ClipFlair Conference Book of Abstracts

BOOK OF ABSTRACTS
Facultat de Traducció i d’Interpretació
Universitat Autònoma de Barcelona

 2 
 CREDITS 
 scientific committee
Conceição Bravo, UALG
Frederic Chaume, UJI
Anna Matamala , UAB
Laura Incalcaterra McLoughlin, NUIG
Josélia Neves, IPLeiria
Carmen Pérez, UPF
Vera Lúcia Santiago Araújo, UOL
Nikos Sifakis, EAP
Noa Talavan, UNED
Robert Vanderplank, OU
 steering committee
Helena Casas-Tost, UAB
Anabel Galán-Mañas, UAB
Lucía Molina, UAB
Patricia Rodríguez-Inés, UAB
Lupe Romero, UAB
Sara Rovira, UAB
Stavroula Sokoli, UPF
Olga Torres-Hostench, UAB
Patrick Zabalbeascoa, UPF
 volunteers
Liu Shiyang
Yidi Deng
Yuting Wu
Jingya Sun
Yuan Zhang
Jingting Wang
Fundació Catalana Síndrome de Down
 contact
 cg.clipflair@uab.cat
 http://clipflair.net/

 3 
 CONTENTS 
MAPS............................................................................................................................................................4
map of the Facultat de Traducció i d’Interpretació..................................................................................5
PROGRAMME ...............................................................................................................................................6
wednesday, 18 june 2014 ........................................................................................................................7
thursday, 19 june 2014.............................................................................................................................9
ABSTRACTS.................................................................................................................................................11
plenary sessions ................................................................................................................................. 12
workshops .......................................................................................................................................... 15
roundtable.......................................................................................................................................... 21
oral presentations ............................................................................................................................. 24
LIST OF PARTICIPANTS................................................................................................................................70
NOTES ........................................................................................................................................................73

 5 
 MAP OF THE FACULTAT DE TRADUCCIÓ I D’INTERPRETACIÓ 

 7 
 PROGRAMME 
WEDNESDAY, 18 JUNE 2014
9:30-10:00 Registration (Hall of the Faculty of Translation and Interpreting)
10:00 - 10:30
WELCOME Room 2
Lluís Quintana
Vice-Rector International Relations
UNIVERSITAT AUTÒNOMA DE BARCELONA
Neus Lorenzo
Head of the Foreign Languages Service
EDUCATION DEPARTMENT
GOVERNMENT OF CATALONIA
Laura Santamaria
Dean of the Faculty of Translation and
Interpreting
UNIVERSITAT AUTÒNOMA DE BARCELONA
Patrick Zabalbeascoa
ClipFlair project Leader
UNIVERSITAT POMPEU FABRA
10:30 - 11:15
Plenary session
Room 2
Chair: Patrick Zabalbeascoa
Language learner autonomy and multi-modality
David Little – Trinity College, Dublin, Ireland
11:15 - 11:45  Coffee break  Japanese garden
11:45-12:45
Audiovisuals in
language learning
Room 1
Chair: Agnieszka Szarkowska
ICT in language learning
Room 4
Chair: Rocío Baños
Translation &
language learning
Room 27
Chair: Jorge Díaz Cintas
Session 1
Subtitle modifying in the lab, or “Involve me and I
learn”
Mariella De Meo & Emilia Di Martino
Closed captions toward an opening of the text?
Experimental results in Franco-Arabic language and
literature teaching/learning
Marie-Dominique Marcant
The creation of interlingual subtitles: a method of improving
foreign language skills
Liana Muthu
Audio-description and media literacy in foreign
language acquisition. Un modelo integrador de cine y
audiodescripción para el aprendizaje de lenguas
extranjeras: Los abrazos rotos (Almodóvar)
Carmen Herrero & Manuela Escobar
Classroom digitization and digital language learning:
practices in two 1x1 schools in Catalonia
Boris Vázquez Calvo & Daniel Cassany
Largometrajes y cortometrajes de autor en la enseñanza del
español a italófonos. Reflexiones teóricas y propuestas
prácticas
Beatrice Garzelli
El empleo de software de traducción audiovisual en la
enseñanza de segundas lenguas
Juan José Martínez Sierra
Ø Ø

 8 
 18 June 2014 [Cont.]
12:45-13:45
Audiovisuals in
language learning
Room 1
Chair: Marga Navarrete
Audiovisuals in language
learning
Room 4
Chair: Ela Gajek
ICT in language
learning
Room 27
Chair: Dorothy Ni Uigin
Session 2
ClipFlair activities: creativity in L2 Romanian corpora
Anamaria Radu & Alexandra Cotoc
iCap-Intralingual captioning in foreign language education
to enhance writing skills and vocabulary acquisition with
the help of ClipFlair
Noa Talaván, Jennifer Lertola & José Javier Ávila-Cabrera
Technology enhanced collaboration as an extension of the
language-learning environment
Sara Valla & Gillian Mansfield
¿Debe ser feminista la enseñanza de segundas lenguas?
Alfabetización audiovisual y perspectiva de género
Natalia Contreras de la Llave
Using ClipFlair across classrooms: text production and
translation in a plurilingual context
Rebecca Walter & Elena Voellmer
Phonology in e-learning: speech analysis tools, multimediality
and podcasts
Carmela Dell’Aria & Laura Incalcaterra McLoughlin
Translectures – Transcription and translation of video
lectures
Maria Gialama, Davor Orlic, Rachel Spencer & Yota
Georgakopoulou
Audiovisual translation as a new educational approach:
intralingual and interlingual subtitling to learn a second
language’
Betlem Soler Pardo & Gloria Torralba Miralles
Multimodal learning. Evaluating attitudes towards ClipFlair
language learning platform
Cristina Varga & Anamaria Bogdan
13:45-15:00  Lunch break 
15:00-16:15 Workshop 1 Rooms C & D
Exploiting audiovisual materials by genres in foreign language teaching
Description: (a) Choosing and exploiting audiovisuals by genres according to competences and learning aims, (b) The basics for creating and editing audiovisual clips.
Lupe Romero, Patricia Rodríguez-Inés, Anabel Galán-Mañas & Marga Navarrete
16:30-18:00 Workshop 2 Room B
Creating captioning activities in ClipFlair Studio
Description: (a) Basic conventions for subtitling, spotting, splitting, measuring, timing, (b) how to adapt conventional activities to audiovisual format and (c) how to adapt the same video
material for different activities, levels and languages.
Rocío Baños & Jennifer Lertola
21:00
 Conference Dinner 
Restaurant Can Culleretes

 9 
THURSDAY, 19 JUNE 2014
9:30-10:15
Plenary session
Room 2
Chair: Patrick Zabalbeascoa
Fostering the development of communicative competence in foreign languages through translation: a new approach?
Olga Esteve - Universitat Pompeu Fabra & María González Davies - Universitat Ramon Llull
10:15-11:15
learning
Room 1
Chair: Mari Luz Guenaga
Translation & Language
learning
Room 4
Chair: Kristiina Rebane
learning
Room 27
Chair: Kriistina Tedremaa
Session 3
The use of audiovisual materials as a way to reinforce
listening skills in the EFL classroom
Pilar González Vera & Ana Hornero Corisco
Reverse Subtitling Practice in the Foreign Language
Classroom: a Pilot Study
Ragni Valentina
Investigating the effects of producing subtitles for TV
series on language learning
Micol Beseghi
Audiovisual Translation in Teaching Foreign Languages: the
use of Re-voicing to Improve Fluency and Pronunciation in
Spontaneous Conversation
Alicia Sánchez Requena
Fostering new L2 word recall through word writing
or word typing?
Eyckmans June
Reverse dubbing and subtitling: raising pragmatic
awareness in Italian ESL learners
Jennifer Lertola & Cristina Mariotti
Babelium Project, a Rich Internet Application (RIA) for
interactive speaking practice, collaborative assessment and
video-exercise sharing
Silvia Sanz-Santamaría, Juanan Pereira & Julián Gutiérrez
Ø Audio description as a tool to improve lexical and
phraseological competence in foreign language learning
Ana Ibáñez Moreno & Anna Vermeulen
11:15-11:45  Coffee break – Meet the engineer George Birbilis  Japanese garden

