Articles in Journals by Jennifer Lertola
Bulletin suisse de linguistique appliquée, 2021
La rivoluzione digitale ha promosso lo sviluppo di nuove forme di insegnamento delle lingue. Cont... more La rivoluzione digitale ha promosso lo sviluppo di nuove forme di insegnamento delle lingue. Contemporaneamente, la traduzione nell'insegnamento delle lingue, oggetto di dibattito per anni, è stata rivalutata in una prospettiva comunicativa (Cook 2010). Negli ultimi due decenni, l'applicazione pedagogica della Traduzione Audiovisiva (TAV)-il trasferimento del linguaggio verbale negli audiovisivi-ha attirato l'attenzione sia di studiosi sia di istituzioni europee. La ricerca empirica mostra che la TAV nella classe di lingua può favorire sia le competenze ricettive sia quelle produttive, oltre alle competenze IT (Lertola 2019a). Questo articolo propone l'integrazione della TAV e, in particolare, delle attività di sottotitolazione e doppiaggio nell'insegnamento dell'inglese come lingua straniera a livello universitario. L'articolo fornisce uno stato dell'arte con particolare riferimento alle precedenti esperienze di integrazione della TAV nell'insegnamento delle lingue. Inoltre, presenta e analizza il feedback fornito da 38 studenti di laurea magistrale in un questionario di valutazione sulla loro esperienza di apprendimento utilizzando attività di sottotitolazione e doppiaggio (L2-L2; L1-L2; e L2-L1) come parte integrante del loro modulo di lingua inglese. Parole chiave: traduzione audiovisiva, traduzione nell'insegnamento delle lingue, sottotitolazione, doppiaggio, inglese come lingua straniera, università.
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Translation and Translanguaging in Multilingual Contexts, 2022
This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didact... more This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.
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Encuentro: revista de investigación e innovación en la clase de idiomas, 2022
This paper presents a methodological proposal designed by the TRADILEX project, which stands for ... more This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.
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The role of translation in foreign language learning has long been a subject of debate. With the ... more The role of translation in foreign language learning has long been a subject of debate. With the advent of more communicative approaches, a tendency to avoid any type of translation in the language classroom became dominant. After contextualising translation in foreign language learning within some relevant teaching methods and approaches, this paper proposes subtitling as an Audiovisual Translation task that can be effectively used in foreign language learning within a communicative perspective. key words: translation, audiovisual translation, subtitling, language learning. De la traducción a la traducción audiovisual en el aprendizaje de lenguas extranjeras. El papel de la traducción en el aprendizaje de lenguas extran-jeras ha sido objeto de debate desde hace mucho tiempo. Especialmente con la llegada de enfoques más comunicativos, ha habido una tendencia a evitar cualquier tipo de traducción en la clase de idioma. Después de contextualizar la traducción en el aprendizaje de lenguas extranjeras dentro de los métodos y enfoques de enseñanza que se han desarrollado a lo largo de los años, este artículo propone la subtitulación como una tarea de traducción audiovisual que puede ser usada de manera efec-tiva en el aprendizaje de lenguas extranjeras en el marco de una perspectiva comunicativa. palabras clave: traducción, traducción audiovisual, subtitu-lación, aprendizaje de idiomas.
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This paper reports a quasi-experimental study on the effects of reverse dubbing and subtitling on... more This paper reports a quasi-experimental study on the effects of reverse dubbing and subtitling on the pragmatic awareness of Italian English as a Second Language (ESL) learners using the web platform ClipFlair. The participants are undergraduate English language students enrolled in Political Science in Northern Italy. Students were randomly assigned to one of the following groups: Experimental Group RS, who carried out reverse subtitling tasks through ClipFlair in a classroom environment; Experimental Group RD, who carried out reverse dubbing tasks through ClipFlair in a classroom environment; Experimental Group T, who carried out translation tasks only (no subtitling and dubbing) on the same materials used by the experimental groups in a classroom environment; and a Control Group learning English in a classroom environment but not working either on translation or dubbing/subtitling tasks. Participants from the three Experimental Groups were asked to watch three commercials over a period of six weeks and to translate them into English (reverse subtitling, reverse dubbing and translation respectively). Results show that all learners improved over time but no statistically significant difference was found between groups. However, the language assessment tests and the final questionnaire shed some light on the pedagogical potential of reverse subtitling and reverse dubbing, and thus encourage further research.
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Active audiodescription to promote speaking skills in online environments. Research on the use of... more Active audiodescription to promote speaking skills in online environments. Research on the use of audiovisual translation in foreign language education has considerably increased over the last decade. However, it has mainly covered the use of subtitles as a support, and the use of active subtitling and dubbing as a task. This paper introduces the pedagogical use of another AVT mode: active audiodescription —the oral description of visual information for blind and visually impaired people— to enhance speaking skills in distance learning education. 60 The quasi-experimental study, developed in an online setting, involved 30 Spanish students of English for Specific Purposes (level B1). Participants were required to write the audiodescription of two tourist advertisements collaboratively online and then record their voices using the web platform ClipFlair. Reasonably valid conclusions that shed some light on the pedagogical benefits of audiodescription were obtained and they invite further research on the possibilities of revoicing techniques in L2 contexts.
