Okay, so it's time to meet our last presenter in the panel.
It that Melanie
Simons.
So she's a teacher assistant in the public University of Nevada.
Think she has a degree in English philology
and an English philology and they helped to take this technology.
It's funny, it's both in English
and her page is with translation.
More specifically, the translation of dialects,
the reception of the works of yours.
Bring our show in the Spanish speaking countries
and the translation of the company dialect into Spanish.
After some years working
as a teacher of English in several schools and high schools
in which she has spoken primary, secondary education
and vocational training to focus her career from the universities.
Currently, she is a member of the Department
of Human Social Sciences in Vienna, where she teaches in the degree
of primary education and in the master of Secondary Education teacher.
She has worked in the International University of York
in the degrees of infant education, primary education, politics
and public administration,
and in the masters of English as a second
language, secondary education and bilingual education.
She has also worked as a translator for the British publishing house,
Make Global specializing the two types a line of investigation.
Concentrate on the translation of dialects
Regarding the acquisition of English, she has researched and directed
dissertations on the uplands of translation
as a valid tool in the teaching of English as a second language,
and lately on didactic or visual translation.
So welcome the first year and have sentiments for your response.
Okay, thank you for the introduction and thank you all of you,
for being here.
The last year is her plus one.
Nice to flow.
I don't know what time it is.
We were like two weeks and whereas it was okay.
Well, so thank you for your being here.
We'll never say no may actually look at you.
So yes. Okay.
Well, I'm going to present.
Well, do you see here
and translation and subtitles in the classroom.
I experience in the teaching of the two,
this was a gynecomastia situation.
I don't want to focus on the procedure,
but I would like to focus on the results,
but more specifically on the the students comments.
The children comments because they were 13 years old
and well, it's a very difficult stage.
Okay.
Well, a bit of theory if we pay attention to legislation,
I I'm not talking about the law and talking about oneself
which specified these very, very clearly why
the learning of the second language is must be close to the process
of acquisition of the mother tongues to produce natural results
which can be applied to the linguistic use of the real world.
This means a lot of listening, a lot of speaking,
not much writing, not much at writing.
And we think of our field of expertise,
obviously no one and no translation as a teaching methods.
But let's go to the real field.
Let's go to the classroom.
The mother tongue is the one from which the second language is born.
Like what is unacceptable and these targeted
to what we feel in the classes in the classrooms.
Because I have talked to
the students with 11 best students with elegant Spanish
of a mistake is that complete in English are different.
All right.
So they think in Basque, they think in Spanish,
and then they do something with English.
All right.
So and I'm talking both in secondary education and at university.
Okay.
In the degrees, we we see this apart from this,
if we think of the translation
as a teaching myth of because he's blah blah, la wherever it.
No we all of us focus on clearly methodologies.
Yeah.
And we e we think of Bloom's taxonomy we see that
translation is in the highest level in creates
a together we
demand develop design compose unity contract
so at translation in the class maybe yes.
Okay we get in the top most important level
in in the taxonomy English taxonomy.
So maybe we have to say something.
Yeah. Okay.
You know, all these people do have
studied and with all these articles and many more,
we use most of them because the teacher a with
which we worked was not sure about this idea of translation.
Okay. He.
He was it this these messages
they should took place in a high school bus line
this is first language was Basque all was taught in Basque
obviously, but English and Spanish language
all the rest was in Basque and he was not fully confident in translation.
So we took all this and some more in the references.
Let's go to the X is 36 nation and a city
use as a tool in the process of teaching all the year.
So we started with we did the two classical research
questions is subtitling translation a second 32 effective
to improve the process of the learning of the second language
and the subtitling increase
scenes motivation.
Well procedure we we need, obviously,
as you know, a pretest and a pulse test.
The pretest was proposed by the teacher, according to the classmates.
Why? We were going to start a simple test in first this 30 years old.
Yep. Implementation they are supposed
to having working with past, but they are not supposed to be
handling this structure of simple test like they just played with
simple test.
Now we going to go to start it.
The rules are to teach grammar subject class.
Their class it.
Okay, that's it. That's the difference.
So he proposed the pretest
A the same for both groups
and we have 15 questions in three different groups.
The first was very easy filling their gaps.
I put that to first off, this week groups.
Okay, so filling the gaps.
Affirmative.
Negative.
There were interactive question, interactive
sentences to other sentences.
As you can see, affirmative negative there workers is two.
And then translation
where did that story come from?
Just just a question.
And the copy was imported from Colombia.
We don't teach the Passi, All right.
But I mean, it was a direct translation from ABC
didn't do is Spanish is very, very easy.
And so they knew what they had.
So we didn't
have even their development.
Well, this happened in 2020, as you know.
What happened in 2020.
Yeah.
We have a fantastic a developed program with Amara dot org
A into classes A
and Z, but a confinement
a change it's equal
we have to change to couple dot com.
I have if better words we have to change because in them
they work in a collaborative way
a any couple they work individually.
The brain was learned as they shared
a common space in in the end, in the
model of the school
they were going to to see and copy the work of the others.
So they decided teachers had to change into individual.
Clients.
Homework and less students.