 10 
 19 June 2014 [Cont.]
11:45-12:45 ICT in language learning
Room 4
Chair: Josélia Neves
Audiovisuals in language learning Room 27
Chair: Conceição Bravo
Session 4
Strategies for creating engaging blended learning environments by incorporating
multiple representations of content - An exploratory study
Cristina Felea
Learning Catalan through captioning in a multilingual context
Cristina Varga
Using Blackboard Collaborate in language teaching – Avoiding the pitfalls and
reaping the benefits
Dorothy Ní Uigín
Assistive technology & audiovisual translation. Combined solutions in higher education
Emmanouela Patiniotaki
The eTwinning Experience: Europe in the classroom
Marta Pey Pratdesaba
Innovation in Language Learning: Multimodal Approaches
Rosa M. Estrada García
12:45-13:45
Round table (moderators: Stavroula Sokoli & Patrick Zabalbeascoa) Room 1
Where we are and where we are going. State of the art and future perspectives
Laura Incalcaterra McLoughlin, Noa Talaván, Thanasis Hadzilacos & Jennifer Lertola
13:45-15:00  Lunch break 
15:00-16.15 Workshop 3 Room C
Creating revoicing activities in ClipFlair Studio
Description: (a) Basic conventions for dubbing, voice over, etc., (b) adaptation of activities and reuse of materials (how to adapt conventional activities to audiovisual format and (c) how to
adapt the same video material for different activities, levels and languages.
Cristina Varga & Agnieszka Szarkowska
16:30-18:00 Workshop 4 Room D
ClipFlair Studio for advanced users
Description: (a) Beyond dubbing and subtitling: exploring the possibilities of CF activities (b) Hints and tips for the CF Studio (c) How to make the most out of CF Social
Stavroula Sokoli & Noa Talaván

 11 
 ABSTRACTS 
Ordered by presentation type
 Plenary sessions
 Workshops
 Roundtables
 Oral presentations

 12 
from 12 to 14
pages
 plenary sessions 

 plenary sessions
 13 
David Little
Trinity College Dublin, Ireland
Language learner autonomy and multi-modality
 Abstract
The most successful language learning environments are those in which, from the beginning,
the target language is the principal channel of the learners’ agency: the communicative and
metacognitive medium through which, individually and collaboratively, they plan, execute,
monitor and evaluate their own learning. This claim arises from an understanding of language
learner autonomy that is shaped by three considerations. First, learners know what it is to be
autonomous from their lives outside the classroom; thus our task as teachers is not to convert
them to autonomy, but to find ways on focusing their existing capacity for autonomous
behaviour on the business of language learning. Secondly, we do this by giving our learners co-
responsibility for planning, implementing, monitoring and evaluating their learning: processes
in which the collaborative dynamic of the classroom provides a social-interactive frame for the
cognitive-organizational effort of the individual learner. And thirdly, because authentic,
spontaneous language use plays an essential role in effective language learning, we must find
ways of helping our learners to channel their autonomy, or agency, through the target
language from the very beginning.
My presentation will elaborate this view of language learner autonomy with reference to the
dual challenge posed by multi-modality. On the one hand it offers radical alternatives to the
modes of communication by which knowledge has traditionally been accessed, appropriated,
reproduced, and further developed; on the other, it gives enhanced autonomy to learners’
lives outside the classroom.
 Bionote
DAVID LITTLE retired in 2008 as Associate Professor of Applied Linguistics and Head of the
School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. His
principal research interests are the theory and practice of learner autonomy in second
language education, the exploitation of linguistic diversity in schools and classrooms, and the
use of the Common European Framework of Reference for Languages to support the design of
second language curricula, teaching and assessment. Starting in 1998, he played a leading role
in the development and implementation of the European Language Portfolio, and he has been
a member of several Council of Europe expert groups.

 plenary sessions
 14 
Olga Esteve Ruescas | María González Davies
Universitat Pompeu Fabra, Spain | Universitat Ramon Llull, Spain
Fostering the development of communicative competence
in foreign languages through translation: a new approach?
 Abstract
Translation is usually considered as a one to one correspondence between languages that
facilitates occasional hasty understanding. Translation, however, can become an explicit
learning tool that enriches foreign language learning in different ways and for different
reasons.
 Bionotes
OLGA ESTEVE RUESCAS was a teacher of German as a foreign language in the Official School of
Languages in Barcelona (Drassanes) for 16 years. Currently, she is a lecturer at the Faculty of
Translation and Interpretation (Universitat Pompeu Fabra). She holds a PhD in Education. Her
main areas of research are foreign language learning processes, especially with respect to self-
regulated learning, Integrated Treatment of Language and learning languages from the
perspective of competence. She combines research with classroom practice and teacher
training.
Dr. MARIA GONZALEZ DAVIES is a lecturer in the Department of Foreign Languages and
Education at the Faculty of Psychology, Education and Sport Sciences Blanquerna at the Ramon
Llull University in Barcelona. She previously worked as a teacher of English and Translation in
Primary Education, in the School of Modern Languages (University of Barcelona), where she
co-directed the English Department, and at the University of Vic, where she was Head of the
Translation Department. She has published widely on translation and language learning.

 15 
from 15 to 20
pages
 workshops 

 workshops
 16 
Lupe Romero | Patricia Rodríguez-Inés | Anabel Galán-Mañas | Marga Navarrete
Universitat Autònoma de Barcelona, Spain | University College of London, UK
Exploiting audiovisual materials by genres in foreign language teaching
 Description
 Choosing and exploiting audiovisuals by genres according to competences and learning
aims,
 The basics for creating and editing audiovisual clips.
 Bionotes
Dr. LUPE ROMERO holds a PhD in Translation Studies and is a lecturer at the Faculty of
Translation and Interpreting of the Universitat Autònoma de Barcelona (Spain). She has
worked as a professional translator. At present, she is the coordinator of the degree in
Translation and Interpretation and she teaches Italian for Translators and Theory of
Translation at the UAB. Her research interests focus on audiovisual translation, the acquisition
of translation competence, language teaching for translators (Italian) and ICTs applied to
second- language teaching. She is member of PACTE research group (Process in the Acquisition
of Translation Competence and Evaluation), she has participated in several Spanish funded
projects and in Internationals and EU funded projects. She is the responsible for the Spanish
partner in the ClipFlair project. http://gent.uab.cat/luperomero/.
Dr. PATRICIA RODRÍGUEZ-INÉS holds a PhD in Translation Studies, and is a lecturer at the
Faculty of Translation and Interpreting of the Universitat Autònoma de Barcelona (UAB). Her
research interests include the use of ICT tools to improve translation teaching, the use of
corpus methodology in Translation Studies, and empirical and experimental research in
translation competence. She teaches general and specialised translation from English to
Spanish and viceversa, translation technologies, and corpus linguistics applied to translation.
She is a member of the ClipFlair project and has designed and piloted several translation-
related activities using ClipFlair Studio. http://pagines.uab.cat/patricia_rodriguez_ines/
Dr. ANABEL GALÁN-MAÑAS holds a PhD in Translation, Interpreting and Intercultural Studies,
and is a lecturer at the Faculty of Translation and Interpreting of the Universitat Autònoma
(UAB). She has worked as a profesional translator in different language combinations. At
present she teaches general and technical translation from English into Spanish at the UAB.
Her research interests focus on translation competence acquisition, accessibility in audiovisual
learning materials and blended learning. She is a member of PACTE research group and of
ClipFlair Project, for which she has designed and piloted several activities for learning
Portuguese.

 workshops
 17 
Ms MARGA NAVARRETE teaches Spanish as a Foreign Language at Imperial College and
Translation at University College London. She holds a BA in Filología Inglesa from the
University of Seville, an MA in the Teaching of Modern Languages and a Certificate in Online
Education Training (OET) both from the Institute of Education, London. She also holds a post-
graduate Certificate of Advanced Study in Learning and Teaching (CASLAT) from Imperial
College. Her research interests include teacher training, e-learning and the application of
audiovisual translation for language learning. She has given workshops, presented papers at
conferences and delivered distance courses in e-learning and in the application of technology
for language learning aimed at teachers. She has also published resources for the training of
academics in online education using learning object creators (LOCs) at the Subject Centre for
Languages, Linguistics and Area Studies (LLAS) website. Currently she is working on the
ClipFlair project, designing and piloting audiovisual tasks for language learning. She has also
run workshops for teachers and students to promote language learning among school students
as part of the department’s participation with Routes into Languages.

 workshops
 18 
Rocío Baños | Jennifer Lertola
University College of London, UK | National University of Ireland
Creating captioning activities in ClipFlair Studio
 Description
 Basic conventions for subtitling, spotting, splitting, measuring, timing,
 how to adapt conventional activities to audiovisual format,
 how to adapt the same video material for different activities, levels and languages.
 Bionotes
ROCÍO BAÑOS is Lecturer in Translation at the Centre for Translation Studies at UCL, where she
teaches Audiovisual Translation and Translation Technology. She holds a PhD from the
University of Granada, focused on spoken Spanish in dubbed and domestic situation comedies.
Her main research interests lie in the fields of Translation Technology, Localisation and
Audiovisual Translation. She is also interested in the study of Spanish colloquial conversation,
its teaching and its imitation in fictional dialogue. She is currently involved in projects focused
on the integration of technology in Audiovisual Translation and on the use of Audiovisual
Translation for foreign language learning (ClipFlair). She has worked both as an in-house and
freelance translator.
JENNIFER LERTOLA, PhD, is an e-tutor of the Diploma in Italian Online at the National
University of Ireland, Galway where she has been teaching Italian since 2006. She is a member
of the EU-funded project “ClipFlair. Foreign Language Learning through Interactive Captioning
and Revoicing of Clips” (2011-2014). Her main research interests include teaching Italian as a
foreign/second language, audiovisual translation, second language vocabulary acquisition and
online education.