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Interlingual subtitling has been extensively investigated for language learning and teaching purp... more Interlingual subtitling has been extensively investigated for language learning and teaching purposes in the last decade. However, there is a lack of research into the creation of subtitles as a means of intercultural learning. This article is a first empirical attempt to verify the potential of subtitling for intercultural language education. It reports on a case study carried out at an Irish University with 14 A2/B1-level students of Italian, who attended a subtitling module as a regular part of their language course.
The aim of the study was to investigate whether the creation of subtitles can offer language students opportunities for learning in terms of cultural and intercultural awareness development. A multi-method approach was employed to collect data through initial and final questionnaires, interviews with participants, class audiorecordings, teaching forms and notes, and students’ interlingual subtitles. Thematic analysis of the collected data was then conducted. Findings confirm that teachers play a major role in enhancing students’ cultural and intercultural awareness development fostering class interaction and discussions; however, they also show that the use of subtitling tasks offer conditions in which students can better develop intercultural skills even when teacher mediation is limited.
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While translation is gradually regaining importance as an effective task in foreign-language (FL)... more While translation is gradually regaining importance as an effective task in foreign-language (FL) teaching, the challenge for teachers is often to find ways of integrating translation into methodologies which have long since moved away from the grammar-translation method. Subtitling can offer a stimulating addition to more traditional monosemiotic translation tasks, while at the same time facilitating mnemonic retention, helping to raise awareness of cultural and intercultural issues and pragmatic aspects of communication, increasing motivation and enhancing the overall learning experience. This article discusses the use of subtitling in FL teaching and reports on students’ feedback on their subtitling experience. It will first provide an overview of recent literature and developments in this field. The article will then define a theoretical background for the use of subtitling and establish a methodological framework for its introduction in the foreign-language curriculum in third level undergraduate courses. Finally, it will report on a 24-week subtitling module taught annually at the National University of Ireland, Galway between 2009 and 2012 as part of the regular language course for undergraduate students. The responses of 40 students to an evaluation questionnaire on the subtitling module will be presented and discussed. FREE ACCESS: http://www.tandfonline.com/doi/full/10.1080/1750399X.2014.908558
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Chapters in Books by Jennifer Lertola
Questo articolo presenta l’uso della traduzione audiovisiva (AVT) finalizzata allo sviluppo della... more Questo articolo presenta l’uso della traduzione audiovisiva (AVT) finalizzata allo sviluppo della competenza pragmatica nella classe di italiano lingua straniera (LS). Lo studio trae ispirazione dalla ricerca esistente nel campo della (im)politeness e della percezione del linguaggio emotivo tra parlanti non madrelingua (non native speakers: NNS), ma si concentra sull’acquisizione della lingua straniera e sul ruolo della traduzione audiovisiva nello sviluppo della consapevolezza e competenza pragmatica in LS.
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This paper reports on a quasi-experimental study carried out at the National University of Irelan... more This paper reports on a quasi-experimental study carried out at the National University of Ireland to investigate the development of subtitlingin the foreign-language class. The study uses both qualitative and quantitative methods and focuses on the effects of the subtitling task onincidental vocabulary acquisition. The sixteen students (Level A2 of CEFR) of Italian as a foreign language were assigned either subtitling practice (Experimental Group) or oral comprehension tasks and writingtasks (Control Group). Both groups worked for a total of four hours (1hour per week). All participants sat a pre-test to ensure the target wordswere unknown; immediate and delayed post-tests were administered after the experiment. The results are presented and discussed.
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Book Reviews by Jennifer Lertola
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Conference Presentations by Jennifer Lertola
Using audiovisual material in the foreign language classroom is a common resource for
teachers s... more Using audiovisual material in the foreign language classroom is a common resource for
teachers since it introduces variety, provides exposure to nonverbal cultural elements and,
most importantly, presents linguistic and cultural aspects of communication in their
context. However, teachers using this resource face the difficulty of finding active tasks
that would engage learners and discourage passive viewing. One way of working with AV
material in a productive and motivating way is to ask learners to revoice (e.g. dub) or
caption (e.g. subtitle) a video clip (film scene, documentary, news piece, animation, song
etc) as well as to produce their own clips.
This presentation will introduce ClipFlair (Language learning through interactive revoicing
and captioning of clips) a project funded under the European Union Lifelong Learning
Programme and currently being realised by a consortium of ten European third level
institutions. The presentation will discuss the web platform http://clipflair.net/, through
which the users are be able to create, upload and access revoicing and captioning
activities in a variety of languages, including Italian. ClipFlair activities enable language
learners to practice all four skills: writing, speaking, listening and reading. The web
platform supports social-networking and offers Web 2.0 features (blogs and wikis) that
enable users to share their work, form groups, cooperate and interact. A sample of Italian
activities will also be presented together with guidelines for making short movies with
students. The method of movie-making in the classroom has been successfully
implemented in vocational education by MOVET, a European funded project
(http://movetproject.eu/), and has great potential for teaching Italian in an academic
context.