I don't know who was that thing?
That w thing.
There is supposed to be blue collar neighborhood.
I don't see you see clearly the blue color.
Anyway, program was at the high school
Z then make the students work at home
because they supposed
that access to internet was difficult.
All the members of the family were going to be working together
so families have problems to have on
a computer for each of the children.
So they decided they were not going to for the students,
which was a disaster. Anyway.
They said, I'm not going to splain how it works if you want to
hear things
how the process of of this of failing
unless moved to that post is exactly the same.
Different sentences obviously, but exactly the same structure.
Affirmative.
Negative infinitives or they wrote the sentences,
questions, negatives, affirmative and translation.
Here we have a simple task.
Those are two my lives.
I'm another one which is also simple pass
regularly read well.
Okay.
And then we have a questionnaire for the experimental group.
Yep. As you can see, we
there are some open questions
on there also.
Well, if questions
a three,
four, five and six, what is a mistake here?
Sorry, two, five and six
is these specific questions were open ones
and then we gave them and like to ask for number one and two.
And apart from that they have to say something about the other questions.
I mean, they have to say something we must have in mind.
Are they 30 years old? But what
a sorry questions.
If they enjoyed, they liked activity, they would like to do
more activities like this in class.
And then I think three is important.
I feel I have learned and practice that simple on number four
is how do you feel about using bass to learn English?
If there were problems with them mixing languages in class,
something you would change or improve on, Something you would like to do
exactly the same for more or less the same from the control group.
A bit of variation in number three.
A I would like to do more activities
like this in class for the control group.
Obviously referred to this subtitling.
The subtitling activity. Yeah.
Results.
Well, numbers, I'm going to get blush
because numbers of participants was
I never went straight to a lie mode.
We had to make some adjustments.
The activity in the experimental group,
we have certain skills of 25 I think 24, 25
questionnaire was
answered by nine students in the control group.
Only eight students with the activity, I mean is more English.
So yes, five of them answer to the questionnaire.
So obviously less participation,
less control from the teacher at all levels.
Committees is more important even than the less participation
because a teacher could be there controlling, although we have a line
for them to all type of questions for anything they needed.
I mean, children didn't ask. Yes.
Did these activities amount.
So I obviously this implies less effectiveness.
Well general results
the number and percentage of mistakes and experimental group
we have in the pretext of 30
well 63 mistakes out of 195 possibilities.
Well anyway a the experimental group
improved in 20.6%.
Why? The control group improved in 13.6%.
Less mistakes, 20% less mistakes in experimental,
13% less mistakes in the control group.
Yeah. So is this is a difference? Yeah.
Obviously 13
five the teachers is that obviously the ones that have that
both in both groups were good the students that Well anyway
let's go to that question.
A question is results in the control group.
I would like to try subtitle task
A 45% is say with
four.
So a 25%.
So when students say the most.
Yes, he would like to.
Yeah.
Good.
Three Well neutral answers and
what is the say that's not at all
why I don't like subtitles.
This is logical.
Well, it was nice to them because.
No, because yet they say it is because. No.
Okay, look.
Either light subtitles.
Okay. I'm in general.
They were positive towards the activity.
Remember?
They had in mind the activity. Okay.
Positive as it is funnier than usual activities.
I mean, it was difference. Yeah. So
experimental group
a fantasy and it enjoyed the activity
so yeah by the students they 65%.
Well all was neutral and as soon as use terms like funny,
entertaining and beautiful to justify why they had enjoy.
I don't see the beautiful why but beautiful
so ten years old that's all good funny entertaining.
I like entertaining because I mean
and I don't know
if you have been in a secondary classroom teaching.
If you have, you say yes, you have in English.
Many of you say yes, in English.
We are all the time imply you knew things, games and more games
and activities and we open the moodle and we open the cloud
and we do something we finish with songs would be is is all the time.
All the time and implementing different things in class.
Yeah.
And say I listening to somebody
say entertaining be shocking
because for them entertaining up games right
that transmission entertaining so I saw this like one fantastic
other and says well they learned many things performing the test.
This is also shocking
I think when I was 13 years old
and I you bet they showed if I have learned many things or not
by means of the activities I did in class, but I don't know you
you pay attention to that. I didn't.
So okay, different things.
So I missed you.
So it was easy.
Most of them. Sorry.
A found activities in a couple of them it difficult or and one explain that
she didn't like the platform right maybe was to to some to black.
I don't know I don't know. Okay.
Um, next question.
I will add to the activities lives of taking task in class
in the control group.
They didn't it didn't do the activity.
Three said yes with 60%.
I know that 60% out of five is not many people, is it?
But what is 60%? Yep.
Want me to answer?
But a answers.
Most of the participants said that it would be funny
and one of them concluded and this was also shocking.
I think that it's more fun and the two ways of teaching was similarly.
So I prefer subtitling
a lot of consciousness for my 13 year old.
There's okay, well, one
person said that by using translation, she learns little.
She's the one that the platform she doesn't know subtitling.
So she was a negative element in class.