 workshops
 19 
Cristina Varga | Agnieszka Szarkowska
Universitatea Babeș-Bolyai, Romania | University of Warsaw, Poland
Creating revoicing activities in ClipFlair Studio
 Description
 Basic conventions for dubbing, voiceover, etc.,
 adaptation of activities and reuse of materials (how to adapt conventional activities to
audiovisual format and (c) how to adapt the same video material for different
activities, levels and languages.
 Bionotes
CRISTINA VARGA, PhD, is an assistant professor of Modern Languages Department at
Universitatea “Babeș-Bolyai” in Cluj-Napoca where she teaches Audiovisual translation
(subtitling, localization, voice-over) and Terminology. Her areas of work and research include
audiovisual translation, localization, discourse analysis, corpus-based linguistics, creation and
management of multilingual corpora, machine translation, and terminology. She is a
collaborator of the Pompeu Fabra University, Barcelona, where she teaches in an Audiovisual
translation MA program. She also works as a freelance subtitler and certified translator.
AGNIESZKA SZARKOWSKA, PhD, is an assistant professor at the Institute of Applied Linguistics,
the University of Warsaw. She is the founder and head of the Audiovisual Translation Lab (AVT
Lab, www.avt.ils.uw.edu.pl). Her main research interest is audiovisual translation, especially
subtitling for the deaf and hard of hearing and audio description. Her recent research projects
include an eyetracking study on subtitling for the deaf and hard of hearing, multilingualism in
subtitling, audiodescription in education, text-to-speech audio description, and audio
description to foreign films. She is a member of European association for Studies in Screen
Translation (ESIST), European Society for Translation Studies (EST) and an honorary member of
the Polish Audiovisual Translators Association (STAW). She also works as a freelance subtitler
and certified translator.

 workshops
 20 
Stavroula Sokoli | Noa Talaván
Universitat Pompeu Fabra | Universidad Nacional de Educación a Distancia
ClipFlair Studio for advanced users
 Description
 Beyond dubbing and subtitling: exploring the possibilities of CF activities
 Hints and tips for the CF Studio
 How to make the most out of CF Social
 Bionotes
STAVROULA SOKOLI, PhD, is a researcher on Audiovisual Translation and Language Learning
and has published over 20 articles on the subject. She has set up and coordinated the EU-
funded projects “Learning via Subtitling” <http://levis.cti.gr> and “ClipFlair. Foreign Language
Learning through Interactive Revoicing and Captioning of Clips” <www.clipflair.net>. She also
collaborates with the Academic and Research Excellence Initiative in Greece
<http://excellence.minedu.gov.gr>. Stavroula teaches Spanish at the Hellenic Open University
and gives subtitling courses at the Universitat Pompeu Fabra and the Universitat Autònoma de
Barcelona, as well as working as a subtitler and interpreter.
Dr. NOA TALAVÁN holds a senior lecturer position in the Foreign Languages Department of the
Universidad Nacional de Educación a Distancia (UNED), Spain, where she teaches mainly in the
areas of Translation, English for Specific Purposes and CALL (Computer-Assisted Language
Learning). Her main fields of research are audiovisual translation, mobile learning and foreign
language education. She is currently taking part in two research projects: a national project
called SO-CALL-ME on Mobile Learning Applications in Language Learning (as part of the ATLAS
group) and a European project—Lifelong Learning Program—called ClipFlair, Foreign Language
Learning through Interactive Revoicing and Captioning of Clips (as an associate partner). She is
also an official translator (English-Spanish) and holds a position as secretary of a Masters
course on ICTs and Language Learning and Processing.

 21 
from 21 to 23
pages
 roundtable 

 roundtable
 22 
Laura Incalcaterra McLoughlin | Noa Talaván | Thanasis Hadzilacos | Jennifer Lertola
National University of Ireland | Open University of Cyprus | Universidad Nacional de Educación a
Distancia, Spain
Where we are and where we are going. State of the art and future perspectives
 Bionotes
LAURA INCALCATERRA MCLOUGHLIN, PhD, is a lecturer at the National University of Ireland,
Galway, co-director of the MA in Advanced Language Skills and coordinator of the online
Diploma in Italian. Her research interests include applied linguistics and audiovisual translation
in language teaching and learning. She has published widely on language teaching
methodology, language and new technologies and subtitling in language teaching and
translator training. She has presented numerous papers at many international conferences.
She won the European Language Label in 2008 and 2009.
Dr. NOA TALAVÁN holds a senior lecturer position in the Foreign Languages Department of the
Universidad Nacional de Educación a Distancia (UNED), Spain, where she teaches mainly in the
areas of Translation, English for Specific Purposes and CALL (Computer-Assisted Language
Learning). Her main fields of research are audiovisual translation, mobile learning and foreign
language education. She is currently taking part in two research projects: a national project
called SO-CALL-ME on Mobile Learning Applications in Language Learning (as part of the ATLAS
group) and a European project—Lifelong Learning Program—called ClipFlair, Foreign Language
Learning through Interactive Revoicing and Captioning of Clips (as an associate partner). She is
also an official translator (English-Spanish) and holds a position as secretary of a Masters
course on ICTs and Language Learning and Processing.
THANASIS HADZILACOS is Professor of Information Systems and member of the Governing
Board at the Open University of Cyprus; member of the Cyprus National Scientific Council.
Formerly Dean of the School of Science and Technology at the Hellenic Open University where
he was Associate Professor of Software Engineering, and directed the Open and Distance
Laboratory for Educational Material and Methodology. Educated at Harvard, had industrial
experience before his PhD in Database theory (U Patras). At the research academic Computer
Technology Institute in Patras, Greece (1986-2007), he directed the Educational Technology
and e-Learning Sectors, and R&D Unit “Applied Information Systems”. Has taught at the
Universities of Patras and Thessaly in Greece; visiting professor at the University of Toronto
(2010-11). During 1996-2001 he designed and managed the Greek national project “Odysseia”
for the utilization of ICT in schools. He has served in international bodies (working groups of
the Council of Europe and E.U. DG Education and Culture). He has published over 80 papers in
international journals and conferences, including a chapter on “Teaching and Learning in the
Communication Society” published by the Council of Europe. He has coordinated and
participated in over 40 R&D projects funded by the E.C. and national research bodies. His

 roundtable
 23 
research interests in educational technology relate to m-learning, distance education, internet-
related dangers and system design for non-standard applications. His real interest is people,
and has recently completed an M.A in Theology at HOU. He hikes in mountains and runs the
Marathon.
online education.

 24 
from 24 to 69
pages
 oral presentations 

 oral presentations
 25 
Micol Beseghi
University of Parma, Italy
Investigating the effects of producing subtitles for TV series on language learning
 Abstract
The aim of this paper is to describe a pedagogic experiment carried out in a language and
translation course (Lingua e Traduzione Inglese) at the University of Parma to test the effect of
producing subtitles on students’ learning, hence on the validity of audiovisual translation both
as a translation learning tool and as a language learning tool. Subtitling as a task that involves
the actual addition of subtitles to a clip by students can have a remarkable impact on the
improvement of a number of skills, ranging from translation to the acquisition of linguistic and
socio-cultural knowledge (Díaz Cintas 2008). The didactic project was carried out with a class
of university language students, who were asked to engage in multimodal activities concerning
the production of interlingual subtitles for a variety of TV series (e.g. Grey’s Anatomy, Gossip
Girl, Criminal Minds, The Big Bang Theory, Scrubs, etc.). Using the software Subtitle Workshop,
students translated the episodes trying to deal with issues such as the rendering of idiomatic
expressions, slang, taboo language, language variation (idioms, dialects, sociolects),
multilingualism, and the translation of humour and cultural references, thus making the most
of their linguistic and cultural knowledge. The findings of this project suggest that subtitling
activities can lead to significant benefits: first of all, motivation and engagement are
promoted, because students are given the possibility to translate episodes of their favourite
TV programmes. Secondly, the wide range of the audiovisual materials has important
pedagogical implications, because students, by translating medical dramas, crime, legal and
science fiction series, are presented with a variety of fields and deal with many different
specialized languages. Finally, the production of subtitles is a realistic task that can be
performed both inside and outside the classroom context, as a type of activity that helps
develop learners’ autonomy and reflects their interests.
References
Díaz Cintas, J. (2008) “Teaching and learning to subtitle in an academic environment.” In Jorge Díaz Cintas (ed.) The
didactics of audiovisual translation, 89-103. Amsterdam & Philadelphia: John Benjamins.
 Bionote
Dr MICÒL BESEGHI is currently a contract lecturer in English at the University of Parma. She
holds a PhD in Comparative Languages and Cultures from the University of Modena and Reggio
Emilia. Her main research interests and publications concern audiovisual translation,
translation teaching and autonomy in language learning.