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Articles in Journals by Jennifer Lertola
The aim of the study was to investigate whether the creation of subtitles can offer language students opportunities for learning in terms of cultural and intercultural awareness development. A multi-method approach was employed to collect data through initial and final questionnaires, interviews with participants, class audiorecordings, teaching forms and notes, and students’ interlingual subtitles. Thematic analysis of the collected data was then conducted. Findings confirm that teachers play a major role in enhancing students’ cultural and intercultural awareness development fostering class interaction and discussions; however, they also show that the use of subtitling tasks offer conditions in which students can better develop intercultural skills even when teacher mediation is limited.
Chapters in Books by Jennifer Lertola
Book Reviews by Jennifer Lertola
Conference Presentations by Jennifer Lertola
teachers since it introduces variety, provides exposure to nonverbal cultural elements and,
most importantly, presents linguistic and cultural aspects of communication in their
context. However, teachers using this resource face the difficulty of finding active tasks
that would engage learners and discourage passive viewing. One way of working with AV
material in a productive and motivating way is to ask learners to revoice (e.g. dub) or
caption (e.g. subtitle) a video clip (film scene, documentary, news piece, animation, song
etc) as well as to produce their own clips.
This presentation will introduce ClipFlair (Language learning through interactive revoicing
and captioning of clips) a project funded under the European Union Lifelong Learning
Programme and currently being realised by a consortium of ten European third level
institutions. The presentation will discuss the web platform http://clipflair.net/, through
which the users are be able to create, upload and access revoicing and captioning
activities in a variety of languages, including Italian. ClipFlair activities enable language
learners to practice all four skills: writing, speaking, listening and reading. The web
platform supports social-networking and offers Web 2.0 features (blogs and wikis) that
enable users to share their work, form groups, cooperate and interact. A sample of Italian
activities will also be presented together with guidelines for making short movies with
students. The method of movie-making in the classroom has been successfully
implemented in vocational education by MOVET, a European funded project
(http://movetproject.eu/), and has great potential for teaching Italian in an academic
context.
The aim of the study was to investigate whether the creation of subtitles can offer language students opportunities for learning in terms of cultural and intercultural awareness development. A multi-method approach was employed to collect data through initial and final questionnaires, interviews with participants, class audiorecordings, teaching forms and notes, and students’ interlingual subtitles. Thematic analysis of the collected data was then conducted. Findings confirm that teachers play a major role in enhancing students’ cultural and intercultural awareness development fostering class interaction and discussions; however, they also show that the use of subtitling tasks offer conditions in which students can better develop intercultural skills even when teacher mediation is limited.
teachers since it introduces variety, provides exposure to nonverbal cultural elements and,
most importantly, presents linguistic and cultural aspects of communication in their
context. However, teachers using this resource face the difficulty of finding active tasks
that would engage learners and discourage passive viewing. One way of working with AV
material in a productive and motivating way is to ask learners to revoice (e.g. dub) or
caption (e.g. subtitle) a video clip (film scene, documentary, news piece, animation, song
etc) as well as to produce their own clips.
This presentation will introduce ClipFlair (Language learning through interactive revoicing
and captioning of clips) a project funded under the European Union Lifelong Learning
Programme and currently being realised by a consortium of ten European third level
institutions. The presentation will discuss the web platform http://clipflair.net/, through
which the users are be able to create, upload and access revoicing and captioning
activities in a variety of languages, including Italian. ClipFlair activities enable language
learners to practice all four skills: writing, speaking, listening and reading. The web
platform supports social-networking and offers Web 2.0 features (blogs and wikis) that
enable users to share their work, form groups, cooperate and interact. A sample of Italian
activities will also be presented together with guidelines for making short movies with
students. The method of movie-making in the classroom has been successfully
implemented in vocational education by MOVET, a European funded project
(http://movetproject.eu/), and has great potential for teaching Italian in an academic
context.
Aimed at independent and taught language learners in a variety of classroom or online contexts, Clipflair promotes language learning through interactive revoicing and captioning of clips. Captioning in particular is an innovative way of utilising the written word in language teaching and learning situations, and it includes subtitles, intertitles, speech bubbles, insertion of written commentary, etc.
Using audiovisual material in the foreign language classroom is a common resource for teachers since it introduces variety, provides exposure to nonverbal cultural elements and, most importantly, presents linguistic and cultural aspects of communication in their context. However, teachers using this resource face the difficulty of finding active tasks that would engage learners and discourage passive viewing. One way of working with AV material in a productive and motivating way is to ask learners to revoice (e.g. dub) or caption (e.g. subtitle) a video clip (film scene, documentary, news piece, animation, song etc).
The presentation will discuss the web platform http://clipflair.net/, through which the users will be able to create, upload and access the revoicing and captioning activities in a variety of European language combinations. The platform supports social-networking, offering Web 2.0 features (blogs, wikis, tags) that will enable users to share their work, form groups, cooperate, interact and rate activities. Guidelines for activity creation and evaluation criteria will also be presented together with a sample of an Italian activity.