Now we move on to another perspective.
Fatima Carnival,
as my pleasure to give you some information
about her before she spoke to me.
So, Fatima,
I mean, Carnival also in the this
for the University of Salamanca, Spain.
After graduating, she continued his studies at the
university that made him with a master's degree in translation
and interpreting research and only with a master's degree in humanities.
And at Eastern, I think, Is this you?
So yeah, to finally specialize in accessibility.
She currently works as a freelance and ask for new policies later
and is a Ph.D.
student at Oxford where she's researching
the impact of excuse me, taking control of spaces.
So the first year when everything ready, everything is
okay, you know, design screens is everything science?
Yes. Okay. Thank you. So.
Okay, so first of all, good morning, everyone.
Thanks for coming.
As we
have said, I'm Fatima and I'm currently
kind of trying to finish my Ph.D.
in Salamanca.
So, yeah, today I will be talking about aid
in the training of translators, but is specifically
to improve lexical competence in L-1
because we have been talking a lot about how to improve our
our skills with a second language to or to teach
Spanish to those students who don't have a Spanish as a modern.
So my content are really simple.
I don't want to talk loads about what is ideal
or what is lexical competence, because just today
we have heard lots of definitions.
So I want to do that and I want to propose two activities
that we've been using in Salamanca that are specifically, specifically
designed for
those students whose mother tongue is Spanish,
because maybe if you come from the translation world, we've always heard
that you can be a translator if you don't master your own language.
So that's the point of the of the activities.
And yeah, some future lines maybe for you too, to work
with your student or to develop a bit more these activities.
So as we all know, EDI is an interesting medium
translating activities, activity and it has many, many features.
And I want to make a post here because
according to your sorry for
if I pronounce wrong, the surnames,
the main beneficiaries are blind or partially sighted people.
But we also I, I always like to add for remote groups
that these are students during the learning process.
And also we have more and more population over 70 or 75
that are have grown with cultures
and they want to to keep this going and to enjoy culture.
So we have to take into account that maybe
life expectancy will be higher in the future.
NE are really near future and we have to maybe adapt
our cultural products to
I don't know how to say that, but
we do for them to enjoy if they have kind of a problem
due to the age, for example, maybe they don't see as
well as they did when they were younger.
So that's the second group.
The third one are the temporal conditions, for example, an accident
or a surgical intervention on the fourth one.
And that's my favorite one is immigrants.
We have heard about these are big
immigrant problem that we have little problem.
I don't see that's a problem.
But people coming to Europe to look for a better future
and they need to to learn the language of the countries that are
where they're going to live.
And so maybe audio description is also a good tool
for them to lenses we use simple structures are common vocabulary
that they can use during their first days or maybe to
to find a job in the end or to be in Europe.
And yeah, I have written the
main four characteristics
and the the fourth one
is, in my opinion, the most important one.
And is that it requires deep language, linguistic knowledge
that what is related with our L-1 development
are to talk about lexical competence is not easy
because we've had many, many definitions.
But what I like is
the idea of linguistic mediation,
that which we are starting to it to a
And ADI shares
these four characteristics with lexical competence.
I mean to bridge to produce a
an effective audio description,
we need to produce the message, but also understand what we are
producing, what we are seeing, and to use the words to communicate.
So we can say that both audio
description and the lexical competence are linked
in one of them.
I would say most important
classifications of
translation competence was made
by the group maybe for them,
and they say that it is divided into six self-confidence.
Just maybe when we are working, working with 11 students,
the bilingual one is not as important as the rest.
But the one that I want to
underline is the psycho physiological one,
because it mentioned the attitude related resources.
And we have we've been talking about working to create a product
that may potentially help people with disabilities.
So it's so important to raise awareness and also self awareness.
I mean, what can I do to help you if I have the tools to help you?
So it's so important.
And also I've seen during courses
that it is also a way to explain to students
what privilege to access culture is because
they always think that everybody has access to culture. And
that's not the our current situation.
And they also are willing to work for social improvement
since they discover that they has the power to do so.
So it's so important.
And yeah, they also discover, thanks to all the description
that in general.
TRANSLATOR and translators, interpreters and other
linguistic professionals
have this career path that maybe
is not as known as translating videos, translating books,
or teaching your own language or of course, language.
So the two activities that I want to present you
today are based on the product
and not in the creation process itself.
What I want to say
when I mention the product is that we are always trying
to teach our students how to create the script or how to
how to write these short sentences, including
just the word and the typical instructor of subject
compliment means not to make very long sentences.
So I want you
to take profit of the product.
That could be scripts that are already done
and that are validated products on Breton
in general, scripts that were used when the film was produced
or the series or whatever.
So the first one, the first DVD
was creating glossaries from a script.
That is, we took the script used for a series.
This case was the good doctor.
I don't know if you know that serious, but it has very specific
medical terms since the main character has.
I don't know how to say that.
What if she has a cognitive disability
and he's very specific when he's talking?