 26 
Natalia Contreras de la Llave
Centro Superior de Idiomas de la Universidad de Alicante, Spain
¿Debe ser feminista la enseñanza de segundas lenguas?
Alfabetización audiovisual y perspectiva de género
 Abstract
Proponemos una comunicación cuyo objetivo es defender que la alfabetización audiovisual y el
análisis fílmico desde una perspectiva de género, aplicados a una serie de actividades
didácticas audiovisuales dirigidas principalmente al desarrollo de la competencia intercultural,
no sólo promueven un avance de las destrezas lingüísticas sino que fomentan la superación de
prejuicios y estereotipos sexistas en el ámbito del aprendizaje de idiomas. Según el Marco
Común Europeo de Referencia para las lenguas, la actividad comunicativa de los estudiantes
de idiomas se ve afectada también por factores individuales relacionados con su personalidad
y caracterizados por las actitudes, las motivaciones, los valores, las creencias, los estilos
cognitivos y los tipos de personalidad que contribuyen a su identidad personal”. Lo que el
MCER denomina “saber ser” exige por parte del profesorado promover la capacidad y la
voluntad de relativizar “la propia perspectiva cultural y el propio sistema de valores
culturales”. Asimismo, el Plan Curricular del Instituto Cervantes fija como uno de los objetivos
del profesorado de idiomas “colaborar en el desarrollo de actitudes y valores con respecto a la
sociedad internacional, como el pluralismo cultural y lingüístico, la aceptación y la valoración
positiva de la diversidad y de la diferencia, el reconocimiento y el respeto mutuo”. Es decir,
desde numerosas instituciones y documentos que promueven la enseñanza y adquisición de
segundas lenguas y lenguas extranjeras, se señala la necesidad del desarrollo de la llamada
competencia intercultural a través de numerosos contenidos transversales en el aula, lo que
conlleva también una necesidad de abordar y combatir los estereotipos de género que
aparecen en numerosos materiales didácticos. La relevancia de la imagen en la sociedad actual
“cada vez más visual y globalizada, y en la cual los medios de comunicación constituyen ya no
el cuarto poder, sino el instrumento más poderoso para la plasmación, formación y control del
imaginario social” (COLAIZZI, 2007), hace que sea más necesario que nunca abordar desde
todos los ámbitos posibles (y especialmente desde el ámbito educativo) la alfabetización
audiovisual y el desarrollo de la capacidad para leer y descifrar los códigos ideológicos del cine.
Nuestro objetivo es demostrar que un material didáctico consistente a través del análisis
fílmico feminista- en el ámbito del aprendizaje de idiomas, donde el alumnado aprende a
relativizar cada día los espacios simbólicos que rodean su propia identidad cultural- supone un
paso adelante para la igualdad.
 Bionote
NATALIA CONTRERAS DE LA LLAVE has been a teacher of Spanish Language and Literature at
the Modern Language Centre of the University of Alicante for 15 years and was Associate
Professor at the Translation Department of the UA, teaching Italian Language and Translation.
She belongs to the ACQUA Research Group (Second and Foreign Language Acquisition
Research), coordinated by Dr. Susana Pastor Cesteros. Her research interests focus on gender

 27 
studies and the use of film as a didactic tool, a factor wich is often reflected in her approach in
her work as a teacher trainer in several courses for teachers of Spanish as a Foreign Language.
She has also taught different courses on film and gender perspective for a number of
institutions and was a member of the Editorial Board of the research journal Quaderns de cine
of the University of Alicante. As a translator, she has specialized in audiovisual translation,
working for a variety of agencies and film festivals since 1997, translating, subtitling and
syncronizing more than a hundred movies. In 2013 she was Visiting Professor at the Foreign
Language Department in the University of Udine (Italia), with a series of lectures on "Film and
Intercultural Dimension in the learning of foreign languages".

 28 
Mariella De Meo | Emilia Di Martino
Università di Salerno, Italy | Università Suor Orsola Benincasa, Italy
Subtitle modifying in the lab, or “Involve me and I learn”
 Abstract
The presenters will relate an experiment carried out with a class of second year
undergraduates focusing on the re-subtitling of the recent film by Lasse Hallström “Salmon
fishing in the Yemen” by means of WinCaps (from SysMedia). They will argue that re-working a
subtitled product through a hands-on attempt to (1) de-construct the language used in the
‘official’ subtitles and (2) reshape it with the aim of adding to it the traces of the
accents/cultures clash which characterised the original film has a crucial potential to help the
learner to acquire deeper awareness of the phenomenon of language variation. Furthermore,
issues related to the intersemiotic transfer of culture-bound language in subtitling will be
addressed in order to focus on their relevance in the delineation of characters and of the
interaction that occurs between them.
 Bionotes
MARIAGRAZIA DE MEO is a researcher in English language and linguistics at the University of
Salerno (Italy). She holds an MA in Translation Studies from the University of Warwick (UK) and
teaches English at the Faculty of Scienze della Formazione. Among her publications is a book
on phraseology and corpus linguistics. Her areas of interest are also sociolinguistics,
pragmatics and language teaching. More recently her research has focused on audio-visual
translation, subtitling of culture-bound language, adaptation and language censorship.
EMILIA DI MARTINO is a researcher in English language and linguistics at the University of
Naples Suor Orsola Benincasa (Italy). She holds an MA in Education from the University of East
Anglia (UK) and a PhD in ESP from the University of Naples Federico II. She is the author of
monographs, book chapters and journal articles dealing with Applied linguistics, English for
Special Purposes, translation criticism and translation pedagogy. Her recent research work
focuses on translation ethics.

 29 
Carmela Dell’Aria | Laura Incalcaterra McLoughlin
Università degli Studi di Palermo, Italy | National University of Ireland
Phonology in E-learning: Speech analysis tools, multimediality and podcasts
 Abstract
The presence of the Web and the introduction of immersive and collaborative computer
technology in the teaching of foreign languages can help to re-create a relaxed cognitive
environment and overcome the gap between formal and spontaneous learning. However,
focusing merely on technologies as 'tools' can be restrictive; it is rather more beneficial to
consider the 'mode' in which they help to create a learning environment in which the cognitive
and social aspects of the human - machine interaction (McLuhan, 1964) are intertwined to
form a single operating environment. In this perspective the enveloping multimediality of the
Web stimulates different types of awareness in the various parts of the brain s lowly modifying
processes of perception and cognitive strategies, and submitting them to constant stimuli from
a multimedial habitat naturaliter (Di Sparti, 2011). In this perspective, there is a close
relationship between the grammars of the media, the functioning of the human sensory
systems and the cognitive schemata that influence them. This paper will discuss a trial which
applies collaborative computer technology and multimedial environments to the teaching of
FLs to adults (in particular Italian as a foreign language ), in order to develop and enhance
prosodic and intonational awareness through training in listening /production of sounds and
intonation patterns with the support of speech analysis tools (Dell’Aria, C. & Incalcaterra
McLoughlin, L., 2013) The main hypothesis on which our approach was based, is that
technology normally used in individual training - can in fact maximize opportunities for
immersive group learning (Maragliano, 1998) , by recovering and extending modes of L1
language knowledge in to L2 teaching and learning, in accordance with Krashen’s theory of
natural approach ( 1996). The field of research of this paper is interdisciplinary and involves
both Linguistics and Computer Assisted Language Learning. The field of the experiment
concerns the teaching of Italian as FL in blended learning, therefore halfway between face-to-
face and distance learning, through the integrated use of the perceptive and the instrumental
method in the acquisition of intonation.
References
Dell’Aria, C. & Incalcaterra McLoughlin, L. (2013). Developing Phonological Awareness in Blended-learning Language
Courses. In L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past, Looking to the Future.
Proceedings of the 2013 EUROCALL Conference, Évora, Portugal (78-85). Dublin/Voillans: ©Research-publishing.net.
Di Sparti, A. (2011). Digitali nativi e didattica della L2. In Di Sabato, B. & Mazzotta, P. (a cura di), Linguistica e
didattica delle lingue e dell’inglese contemporaneo. Studi in onore di Gianfranco Porcelli , vol. 1, Lecce (349-368).
Pensa MultiMedia Editore.
Krashen, S. M. (1996). The natural approach: language acquisition in the classroom. Highgreen, Northumberland UK,
Bloodaxe Books.
Maragliano, R. (1998). Nuovo manuale di didattica multimediale, Bari, Laterza.
McLuhan, M. (1964). Understanding media, New York, McGraw Hill.