But what we are in many classes this is is experimental group
existence so most Bach Yeah
one kind of neutral two okay but 16
so to 13 so that yes they have enjoys
funny interesting I mentioned again
not much variety of of activities
and they refer to the difficulty of the task I'm
what is the it said that he prefers writing and we did
exercises choking but anyway we have to use like this in classes
if they have learned
habitual activities.
Well yes
I have learned in this bereavement are group
five festival said that yes.
Yeah.
Say that positive were positive really really positive about the learning.
So is this a bogus answer that they felt they had learned
within the methodology in experimental group A participant
answered positively were neutrally in the control group.
Three were positive and to also in any way
comparing the percentage of experimental group
have a more forceful answer than those in the control group.
I suppose that means doing something different.
May them also answer to the question
that we are conscious that a difference in the numbers minimum.
And obviously we visit in in normal circumstances,
how do we feel about about use in Basque to study English
at one one is one and so was is not a good method to learn
because sometimes we use Basque words in an English sentence.
Why they have this idea language, your mother tongue
is not good enough.
You just have to speak in English.
The rest answer good, useful.
Make it once it makes it easier to learn.
So we are talking about a in a country the to say well, I learn better
but using just the translation so it's relevant to an exercise as
a thank you.
Well this does help one of this
is to learn how to say some words I don't know work
that she sits
on something you would like to practice in class
20 things is these days they want to practice funny things
of use by also games project task and three mentioned subtitling.
So this is. Cool to date. Yeah.
So the point conclusions but the the reason of course it's
not why we are conscious this is not enough
but we can prove that translation is positive.
I'm translation so that they need to
notice is not a detrimental learning.
It increases the students motivation it to strengthen
the digital competence and the learning to learn competence.
And these numbers confirm in the way that we can use
that as a teaching tool in secondary education.
And this is a thank you very much.
In talking for your personal
question and
I'll make
the effort to share
that with
people with people online,
because some good many questions online.
So congratulations.
You really very much.
Thank you.
Look like this.
Yeah this is exciting with before
I do not be that of or unconscious
or well no but I am repeating this here.
I have three three year firms
in subtitling
in do description and dubbing in
in secondary education and 1 to 1 and different one
in primary education with a audio description.
So yes, let's see what happens.
The question I was all based on had
some reservations, which I think the use of.
Yes. To change their mind.
Yes. Yeah, sure.
Yeah, he enjoys it.
I mean
a in Basque in bars Educacion in Nevada and in the Basque country
they emphasize communication a lot.
All right.
And they have to is because many people are native
speakers of Basque while many cities are not.
And they you start learning Basque with when they few years old
and the methodology they they have since children
not three years old is communicative.
So translating is something
shocking kind of shocking for them.
And in the yet he said it was it was nice
and if we can
he would like to to do another another experiment like this.
Yeah we have to.
That was my question. Okay.
Yeah, yeah, yeah, yeah.
For sure.
Yes, yes, yes.
I come for a question.
Is there anything in the, in the whole like
I agree that they say
debating or we can say is motivating thing.
Is there any, any parts of
this surprise that 84% can give
you can relate to this engagement.
Yes. No.
I can. I can not.
Look, because we went there while the children were doing the activity.
They did it at home. Yeah.
So we just yeah.
We could see the evolution.
We could see how they worked.
It was asked that the comments they did at the end
and now we only submitted disability.
That's because I think perhaps understanding
that is what we can focus on, why
we understand what part of that part is motivated.
Yeah,
but well, as I have another dubbing,
another subtitling the TFN, I can tell my student to,
to focus on that and see if I'm going to tell him.
Thank you. Good idea.
Yeah.
Any other questions or comments?
I thank you.
You mentioned earlier that there were differences
states that students Spanish
speakers made in English and must speak the language.
Can you give us an example?
Yeah, all the sentences, most of the times, all the sentences and
I how do you call them
specific words that you just say must that are not in Spanish?
For instance, the word ba ba is kind of an emphasize
that that comes with the with the me with the words.
All right is an extension I emphasize and the
to say that but in English.
Right yeah.
Although the for them it's easier English the double system is easier
because in Basque they have three sets of words a
do you use one when they when they send tenses in transitive
you use other set of verbs when the sentence is
has added a compliment.
And the third one when the sentence has that complement
indeed complements.
And apart from that you have the death and the you
so you can imagine that having that in mind
and presenting the words in English for that means yes, nothing at all.
But they commit a mistake, especially in the other.
Yeah.
In the order I mean any the mucositis.
Yeah. We have in Spanish.
We have the. Yes.
And the highlight. Yeah.
The one of course is
there more.
But in Basque are emphasizes or there are sentences. Yep.
I agree with you on that.
Just to comment
because I've been a teacher in both in Barcelona, then in Bilbao.
And then when you do grammar with both students, this is.
I think
you should see our verbs.
Yeah.
Oh yes, it is amazing.
They do find it easier.
Maybe. Students.
Yeah. Haha.
Although I mean in Catalan students have
also they do have to conjugate the words
and a lot of tenses and so on and so on and so forth.
But I know it is not easy.
Is not as easy as this guy.
Yes, we have seen some of the problems.
Yeah.
Yes. So
thank you so much and.