don't really talk to each other.
So that really encouraged communication
in Catalan, in English, whatever. So hopefully in English.
But anyway. So yeah,
I think that this is something that can be achieved through
this TRADILEX.
- Good. Thank you very much.
Well, now it's my turn to introduce my chair.
So well, what can I do?
Here's something about my chair
Noa Talaván here.
The president of the conference
No? The reason that brought us here together.
And this is something that is not written here, no?
No, no. But this is something we should mention.
She has this ability
of bringing us together somehow.
So, she's an associate professor of English
studies and translation in the foreign language department
at this university, Universidad Nacional de Educación a Distancia
and her main field of research
is audiovisual translation, foreign language education.
Well, she has been running teaching innovation projects on this topic
and publishing on this area for more than a decade,
and she coordinates now the teaching innovation research group ARENA
that stands for Accessibility, audiovisual translation
and language learning.
And she's been doing this since 2016.
And the research group TRADIT, since 2020.
So broad based, and also, of course,
the National Project TRADILEX that we've been talking about
and this is the reason why I'm here now.
So yeah, I'm ready.
- Well, thank you Anca.
Well, what we've been speaking about foreign language
skills, how we can implement them in an integrated manner.
I don't know if you, because you started with subtitles as a support.
I was in her Viva
I had the honor.
And I don't know how you see this process
because you've changed from support to active
and maybe how can that have some kind of impact on skills?
And you want to mention something relating to that.
- Yeah, well,
I think it's it's really interesting how this has evolved over time.
No? Because I think back in the days when I started no?
subtitling as a support and even when didactic audiovisual translate,
you know, translation was used now in various empirical studies, people
now focused on a certain skill or maybe two skills. No?
And how over time we got TRADILEX no?
We are following
an integrated skills approach where we work on a variety of skills
at the same time.
And I think this is extremely important.
And we've just had the plenary here that talked
even about competencies.
And so we are moving, we're separating from skills, linguistic skills
to even competencies, plurilingual, intercultural.
So how interesting how this has evolved over time
and how we are opening new windows as our plenary speakers was
was telling us, no? And I think this is the novelty
of the project and the triangulation methodology that we've been
applying and trying to apply.
And I think it worked pretty well and we tested it and we can prove the results.
No? The fact that learners can work on a variety of skills,
integrated skills from the very beginning,
even before we're actually doing these subtitling tasks,
they're already knowing
the previewing times they can work on, reading on vocabulary,
learning at the same time,
and then while they are doing
the subtitling, they can also work on the listening
or then in the post viewing phase on writing, on speaking.
The technology also helps us with that a lot.
Now we have tools to record our voice.
We can work on the speaking.
Now we subtitle.
So it's interesting how this has evolved and how
moving from just the first studies that
dealt with a lot of vocabulary learning
and Noa here was one of the first ones that started working with that
and looking on
linguistic and lexical acquisition and how we gradually move from that
and how we got to this integrated skills approach.
And I think that's very valuable.
We have to highlight that, no? That learners now have this ability and
luckily we have the platform that will help us
and we have the teachers and the practitioners
to apply this methodology and obviously to adapt it
to the needs of their learners though,
because that's another thing you need to consider, no?
So yeah, I think it's really important to, to highlight this.
- And speaking about adaptation,
we've been saying and this morning
it is also commented upon
that it's... a lot of didactic AVT
has focused on English
and also intermediate and higher levels and Pilar
just said, we really need to focus on other levels and because
it has been done but just a little and we know it works,
but do you think we would need some kind of adaptation
if we want to really focus on other languages and levels?
Any necessary adaptations will be needed?
- Yeah, definitely. We need to adapt, no?
We talked about translations, studies course, no pre-service
teachers, no? and other foreign languages, no?
And I think we have some colleagues that are part of TRDILEX
internally that have already started working with this.
I think Pilar, Noemi, I tink...
you know, just already they have just presented, no?
a study about Spanish as a foreign language.
And there are people that work with French.
Before we had even Arabic and there was a really nice to see,
you know, a speaker yesterday talking about the Arabic.
So I think we need to explore more those doors.
So there's definitely, no?