 30 
 Bionotes
Dr CARMELA DELL’ARIA, PhD in Modern Literatures and Philological-Linguistic Studies, is
currently a teacher of English/Italian as FL and a specialized teacher for students in special
needs in a secondary school (S.M.S. “R. Franchetti”) in Palermo (Italy). She has been teaching
languages since 1990, working in Italy, UK and Ireland for different institutions. She has been a
contract Professor of CALL (Computer Assisted Language Learning) at the University of
Palermo from 2007 to 2010 where she designed training courses and taught online language
activities in 3D virtual worlds and LMS. She also designed online pilot courses of Italian for the
Duke University (North Carolina, USA) in 2008, the Dublin Institute of Technology (Ireland) in
2010 and the National University of Ireland in 2012-2013. She has published widely on
language teaching methodology, language and new technologies. She has presented papers at
many international conferences. She was the winner of the ASFOL 2011 and contributed to the
NUIG’s win at the European Language Label in 2013. She is interested in Second Language
Pedagogy, her main research interest is CALL, particularly the use of Virtual Worlds and Social
Networks.
LAURA INCALCATERRA MCLOUGHLIN, PhD, is a lecturer at the National University of Ireland,
Galway, co-director of the MA in Advanced Language Skills and coordinator of the online
Diploma in Italian. Her research interests include applied linguistics and audiovisual translation
in language teaching and learning. She has published widely on language teaching
methodology, language and new technologies and subtitling in language teaching and
translator training. She has presented numerous papers at many international conferences.
She won the European Language Label in 2008 and 2009.

 31 
June Eyckmans
Ghent University, Belgium
Fostering new L2 word recall through word writing or word typing?
 Abstract
Research on the mnemonic benefits of writing down target words during L2 vocabulary
acquisition has produced rather inconclusive results so far. In this study, we assess the effects
of two different structurally-oriented processing techniques, namely writing vs. typing, on both
receptive and productive word recall. As such it is an adapted reproduction of an experiment
conducted by Barcroft (2007) comparing the effects of word writing vs. fragment writing on
vocabulary learning. In our modified version, 53 Dutch-speaking lower-intermediate students
of Spanish were invited to learn 24 unknown Spanish words on the basis of word-picture pairs
in three learning conditions: (1) copying words by writing, (2) copying words by typing and (3)
a control condition that did not involve copying of the words, but simply required participants
to look at the target lexis. The results of the experiment reveal a significant effect of the
writing condition in the immediate productive test and a significant effect of typing in the
delayed test. These results are discussed in light of the levels-of-processing theory (Craik &
Lockhart 1972), the transfer-appropriate-processing theory (TAP) (Morris et al. 1977) and
Barcroft’s transfer-of-processing-resources-allocation (TOPRA) model for lexical learning
(2000). Our study also included an investigation into whether cognitive-style variables play a
role in the mnemonic benefits of the different processing techniques on trial.
 Bionote
JUNE EYCKMANS obtained her PhD at the Radboud University of Nijmegen (the Netherlands)
in 2004 on the methodology of L2 vocabulary assessment. She is currently Lecturer of English
at the department of Interpreting and Communication of Ghent University. Her research
interests include cognitive approaches to foreign language learning and the methodology of
interpreting and translation assessment. She publishes in national and international
journals about foreign language acquisition, translation assessment and interpreting studies.

 32 
Cristina Felea
Babes-Bolyai University, Romania
Strategies for Creating Engaging Blended Learning Environments
by Incorporating Multiple Representations of Content - An Exploratory Study
 Abstract
Blended learning has been extensively documented as an efficient approach for transforming
higher education. In its simplest form, as integration of face-to-face and online learning
experiences, the blended approach has been a key factor in the uptake of technology and the
transition to a new educational paradigm. In their turn, Web 2.0 tools and social media have
permeated the boundaries of the academic environment by their fast-growing culture of user-
generated content, multimedia content, sharing, collaboration, and cooperation. In language
education, more and more learning e-content is available in sharing systems and as open
educational resources. In time, such resources have been gradually incorporated in language
courses either as authentic materials for classroom teaching or supplemental materials for
self-paced, autonomous learning. Their role is to create a rich learning environment conducive
to better learner engagement and performance. The present paper draws on the author’s
four-year experience in designing and implementing a wiki-based blended learning course of
English for Academic Purposes for undergraduate students in social sciences. The findings of
the author’s prior investigations are presented, with issues related to its implementation and
factors that influence successful technology adoption especially in relation to the development
of collaborative and independent work skills and students’ engagement behaviour. This paper
focuses on strategies related to designing more engaging learning environments. Drawing on
specialist literature, models of good practice, and on the author’s course design experience,
the influence of incorporating multiple representations of content on student engagement in a
blended learning environment are presented. The findings of an exploratory questionnaire on
the perception of students are analysed to reveal the impact of multimedia enhancements on
student learning performance and engagement. The implications of this study involve some
recommendations to consider when planning and designing course content and an engaging
learning environment. Future research directions are presented.
 Bionote
CRISTINA FELEA, Ph.D., is an Associate Professor at the Faculty of Letters of Babes-Bolyai
University, Cluj-Napoca, Romania. As a member of the Department for Foreign Languages for
Specific Purposes (since 1995), she has a broad experience in curriculum and material building,
methodology development and teaching English for (Specific) Academic Purposes to
undergraduate and graduate students in social sciences. Her current didactic and research
interest focus on integrating Web 2.0 technology in teaching and on building a blended
learning environment for full time and distance learning students. With an academic formation
in British/ American literature, she is also a licensed translator, having translated some major
American authors for important Romanian publishing houses. As an authorised translator, she
has expertise in specialist text translation (mostly social sciences) where she works as a
freelancer. She has worked on several national and EC-Funded projects.

 33 
Beatrice Garzelli
Università per Stranieri di Siena, Italy
Largometrajes y cortometrajes de autor en la enseñanza del español a italófonos.
Reflexiones teóricas y propuestas prácticas
Auteur films and short films in Spanish teaching to Italian speakers.
Theoretical reflections and practical proposals
 Abstract
La ponencia destaca la importancia del producto fílmico de autor (largometraje y
cortometraje) en la enseñanza del español a estudiantes universitarios italófonos, poniendo en
evidencia las ventajas que ofrece el medio audiovisual en la clase de lengua extranjera. Las
películas y los cortos abren a contextos extralingüísticos que se acercan a la realidad,
sintetizan, resumen y compendian los componentes socioculturales y pragmáticos
favoreciendo la explotación didáctica a través de actividades que desarrollan todas las
destrezas. Además, la traducción para el doblaje y la subtitulación permite una profunda
reflexión sobre las pérdidas que afloran en el paso de una lengua y cultura a otra y sobre las
posibles compensaciones: es así como el docente puede proponer, en algunos casos,
soluciones alternativas con respecto a las elecciones realizadas por los traductores
profesionales. Mediante un rápido recorrido a través de películas dirigidas por grandes
nombres de la filmografía española e hispanoamericana (Arau, Almodóvar, Amenábar) y de
cortometrajes de autor (Calvo, Gil) se presentarán breves, pero significativos ejemplos, de
actividades didácticas basadas en reflexiones teóricas previas. De Como agua para chocolate
(1992), que utilizaremos para comentar las pérdida s en la traducción al italiano del título y de
algunas frases idiomáticas mexicanas a La flor de mi secreto (1995), útil para estudiar la
compleja conservación del humor en otro idioma, hasta llegar a Mar adentro (2004), donde
destacaremos la ausencia del multilingüismo original en la versión italiana doblada y
subtitulada. Los cortometrajes analizados nos ofrecerán la oportunidad, por un lado, de
realizar ejercicios sobre e l guión y la subtitulación intralingüística (Ana y Manuel, 2004), por
otro, de trabajar sobre los cambios de registro: en el caso de Dime que yo (2008), el repentino
paso de un habla vulgar y soez a un lenguaje poético. En resumidas cuentas un itinerario
exhaustivo y rico que demuestra la imprescindibilidad del producto fílmico, como forma de
expresión multimedial, en la didáctica de las lenguas extranjeras.
 