So we took the scripts and thanks to them
they went really good and really well-made.
We were able to create
a new product, in this case, a glossary that students could use,
for example, to,
to import the tool, maybe to collaborate, to create more
the to add new words and just a tone.
We talked about
the importance of cohesion of products when we are working in a team.
So this kind of glossary says are also so important because
not the same person is not creating
always all the overview description for all the series, all the season.
So that was ours.
Our first activity,
the students selected the the series.
So the, the only thing we told them is
just select the series with
very defined topic.
It was medecine what they chose.
So okay, that was okay.
And the second activity is using
artificial intelligence to create eighties groups.
We have we all heard about these last months
and we tried to use it during our our classes
and it was really interesting to use them these texts
to teach students how to summarize
or to add important information that maybe is missing.
What they chose was the last scene of Harry
Potter seven, this big left bottom.
And yeah, we just wrote.
Can you please describe the last scene of the to be doing Voldemort
and Harry up with his friends during the Harry Potter scene
And yeah, we we got a short text
and when they would they did was to analyze a text
to maybe discard some information that may be present in previous scenes.
For example, Harry is wearing a black jacket.
Maybe we already see that.
Maybe it's not it's not important for the for the scene.
So it was also important as an opportunity
to raise professional awareness about
how new technologies can be an ally but never a substitute.
Or maybe not already,
because we've we've been having some problems
with students using people or these kind of tools as the
final decision of their of their tasks.
So it was also important to tell him, okay,
you can use that if, for example, if you don't know how to create
an audio description script or how to start to create or how to,
maybe you can find a word, but an artificially intelligent
can do it for you.
So maybe you can use it just to kind of
look for the resources you need.
So that was our second activity.
And yeah, the objective was also to them, seems they are.
We want to focus on one
to raise a bit of awareness
or on a which element that's on artificial intelligence.
Select.
Maybe we think that an action is not important, but then we discover
that yeah, it has an impact or.
Yeah.
And the main advantages of these two activities
where the importance of motivation, we've been talking about this
a lot yesterday and as I told you,
they were in charge of selecting their themes or serious scenes.
So yeah, they were more willing to collaborate
since the product was theirs.
It was like, Yeah, I have done that.
So it was perfect for us.
And they understand the real application of the task when
when they are working.
I mean, we try to explain them
what other description is, which are the main beneficiaries.
So they were motivated
to work to help these groups.
The second advantage is the link to the real world.
And as she has
said, I've worked as a freelance for
almost five years and when I started
I really didn't think that accessibility was
niche, let's say.
But now it's increasing, especially in the cultural sector,
due to many, many laws that are working for people
with disabilities to have the same rights.
So this is another potential professional career that maybe
our students didn't know as much as just translate and teaching.
So that was really nice.
And the materials we use are quite new and easy to find.
I mean, for example, many students came to us and they say yesterday
I saw the good doctor at home because I really wanted to understand
or to to be able to to gather more terms
because I want a powerful glossary for me to translate medical text.
And it was like, okay, it's up to you. It's your free time.
So if you want to keep working at home, that's perfect.
And the third one
is the understanding of the impact.
It's really related to the second one.
Accessibility is a real need.
I'm very tired of saying that, but
accessibility is a real need
and having access to equal content can make a huge difference.
For example,
I maybe you can also
have similar experience to,
I don't know, to go to museums and learn new things.
You have to think that there are many people that don't have this
this opportunity because they enter and they can see anything or they can
move around because things are
really badly placed into space.
So they can't do that.
It's also a matter of inclusion,
but also culture help.
Help us to help us to build our personality.
And it's also personal growth.
I mean, during our free time, we always do cultural activities or
almost always because we
if you ask someone is, I read books, okay, that's culture.
I go to the cinema, that's also culture.
I travel, that's also culture.
I mean,
we need to kind of change the situation
and I truly believe that all the description tasks
can help here.
And just to
conclude, I don't want to go over time and
my conclusions are that
the development of the students skills is possible
thanks to the description that's what we've been talking about
for the last 28 hours, 28, 24 hours.
And there's a small possibility to work with products
rather with the process because we have quite good professionals
here and has been working to create the scripts
or maybe to Ms..
Aldana has said to work with the English version
or French version so they can be also a good source of knowledge that maybe
we're not taking into account when we are working in other fields.
Because if we create our own glossaries, we don't.
Maybe we don't have to look
for another one on the Internet or use a dictionary,
or maybe we just want to create our own database.
So yeah, and L1 is also important
for translation for translators and interpreters.
I would say that that's our main tool.
So yeah, and motivation is key.
I'm quite
sure that these activities that I presented,
we're going to have work if or not as good
as they'd be if a students
were told what to do or which
with which materials.
And that's what I say, that materials related to interest
to their interest and to be more effective.
The last one is that
our students told us that's really difficult.
I don't know how to do that.
And I just told them, Just imagine people who need you
to be there working.
So these are these way of description task.