And what's interesting that, you know, the TRADILEX, like,
let's say, a methodology that we can consider it
like kind of a backbone, you know, something that can be used and applied
and can be adapted, you know, to to other foreign languages.
But I think one thing we need to consider first is the
specificity of the language and the needs, no?
And first of all, the needs of the learners know how to adapt as well defined.
The first thing that we need to adapt
is the audiovisual content, the videos that we apply.
We need to consider also the proficiency level of the students.
We, for example, as part of TRADILEX, we worked with
known topics such as violence, gender equality,
you know, accessibility awareness and so on.
But obviously this is not, it cannot be applied
to anyone, to any learners, to any context.
If we're talking about Arabic countries, how can we talk about that?
Let's talk about Iran or gender equality in Iran.
Okay. What can we do with that?
no? So definitely we need to be aware of the adaptations, know
from a cultural perspective, from a linguistic perspective.
Also the aim of the teachers or the...
the teaching, the teaching and learning. No?
And the objective. This something that we need to consider before
taking, let's say, the methodology itself in adapting to a new context.
But there are many things to consider.
But first of all, I would say the audiovisual content, the videos.
We need to be aware of the implications of that
because we here, tend to take things for granted.
Oh yeah, gender equality.
Oh yeah.
But let's take this to a different cultural context
and let's see how this would work and... no?
It would be very controversial, indeed.
But yeah, it is a way of raising awareness.
So definitely.
- Well, thank you. I know we have lunch,
but I told the woman there that would be
we would run a little bit late because I really want you
to see the platform and I don't know if I can
what can I do here to show my presentation?
The technician is there.
It was his call...
So someone said, okay.
Because I need to open the desktop
but I don't know how to share the screen.
Yeah, but yeah, but I need to open the presentation first
and it's not here
So yeah, I can show the screen, of course.
And I don't know if I'm sharing the right one
No, this is not the one.
And this is... I don't know what.
Okay. Yeah.
It doesn't...Yeah.
I think but I don't know if I'm sharing the...
No se si estoy compartiendo la pantalla realmente
Si, si, ahora sí. Vale.
It's not going to take too long.
And yeah, it is about somehow dreams come true.
When I saw the platform we, we tried to
we were fighting
with which
who would do this platform for us and which way.
And, and I really, we wanted something that fit our methodological proposals
that really fit the way we saw things in Didactic AVT
and the first time that the technician, he showed us Antonio and myself,
the platform, we were like, this is a dream come true.
This is exactly what we wanted.
Well, we will have everything will have didactic
captioning and revoicing and adapting media accessibility.
Well, it's like I want you to speak as well and discuss with us things
that's were the way it looks like the main...
It would have been better to show you like entering the platform
and everything, but that would have taken longer.
So that's the screenshot of the, the homepage
and this is how it looks like, more or less
when you enter a particular lesson plan.
So you have your sequences.
It will be in English and Spanish.
And this is a particular lesson plan we created for English
for social purposes and cooperation.
That was one of the microstructures
things we did, there where we created our own video
and there is a publication already out on that lesson plan in particular.
So do you get it there
you select your lesson plan or your sequence, and then you select
lesson plan and you start, it says not started yet.
So you start and once you start, you are there.
This is how lesson on gender and you start
and you go through the pre
the warming up, you just answer.
But otherwise you cannot move forward.
So you have all the warm up, all the reading comprehension
or mediation practice or a little bit of speaking practice
recording a short extract related to whatever
the contents of the lesson plan.
All of the video that you have later will be about.
And once you're done with the warmup, you watch the video.
This video, we are not going to listen to the video now, but you'll
have the chance to watch it later
or maybe afterwards because it's there on our TRADILEX YouTube channel.
But when you watch the video, you have well,
there were some instructions there on how
you had to watch the video, because in TRDILEX
we always make the viewing active.
So don't just sit back and relax and listen.
But and watch, but do something while you watch.
And while you watch, you use subtitles.
So you saw that the subtitles were there
and you answer your questions and you move to that so that was warm up
video viewing, and now you move into the subtitling phase without
I mean, that's our subtitle editor there.
Now we can hear a little bit.
You add your subtitle, check.