The paper intends to show the importance of the auteur film or of the short film in the
teaching of Spanish to Italian university students, underlining the advantages of the
audiovisual product in the foreign language classroom.
Films and short films open to extralinguistic contexts which tend to approach reality,
summarize and recap its sociocultural and pragmatic features, thus allowing to create didactic
activities capable of developing all the linguistic skills. Above all, dubbing and subtitling permit
a deep reflection about the losses which appear when switching from one language and
culture to another, and about their possible compensations, sometimes proposing alternative

 34 
solutions with respect to the options of the professional translators. By means of a quick but
rich survey of films directed by famous names of Spanish and Spanish- American filmography
(Arau, Almodóvar, Amenábar) and of short films by important authors (Calvo, Gil) we present a
variety of practical examples of didactic activities based on theoretical reflections. From Como
agua para chocolate (1992), which we use to discuss the loss in the Italian translation of the
original title and of some Mexican idiomatic expressions, to La flor de mi secreto (1995), useful
to reflect on the difficult translation of humour, to end with Mar adentro (2004), in which we
point out the absence of the original multilingualism in the Italian version (both dubbed and
subtitled). The short films analyzed offer the opportunity to devise exercises about the play
script and the intralinguistic subtitling (Ana y Manuel , 2004) as well as to work about the
change of registers, in this case, the rapid switch from a vulgar and rude code to a poetic
language (Dime que yo, 2008). To conclude, this appears to be a rich and exhaustive itinerary
which demonstrates the importance of the audiovisual as a form of multimedia expression in
the didactics of foreign languages.
Bibliography (of the author on the theme)
Claudia Buffagni, Beatrice Garzelli, Serenella Zanotti (eds), The Translator as Author. Perspectives on Literary
Translation, Berlino/New York, Lit Verlag, 2011.
Beatrice Garzelli, “Translating cultures: mediation, authorship and the role of the translator”, The translator as
Author. Perspectives on Literary Translation, Claudia Buffagni, Beatrice Garzelli, Serenella Za notti (eds),
Berlino/New York, Lit-Verlag, 2011, pp. 175-180.
Claudia Buffagni, Beatrice Garzelli (eds), Film translation from East to West. Dubbing, subtitling and didactic
practice, Berna, Peter Lang, 2012.
Beatrice Garzelli, “Dal testo letterario al testo f ilmico: Tristana e Como agua para chocolate nell’aula di spagnolo
L2”, Claudia Buffagni, Beatrice Garzelli (eds), Film translation from East to West. Dubbing, subtit ling and didactic
practice, Berna, Peter Lang, 2012, pp. 305-320.
Beatrice Garzelli, “La explotación del cortometraje en la clase de español LE: Un perro andaluz (1929), Belarra
(2002) y Ana y Manuel (2004)”, redELE, 2013, 25, pp. 1-20.
http://www.mecd.gob.es/dctm/redele/MaterialRedEle/Revista/2013/2013_redELE_25_19BeatriceGarzelli.pdf?doc
umentId=0901e72b81657995
Beatrice Garzelli, “El discurso cinematográfico entre traducción intersemiótica, doblaje y subtitulación: Como agua
para chocolate (1992) y Mar adentro (2004)”, Cuadernos AISPI, 2, 2013, pp. 251-270.
Beatrice Garzelli, “Lo humor di Almodóvar tradotto in italiano. Casi emblematic i di doppiaggio e sottotitolaggio in
¡Átame!, La flor de mi secreto e Todo sobre mi madre” (in print).
Claudia Buffagni, Beatrice Garzelli, “Cinema e trad uzione: dalla ricerca all’applicazione didattica ne ll’aula di lingue.
Riflessioni su un progetto in tre fasi” (in print).
Claudia Buffagni, Beatrice Garzelli, “‘Extranjeros en Buenos Aires’: Herencia di Paula Hernández (2001) tra parlato
spagnolo-tedesco e sottotitoli inglesi’” (in print).
Beatrice Garzelli, “Dime que yo de Mateo Gil. El cortometraje como forma de narración en la didáctica del español
L2” (in print).
 Bionote
BEATRICE GARZELLI is Lecturer in Spanish Language and Translation at the Università per
Stranieri di Siena. Her research areas include Literary Translation, Spanish-Italian contrastive
analysis, Audiovisual Translation and the use of film and short film in the didactics of Spanish
as L2. She is General Editor (with Claudia Buffagni) of the collection of a new series of scientific
books “InterLinguistica. Studi contrastivi tra lingue e culture” (Pisa, ETS).

 35 
Maria Gialama | Davor Orlic | Rachel Spencer | Yota Georgakopoulo
Deluxe Media Europe, Greece | Knowledge 4 All Foundation Ltd., UK | Universitat Politècnica
de València, Spain | Deluxe Media Europe, Greece
Translectures – Transcription and translation of Video Lectures
 Abstract
transLectures is a three-year project to provide innovative technologies for the automatic
transcription and translation of online educational videos. It began in November 2011 and is
funded through the EU Seventh Framework Programme (FP7). Project partners include three
European universities (Institut “Jozef Stefan”, RWTH Aachen, Universitat Politècnica de
València (UPV)), three industrial partners (Deluxe Media Europe, European Media Laboratory
GmbH, XEROX S.A.S.) and the Knowledge4All Foundation. Online collections of video material
are fast becoming a staple feature of the Internet and a key educational resource. A key
emerging trend in education is the incorporation of online video resources into university
teaching models. One example of this is the UPV’s lecture capture system, poliMedia. This
system, plus the award-winning video lecture repository VideoLectures.NET, are our case
study sites. The outcome of the transLectures project will be a set of cost-effective tools that
allow users to add multilingual subtitles to their videos. This will make their content available
to a much wider audience and enhance knowledge transfer for both non-native speakers, and
the deaf and hard-of-hearing. Beyond this, these subtitles will surely be an invaluable tool for
language learning. Transcriptions alone can aid comprehension of a foreign language and our
verbatim transcriptions mean that students won't miss a single word. The transLectures player,
meanwhile, will also allow simultaneous viewing of both the transcription and the translation,
further reinforcing the language-learning process. The languages being targeted in
transLectures are English, Spanish and Slovenian for transcription, and English<>Spanish,
English<>Slovenian, English>French and English>German for translation. Our tools will be fully
compatible with Matterhorn, a free, open-source platform for the management of educational
audiovisual content. Our primary goal is to have transLectures tools implemented across this
platform and our two case study sites by project end (31 October 2014). The research leading
to these results has received funding from the European Union Seventh Framework
Programme (FP7/2007-2011) under grant agreement nº 287755.
 Bionotes
MARIA GIALAMA is currently working as Account Manager, R&D at Deluxe Media, focusing on
the testing and implementation of language technologies in subtitling. She also project
manages the work carried out by Deluxe as part of the transLectures project and has worked
on machine translation for subtitling purposes through the SUMAT project. Maria received her
MA in translation and subtitling from the University of Surrey. With a strong background in
project management working for several different clients and industries she has been in the
subtitling and localisation industry since 2000 and has led and managed teams of translation
project managers working on complex subtitling and translation projects for almost a decade.

 36 
Alessandra Giglio
National Research Council of Italy
Flipping Classroom: A New Paradigm of Teaching
 Abstract
The Net, Web 2.0 and the new technologies and tools allow us to be constantly online,
suggesting new paradigms that involve aspect of sociology and communication; in fact,
learning methodology, as well, is affected by this wind of change. Flipped classroom
methodology (Bergmann, Sams, 2012) is currently riding the wave of success in Higher
Education and Distance Learning: it consists in a sort of an “upside down” way of teaching,
comparing to the “traditional” one, where the student is personally involved into the learning
process by giving him/her the responsibility of researching, comparing, contrasting concepts
and ideas. The student takes an active role during the lesson in class and at home, when s/he
prepares some material that can be useful for the lesson time (Maglioni, Biscaro, 2012).
Moreover, the method promotes an extreme individualization of the learning process since
the student is able to choose his/her personal rhythm of learning and his/her style of
knowledge acquisition, pointing the accent on the well-known (and sometimes abused)
Gardner’s Multiple Intelligences Theory (Gardner, 1983). In this contribution, an experimental
session of language lessons will be presented. Since the “flipped classroom” method seems to
fit the way of teaching and learning a second language, we will present the structure,
methodology, technical tools and initial results of two different educational contexts: a
university, online context of Italian for foreigner courses at beginner and false beginner levels,
and a K12, absolute beginner, Italian for foreigner course. Such results will endorse a deeper
reflection on how the method can be applied in K12 and Higher Education and will suggest
some future developments.
References
Bergmann, Jonathan, Sams, Aaron. Flip your classroom: reach every student in every class, every day. International
Society for Technology in Education, 2012.
Gardner, Howard. Frames of mind: the theory of multiple intelligences. New York: Basic Books, 1983.
Maglioni, Maurizio, Biscaro, Fabio. La classe capovolta. Innovare la didattica con il flipped learning. Centro Studi
Erickson, 2012.
 Bionote
ALESSANDRA GIGLIO holds a European PhD in "Languages, Cultures and Technologies" from
the University of Genoa, where she previously graduated with a thesis on Teaching Italian as a
foreign language. She is specialized in the same discipline with a Masters Degree and has
collaborated with the University of Genoa for the design of multimedia courseware and e-
learning platforms. She created examination papers worldwide for the PLIDA certification of
the Dante Alighieri Society. She teaches Italian Language and Linguistics at the University of
Dalarna (Sweden) and at the University of Genoa, which is currently working with. Since 2008
she teaches Italian for Foreigners to Deledda International School. Currently, she is a research
at the Institute for Educational Technologies of the Italian National Research Council.