Also raise awareness about disabilities because we have
not similar but comparable situations that you have a problem,
you need someone to solve it for you because you can do it. So
we can also work to
to improve these social awareness that our profession in general
has. So
these are some future lines and kind of
think about it and points.
I always like to ask them, and what if we start using all your descriptions
or other accessibility tools to explore
its potential for improvement
and not always end to end to end to
also to be good professionals in terms of inclusion,
because translating and interpreting on and also teaching
professions related to social, our social environment.
But we tend to be working at home just with the computer
or maybe interpreting inside a booth with how we tackle it.
But they are quite
individual professions like you work alone.
But I, I think that we have to start
breaking this kind of barriers
and also to include more and more people in the cultural sector
because sometimes when we design cultural, accessible
cultural products, we're not taking into account the financial
beneficial groups
and then they test them this products and they say it's not working.
Why is not working?
Because you have just designed it by your own without taking into account
the people who is really going to use this product. So
and also
I was on Wednesday before coming here
there in the our National Institute for Statistics
published the percentage
of people with disabilities working in the cultural sector.
And it was it was
it was 0.2.
So it means it's I didn't like the percentage
and it was like 200 people in Spain.
I mean, we all know that the cultural sector
in general, it's it's hard for artists, for creators,
But just imagine being a person with this disability and
having a harder access to to the sector
and also in general
to enrich the audiovisual industry
because when we create
more complete products, we are also taking into account
those beneficiaries that I mentioned
when I was just starting my my presentation.
So just for you to think a bit about this and on
something that I always like to say, is that
we have to work
in our 100% of our possibilities.
Maybe we just have our
close environment with our five, six, ten, 20 students.
We can be creating a little change.
But it's also important.
So thanks for your attention.
And of course, if you have any questions.
Thank you
and thank you very much.
And 8 minutes
since we go, we will continue with that.
Thank you very much.
So that they do
the necessary make it necessary manually.
We had our template
that is the one used introduce.
I mean, when you're working in Dragos, you can explore the files.
So we just took the like the header, the categories
and we deleted the equivalent one
because we were just working in one and we are another one.
It was image because for example, when we talk about tools
using the medical field, maybe there are two very similar tools
and you need an image to differentiate them.
So they were just
they were also are like searching for images
and it was really funny because they also discovered that Google images
also can help a translator to find the word they are looking for.
But they didn't know it was just a they were just like, oh, I saw that.
It was just showing images there.
And I was like, you can do the reverse research.
You can provide Google with an image, and then you get the term.
But they didn't know. And it was also
good because
they also discovered that maybe some tools are not used everywhere.
So it was kind of cultural references.
So yeah, batteries were really important.
And I know that I know the teacher who specializes in medical translator
translation at my university allow them to use the English.
I was like, Have you graded that? Okay, you can use that.
And they were like,
Okay, my work is really important and I did really well.
Now focusing on that task, they were so motivated.
To read them, just another one.
So I never tried to chat about it but couldn't.
Could we just ask, describe the scenes?
Yeah, yeah.
Yeah.
You just have to provide like, all the information that you have.
We were. Yes, we.
I asked you to create this scene
and we also indicated the time,
for example, this scene is from one hour
to then 32 seconds and it.
Yeah it was anyone has access to like any film given the time code.
I don't know.
But maybe one is so famous so I don't know.
But I know that if you for example, if you provide a link,
you can ask you to create a summary.
For example, can you read the summary from this video?
Okay. So yeah, there's on the.
Action in it, so we will know how to use it.
Yeah, maybe you have to check the results.
As we saw yesterday or something.
Yeah. Yeah.
Thank you for that.
You know.
Well I is one of the conditions
that's basically making students
we have seen systems as one of the
scene and I am an system
that.
They are university students
and these are non-compulsory subjects so they can take it
where they are in the first year or the fourth one.
So they are between 18 and say, 20 to, yeah.
Okay.
And they
how many of them responded so much
The creation of this
they talked about them working class.
Oh I said something
students said that
they even once were receiving
so many of them were around.
Our class were 33 from number one.
And I would say that a group of seven were working at home.
So they were working groups and they were like, What if we create
a Google drive and then you explore these out of your scripts
and script, and I'm going to explore the other one because
I managed to get
all the obvious scripts and scripts of the first season, and I don't know
if it's eight or ten chapters, but we only work with two of them
because they didn't have enough time, but I made them available for them.
So it was that they had the materials.
But I didn't say You have to work or you have to just watch them.
So but they were like, okay, if I have the material
and the letter is going to be useful, maybe I can complete it.
So it's important
you do.
Is there any other quick question?
No, no. On the web.
Okay.
So thank you very much, especially Mariana.
So she features we are willing to see you find the research values
that you gave us coming very soon
and all the results probably for us to keep in touch.
Right.
Thank you as well, To be honest with you now,
I think we have to move to the back to the for the plenary session.
And thank you very much. You'll.