Title
Exploring audiovisual translation in vocational education and training. Free commentary in teacher training
Conference name
9th International conference Media for all
City
Country
Spain
Modalities
Date
27/01/2021-29/01/2021
Abstract
In recent years, the application of Audiovisual Translation (AVT) in Foreign Language Learning within a communicative approach has raised the attention of scholars and European institutions. A fast-growing body of research supports the integration of AVT in the language classroom due to its benefits as a method of support as well as a task (Lertola, 2019). Captioning (written language transfer procedures) and revoicing (oral language transfer procedures) can enhance both receptive and productive language skills as well as other transferable skills. In particular, captioning and revoicing tasks allow language learners to deal with authentic multimodal material that combines both verbal (oral and written speech) and non-verbal elements (image and sound) in an innovative and motivating manner (Sokoli, 2018).
This paper will present and discuss an exploratory study on the application of a less-studied revoicing mode – free commentary – with Infant Education students of English as a Foreign Language (EFL) in a Vocational Education and Training (VET) centre in the Autonomous Community of Madrid, Spain. Within their professional module “Teaching English in Infant Education”, learners developed a free commentary task in which they had to collaboratively create the written script of a short animation and record it individually. The task had a double objective: to foster learners’ language skills, and to give them the opportunity to develop an infant-targeted digital storytelling activity. Therefore, participants could act as both language learners and as in-training teachers. A number of data collection instruments were employed in the exploratory study, namely a feedback questionnaire for learners, an observation rubric (for the teacher-researcher and the observer-teacher), and an audio-recorded focus group with the learners. In addition, the learners’ written scripts and audio recordings of the short animation were evaluated through a tailor-made rubric by the native English speaking language assistant of the VET centre.
This paper will present and discuss an exploratory study on the application of a less-studied revoicing mode – free commentary – with Infant Education students of English as a Foreign Language (EFL) in a Vocational Education and Training (VET) centre in the Autonomous Community of Madrid, Spain. Within their professional module “Teaching English in Infant Education”, learners developed a free commentary task in which they had to collaboratively create the written script of a short animation and record it individually. The task had a double objective: to foster learners’ language skills, and to give them the opportunity to develop an infant-targeted digital storytelling activity. Therefore, participants could act as both language learners and as in-training teachers. A number of data collection instruments were employed in the exploratory study, namely a feedback questionnaire for learners, an observation rubric (for the teacher-researcher and the observer-teacher), and an audio-recorded focus group with the learners. In addition, the learners’ written scripts and audio recordings of the short animation were evaluated through a tailor-made rubric by the native English speaking language assistant of the VET centre.