 37 
Pilar González Vera | Ana Hornero Corisco
Universidad de Zaragoza, Spain
The use of audiovisual materials as a way to reinforce listening skills in the EFL classroom
 Abstract
This paper aims to show the effective use of technology and audiovisual materials in the
teaching and learning of EFL. It intends to offer an efficient way to improve students’ listening
skills through the use of intensive listening (Harmer 2007). That listening skills need to be
reinforced both in and outside the classroom is proved by the evidence of the weak
competence of Spanish students in oral skills in English provided by a number of surveys at
national and European level (Hornero et al. 2013). According to the students’ perceptions,
there would seem to be a need to insist on the practice of listening. Moreover, doing listening
tasks outside the classroom following their teacher’s guidance, surely increases the students’
motivation and helps to get them used to the authentic L2 sounds (Mur et al. 2013).
For that purpose a representative sample of undergraduate students of the degree in Primary
Education with a pre-intermediate B1 was selected. They were given clear instructions for the
completion of different tasks, which included ClipFlair’s, as part of their continuous
assessment in the subject Inglés en Educación Primaria I. Their watching video clips allowed
them to see language in use, that is, to relate paralinguistic behaviour to intonation, an
effective way to learn at the same time a range of cross-cultural clues.
Training future teachers with these tools and activities -once it has been proved they are
effective and motivating- we are paving the ground for a more straightforward inclusion of
these materials and technologies in the EFL teaching and learning process and ensuring an
updating in the methodologies of foreign language teaching, a demand made by students
themselves.
References
Hornero, Ana, Pilar Mur-Dueñas & Ramón Plo. 2013. “Oral skills in the spotlight: EFL in secondary education in a
Spanish local context”. Synergy, Vol. 9, no. 2 (forthcoming).
Harmer, Jeremy. 2007 (4
th
ed.) The Practice of English Language Teaching. Harlow: Pearson/ Longman.
Mur-Dueñas, Pilar, Ramón Plo & Ana Hornero. 2013. “Spanish Secondary School students’ oral competence in EFL:
self-assessment, teacher assessment and assessment tasks”. Miscelánea: A Journal of English and American Studies,
47 (forthcoming).
 Bionotes
PILAR GONZALEZ-VERA graduated from the University of Central Lancashire and from the
University of Zaragoza with a degree in English Philology followed by a doctorate. She is
currently teaching in the Faculty of Education and in the Master of Translation of the
University of Zaragoza. Her thesis dealt with the translation for dubbing in DreamWork’s
animated films where she focused on humour and cultural aspects. Her research interests
include audiovisual translation and the use of new technologies and audiovisual translation for
teaching foreign languages. She has presented papers in several conferences such as TISLID 14

 38 
(Ávila), Languages and the Media (London), Points of View (Krakow) and Multilingualism and
Applied Comparative Linguistics (Brussels). She has also published in journals like ANILIJ, IKALA,
JoStrans or SENDEBAR.
ANA MARÍA HORNERO is Senior Lecturer at the English Department of the University of
Zaragoza (Spain). She has published articles in the field of English Historical Linguistics. Leader
of the Swift research group, she has studied the reception of the author in Spain and at
present the group works on different translation practices, with a special interest on
audiovisual translation. From 2006 to 2013 she has been editor of Miscelánea: A Journal of
English and American Studies. Her research work has been published at Cambridge Scholars
Press, Peter Lang, or in journals like Swift Studies, Studia Anglica Posnaniensia, Atlantis, IJES,
Synergy, SELIM, etc.

 39 
Carmen Herrero | Manuela Escobar
Manchester Metropolitan University and Film in Language Teaching Association, UK |
Universidad de Sevilla, Spain
Audio-description and media literacy in foreign language acquisition.
Un modelo integrador de cine y audiodescripción para el aprendizaje de lenguas extranjeras:
Los abrazos rotos (Almodóvar)
 Abstract
Most of the latest research on media and foreign language learning has focused on the use of
subtitling in the source and target languages. Different approaches have been used in
translation and training of professional translators (Borras & Lafayette, 1994; Gambier, 2007:
Díaz-Cintas, 2012; Sokoli, Zalalbeascoa & Fountana, 2011). Subtitling has also been used to
develop oral and aural comprehension skills as well as to support lexical acquisition in the
foreign language classroom. On the other hand, research on the audio description texts has
focused on linguistic and semantic content (Diaz-Cintas, 2007), their specific features and their
translability (Borne y Hurtado, 2007; Orero, 2007). Our proposal focuses on the exploitation of
audio description, both in its audio-visual and written forms, applied to the acquisition of
Spanish as a foreign language in higher education. Considering films as multimodal texts, we
aim to develop a pedagogical model to help improve linguistic and intercultural competences
by devising an audio-description script. In order to generate this text, learners have to acquire
the relevant filmic terminology and visual literacy as well as pay attention to paralinguistic
elements that will help to render a comprehensive linguistic, social and intercultural
description. To illustrate this model we are applying it to a case study: Los abrazos rotos (Pedro
Almodóvar 2009).
 Bionotes
Dr CARMEN HERRERO is a Principal Lecturer in Hispanic Studies and Subject leader for the
Spanish Section at the Manchester Metropolitan University. Her research interests are
language education and film, Hispanic cinemas and new technologies and education. She
collaborates actively with the “Routes into Languages North West Consortium” and has
participated in a wide range of activities to promote language learning. She is the co-founder
and co-director of FILTA (Film in Language Teaching Association (http://www.filta.org.uk).
With over 2,000 members from 95 countries, FILTA was formed in 2010 for the purpose of
providing a forum for the exchange of information related to the use of film in language
teaching and promoting linguistic diversity and intercultural awareness. She is also the co-
director of the Research Centre FLAME (Film, Languages And Media in Education,
https://flameresearchcentre.wordpress.com), a newly established Research Centre committed
to the research and knowledge transfer of studies in the area of pedagogy of languages
through film and related media. She teaches Hispanic cinema and culture at undergraduate
level and is also involved in the TEFL Masters. Her research and publications:
http://www2.mmu.ac.uk/languages/staff/profile/index.php?profile_id=184

 40 
Dr MANUELA ESCOBAR is a Senior Lecturer at the University of Seville in the English Language
Department where she teaches English language for Finance and Accountancy, and English for
the Tourism Industry at Undergraduate level, and Terminology and Translation in a Master
Degree. Dr Escobar research interests include Teaching English as a Foreign Language and
Translation Studies. A member of the Research Project La Enseñanza de Lenguas Extranjeras:
Tareas con Contenido (Ref FFI 2010-19022), she is also involved in the FLAME Project (Film,
Languages And Media in Education, https://flameresearchcentre.wordpress.com) in
collaboration with Manchester Metropolitan University. She is also the co-director of the
Research Centre FLAME (Film, Languages and Media in Education,
https://flameresearchcentre.wordpress.com), a newly established Research Centre committed
to the research and knowledge transfer of studies in the area of pedagogy of languages
through film and related media. She teaches Hispanic cinema and culture at undergraduate
level and is also involved in the TEFL Masters.

 41 
Ana Ibáñez Moreno | Anna Vermeulen
Universidad Nacional de Educación a Distancia, Spain | Ghent University, Belgium
Audio Description as a Tool to Improve Lexical and Phraseological Competence
in Foreign Language Learning
 Abstract
Various studies have proven that different modalities of audiovisual translation (AVT) offer an
excellent opportunity to promote foreign language (FL) learning, especially intra and
interlingual subtitling (Vanderplanck 1988, d’Ydewalle 2002, King 2002, Vermeulen 2003,
Danan 2004, Díaz Cintas and Fernández Cruz 2008, Pavesi and Perego 2008, Talaván Zanón
2013), and — to a lesser extent — dubbing (Chiu 2012).
In our ARDELE project (Audiodescripción como Recurso Didáctico en la Enseñanza del Español
como Lengua Extranjera) we explore the possibilities of another type of AVT as a didactic
resource in the teaching of a FL: audio description (AD), a culture-based translating activity of
inter-semiotic nature that consists in turning the visual content of an event into language,
while sometimes offering additional information on cultural references for audiences who do
not share the background of the source text (Orero and Warton 2007, Braga Riera 2008). In
our presentation we will discuss the results obtained from the project that started in 2010 in
the Faculty of Applied Language Studies of the University College at Ghent (Belgium), with
third year Dutch speaking students of Spanish (level B2). Following the task-based approach,
we designed several didactic units based on the AD of clips of the Spanish movie Sin Ti
(Masllorens 2006) and of the Dutch movie Blind (Van den Dop 2007). By carrying out
controlled observations, and by implementing tests and questionnaires on Google drive, the
results showed that these didactic units provided motivating and useful activities to work with
the four language skills. Focusing on the learning of lexical and phraseological units, our
presentations shows a series of didactic techniques that were used in the classroom, as well as
the results obtained from its implementation. We conclude that AD turns to be an adequate
and motivating didactic tool in the Foreign Language classroom in order help students to
develop their lexical and phraseological competence. This, in turn, enhances idiomaticity
(Sinclair 1995), which is one of the most problematic tasks for foreign language learners
(Cooper 1999, Buchwald 2000).
 Bionotes
ANA IBÁÑEZ MORENO is a Professor at the Faculty of Philology of the Spanish National
University of Distance Education, UNED (Spain). She holds a PhD in English Linguistics. Her
current main area of research focuses on the teaching and learning of foreign languages. She
has long experience as emeritus researcher in the Department of Spanish of the Faculty of
Applied Linguistics of the University College at Ghent (Belgium), where her main topics are
error analysis, the development of communicative strategies when learning Spanish and the
use of audio description as a didactic tool in the classroom of Spanish as a foreign language.
She is active member of the UNED-based research group ATLAS, where she currently works

 42 
with her colleagues in the development of MALL applications based on audio description
exercises.
ANNA VERMEULEN is associate professor at the Faculty of Arts and Humanities of the Ghent
University (Belgium). She holds a PHD in Spanish linguistics and literature. She is Head of the
Spanish department at the Department of Translation, Interpretation and Communication and
teaches Spanish Structures, Translation Spanish-Dutch and Audiovisual Translation. Her
research and publications focus on translation strategies and techniques, pragmatic aspects
and linguistic variation in AVT as well as AVT as a didactic tool in foreign language teaching and
learning.