Yeah. And you click on the end to time. On the exit time.
It's quite easy without instructions.
We may add some instructions. I don't know.
We have to decide that, but it's quite easy to use in that sense.
You have you add the subtitle
and you choose to add any one.
Estaba sentada a orillas de un río.
You can see what you've done right away
and you could keep adding
subtitles they like in a normal subtitle editor.
So when they're like 40 milliseconds between subtitles
and, and that's and then you have the post-task.
So you see warm up, video viewing AVT task and post task.
So you have four blocks and you finish
then you have your answers as we have in TRADILEX.
So you check your answers and see what what was right or wrong
from the closed questions and sample answer for the open questions.
And this is the video
but I don't think, I think it's better if we discuss here with the audience.
But I would I strongly recommend to watch this video.
It was Antonio's idea and he and he did a great job.
And well, there is this publication that was published
in Digilect, if I'm not messing this,
you know, so many publications that sometimes I lost track.
Yeah. So what's the video if you have the chance the idea for
because we were discussing things related to copyright.
It's true that copyright, we are safe, more or less with
academic purposes and so on and so forth.
But if we could create our own videos,
I think it would it would be better for everybody.
So maybe in,
in a subsequent project
we can try and do a little bit more in that sense, in the sense
because that this video was high quality and is very good
for the purposes that it was intended to.
Right. Okay.
So I invited you all to dance
at your own pace
and well, I mean, TRADILEX
made its own choreography.
But as Ana was saying this morning and yesterday,
I mean, we have so many possibilities
that we can just dance anywhere we want.
And now the floor is yours.
The mic is somewhere around
Nobody?
You're tired.
And hungry.
First of all, I want to start by thanking Noa for making us, all of us
understand how the audiovisual translation can be so transversal.
You can implement that at any level, with any topic.
So some of us, we are new.
So I want to thank you Noa for that.
I want to also invite
the wonderful team of people that got involved and with new ideas.
And I'm very much, you know, with Pilar
they can be implemented that for any formal and informal settings.
We were discussing today with Jennifer whether you peaceful
relation or not, we are debating on that, what type of
I believe I believe it is applicable to preschool education,
although we need adaptations
but the adaptations we can use in
preschool can be kind of a scaffolding strategy, right?
Maybe that's not going to be what we got.
Maybe that's not translation per se, but it's kind of an introduction
to it and also with CLIL, if I like also can be
implemented with CLIL in primary in pre-primary.
Well there's debate whether we are debating whether there's
is it audiovisual translation in
pre-primary is maybe CLIL is there CLIL in pre-primary.
So I think it's very much looking forward to seeing how
it can be implemented throughout the whole, throughout the whole
process.
You know, the education system, right? From preschool to primary and secondary.
Of course, there's plenty of studies showing that. Right?
But I strongly believe, we believe there is a strong gap
in preschool and primary education, mostly, and somebody
happy to keep on researching on that.
Thank you very much for giving us that opportunity.
- Thank you.
If nobody else has...
Oh, okay, because I would have something to say
I just wanted to ask if TRADILEX is well, I guess it's primary
foreseen for students, although he work...
I think that TRADILEX is primarily foreseen foreign students
to... how to learn or is it also foreseen for
teachers to help them learn or
how do you foreseen that?
- Yeah well, the platform is it follows the principles of TRADILEX
which was created for both for self learning
and for learning with the help of a teacher
because, well, we were forced somehow
because of the pandemic to do it totally online.
So we were lucky and we could have results
for self-learning and for learning with the support of the teacher.
So and we've not, we've discovered that it works both ways
and the platform is created
it gives you two possibilities.
I don't know if you saw the home page, but it says
student access and teacher access.
And once when you register, you can register as a student
on your own or with a class code.
Because if you're a teacher,
you can create a class code and you can follow and assess the
where the lesson plans that your students produce.
If you're a student with no teacher, you just have your self assessment
as we have here at the UNED
most of our students don't have,
they can have maybe one task
assessed for the whole semester and the rest is self assessment.
So well, for the UNED
it has worked for many years now and that's
the idea behind TRADILEX to be able to do it both ways.
Maybe something I'd like to add, this is going to be free.
Maybe is not that obvious, but at least this
version is going to be available
well, it was a project funded by the Spanish ministry.
So. Yeah, it's going to be available for free.
We don't get free things nowadays. So it's going to be...
Yeah, free for teachers and students.
- I guess that goes in quite well
with what I wanted to ask,
which is which regards the lifespan of the project.
Well first of all, let me congratulate
all of you in particular, Noa obviously, for an incredible project.
I'm so glad that this is out there and the tradition from LeViS
and Clipfair is continuing and linking back to these other
software and platforms that have been used in the past,
all of which have a common problem, which is that then the funding ends.
Right? And, you know, activities
that I myself uploaded there might not be available anymore.
So I have a question
about this for TRADILEX.
Is there a plan maybe, for the future, to try and
maybe have this, hm....
this point sort of addressed in the future?
I would you know, given how gigantic an effort this has been,
it would be such a shame if in, you know, in a year
time or two years time this would not be accessible anymore.
So, you know,
an additional funding maybe applied for in the future
or to try and make this something that is self-standing in a way
that allows it to last sort of forever because this would be very good
for all of us, us teachers and
obviously for the students that we use these tools for.
Thank you so much.
- Well, I hope it can last forever.
And the idea behind the...
which platform, how are we going to design it
and to design it the way we wanted it instead of building it
up on a moodle system, for example?
That was one of the options we, we considered was precisely that.
So that we are the owners of our platforms, we are the owners
of the admin part of the platform and we can keep feeding the platform
with new sequences and lesson plans for as long as we have
I don't know if it's kind of 800 years to support the... a year
I think we can manage that
with different types of funding, not even national.
We don't even need a national project.
I think we can keep getting that funding just to keep the server
and then we have to keep working, of course,
but I'm sure there will be people who would love to
keep creating new lesson plans, test them and then upload them.
I mean, we are expecting to have our French lesson plans very soon.
Aldara there, she's testing them.
And the idea is to have both languages.
I mean, more for English, of course, because we have 60 lesson plans
and divided into different types of sequences, like the five sequences
for short sequences and the two long sequences for B1, B2.
But then we want also what are the levels
and so adaptation and Spanish, as well.
We have lesson plans in Spanish that are being designed right now.
So yeah, the idea and is
that was my, our point
our intention and I hope it can be a reality.
- Thank you so much. I'm very glad to hear this.
The final point, perhaps this is going to be very good for UNED as well, right?
Because this puts you on the map. And, you know, people all over Europe and hopefully
even beyond that, will
be using and will know that using this platform
is not something that they can,
you know, put some effort in now and then in two years
time, all the activities that are going to be gone.
You know, this is a great incentive for people
by and large, all over the world to use it.
So congratulations again.
- Thank you.
- I know it's technical...
I'm sorry.
Okay. Well, no, thank you very much for the presentation
and for the explanation about the whole project.
And I just wanted to add a little bit to what Valentino was saying there
on the continuation and how to reach out
to the people that will need or could enjoy the platform.
One thing to be learned for, for instance, from disabilities
that you can create lots of description,
but if blind people don't know that is in there, they are not going to use it
and I'm not sure whether that is part of the project as well.
The sort of mission of bringing it out to either teachers of teachers
that then will go into the school or going to schools,
primary schools or other places to bring these to to those people to
know that this exists.
- Not for now.
It's an idea.
I know that.
It wasn't, it wasn't like envisioned just yet.
We wanted to set all the architecture for it to be as open as possible
so that it could build up in any possible direction.
And that's, of course, a direction we would like to take at some point,
but not for now. Thank you.
- Yeah, and it's just regarding to what Valentino said.
I would just like to add
that throughout that when we thought of the platform
we think of that in terms of future.
So the code that... the very code it turns off is it is
it is like, I don't remember it...
So the the the technician said that
the language can be old fashioned.
So it would be adaptable to new the new trend
so it's like intensive of future.
As long as we have funding, there will be no problems
with keeping it at date, even to new languages intensive programing.
So I think it's I good point regarding the platform.
- Well, I think we should go and have lunch.
And maybe keep talking about TRADILEX there. Thank you.