 43 
Jennifer Lertola | Cristina Mariotti
National University of Ireland | University of Pavia, Italy
Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian ESL Learners
 Abstract
Nowadays, language learning and teaching is moving towards the integration of new media
technology with a communicative approach to Second Language Acquisition. ClipFlair is an
innovative project that promotes language learning through interactive captioning and
revoicing of clips. In recent years, scholars have investigated the benefits of captioning and
revoicing in language learning (Danan 2004; Talaván 2011; Sokoli, Zabalbeascoa, and Fountana
2011; Lertola 2012). However, research on reverse dubbing and subtitling is still limited
(Talaván, and Avila-Cabrera, forthcoming; Talaván and Rodríguez-Arancón, forthcoming). This
paper will report on a quasi-experimental study on the effects of reverse dubbing and
subtitling on the pragmatic awareness of Italian ESL learners. The participants are
undergraduate language students of English enrolled in a Political Science Degree in Italy.
Students were randomly assigned to one of the following groups: (1) Experimental group 1
performing reverse subtitling tasks through ClipFlair in a classroom environment, (2)
Experimental group 2 performing reverse dubbing tasks through ClipFlair in a classroom
environment, (3) Control Group 1 performing only translation tasks on the same materials
used by the Experimental Groups in a classroom environment (no subtitling and dubbing) and
(4) Control Group 2 learning English in a classroom environment but not working either on
translation or on dubbing/subtitling tasks. All participants completed a pre-test two weeks
before the experimental sessions in order to test their ability to recognise degrees of formality
in NS-NS conversations. Participants from the first three groups were then asked to watch
three short ads of a famous Italian mobile company over a period of three months.
Participants from the two Experimental Groups and Control Group 1 were required to
translate into English the three clips (reverse subtitling, reverse dubbing and translation
respectively). An immediate post-test aimed at detecting variations in their pragmatic
awareness of requesting expressions was administered after the activity, followed by a
delayed post-test administered after one month. A pilot study was carried out one year before
the present study to test the experimental design and the usability of the platform. Results will
be presented and discussed.
References
Danan, M. (2004). “Captioning and Subtitling: Undervalued Language Learning Strategies.” Meta: journal des
traducteurs / Meta: Translators' Journal 49 (1), 67-77.
Lertola, J. (2012). The effect of subtitling task on vocabulary learning. In A. Pym &D. Orrego-Carmona (Eds.),
Translation research projects 4 (pp. 61-70). Tarragona: Intercultural Studies Group.
Sokoli, S., Zabalbeascoa, P., and Fountana, M. (2011). Subtitling Activities for Foreign Language Learning: What
Learners and Teachers Think. In L. Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual
Translation Subtitles and Subtitling. Theory and Practice (pp. 219-242). Bern: Peter Lang.
Talaván, N. (2011). A Quasi-experimental Research Project on Subtitling and Foreign Language Acquisition. In L.
Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling.
Theory and Practice (pp. 197-217). Bern: Peter Lang.

 44 
Talaván, N. and Ávila-Cabrera, J. (forthcoming). First insights into the combination of dubbing and subtitling as L2
didactic tools. In Y. Gambier, A. Caimi and C. Mariotti (Eds.) Subtitles and Language Learning.
Talaván, N. and Rodríguez-Arancón, P. (forthcoming). The use of reverse subtitling as an online collaborative
language learning tool. The Interpreter and Translator Trainer 8 (1). St. Jerome.
 Bionotes
online education.
CRISTINA MARIOTTI is Assistant Professor of English at the Department of Political and Social
Sciences at the University of Pavia, Italy. Her main research interests include interaction
strategies in Second Language Acquisition, Content and Language Integrated Learning (CLIL),
English as a Medium of Instruction (EMI) in internationalisation programmes, and the use of
subtitled audiovisual materials in language learning. She is the author of the volume
“Interaction Strategies in English-medium Instruction” (FrancoAngeli, Milano, 2007).

 45 
Marie-Dominique Marcant
Université Paris 3 – Sorbonne Nouvelle / DILTEC, France
Closed captions toward an opening of the text?
Experimental results in Franco-Arabic language and literature teaching/learning
 Abstract
This paper addresses the use of ICT and more precisely of closed-captions in teaching literature
in a foreign language in a language and literature degree at university. Literature – in the form
of excerpts, montage or simplified books – is increasingly present in language teaching.
However, this use of texts quickly becomes problematic in a university context, wherein texts
cannot only be taken as “pretexts” for language learning (vocabulary, grammar, reading,
speaking) but as the central objects of literary studies in a foreign language. Nonetheless,
reading complex texts (and so literature) in a foreign language often provokes “cognitive
overload” for student-readers concentrated on lower processes of comprehension and not on
higher processes of meaning construction in literary texts. After first theoretically exploring
this fundamentally practical problem the paper then outlines a (pilot) experiment, to be
conducted in the French Department of Birzeit University, Palestine, which will implement a
technique seeking to address the roots of this problématique .
The experiment in question will seek to study the effect of closed-captions on understanding
literature, utilizing a sample of university students studying texts presented either with or
without hyperlinked closed captions. The exploratory dispositif in question is built on the
hypothesis that the use of ICT could cement ties between the semiotics of literary texts and
the Bakhtinian ‘material’ of the (foreign) language. The paper concludes by outlining the
preliminary findings of the experiment and then exploring the practical and theoretical
implications of these for the heuristic development of better pedagogical tools in foreign
language and literature teaching/learning.
 Bionote
MARIDO-DOMINIQUE MARCANT taught French in Chile for two years under the direction of
the Franco-Chilean institute and, later, in Palestine for five years, where she was first the
pedagogical coordinator for the West Bank and Gaza at the French Cultural Centre, before
then moving to teach at Birzeit university. She is presently a doctoral candidate at Université
Paris 3 - Sorbonne-Nouvelle in the field of didactics of French as a Foreign Language. Her
research focuses on the teaching/learning of literature at a university level through the case
study of Birzeit University. She continues to teach French as a Foreign Language, hands on, in
Lausanne, Switzerland.

 46 
Juan José Martínez Sierra
Universitat de València, Spain
Audiovisual Translation Software and Second Language Teaching
 Abstract
Increasingly, we can build new bridges between related fields of education. This makes it
possible to use techniques that were originally designed for one specific area of teaching, in
others. An example of this can be, on the one hand, the teaching of audiovisual translation
and, secondly, the teaching of foreign languages. We can find instances of this possibility in
recent and noteworthy works such as Talaván (2013), in which the application of subtitles to
learn a foreign language is explored. Thus, along the same lines, the main objective of this
presentation is the search for other possible avenues of connection between the two areas
mentioned above, taking advantage of new technologies and of the tools they provide us. Our
starting point will be audiovisual translation teaching and the use of software programs such
as Windows Movie Maker and Subtitle Workshop, to later transfer them to the second
language (in this case, English) classroom. In the first of these contexts, both software
programs allow for, among many other possibilities and respectively, dubbing and subtitling
simulations in class. On this occasion, our intention is to show the potential of the
aforementioned software in the English language class, but not for interlinguistic purposes, as
in the case of dubbing or subtitling into another language, but for intralinguistic ones, as it
happens in the case of postsynchronization or of subtitling into the same language. Real
examples of classroom activities by students of English as a second language will be shown, to
illustrate the two discussed scenarios.
References
Talaván, Noa (2013) La subtitulación en el aprendizaje de lenguas extranjeras. Octaedro: Barcelona.
 Bionote
Dr. JUAN JOSÉ MARTÍNEZ SIERRA works as an Associate Professor in the Department of English
and German Languages and Cultures at the Universitat de València, where he teaches Written
and Audiovisual Translation and English Language. He is specialized in Audiovisual Translation,
a field to which he devotes both part of his teaching work and his research activity, which has
mainly been focused on the study of audiovisual translation from an intercultural perspective.
He has published numerous works, including five books, several book chapters, reviews and
many other pieces of research in the form of articles in prestigious scientific journals. He is a
member of the research groups TRAMA (Universitat Jaume I) and SIRVA (Universitat de
València).

 47 
Liana Muthu
Babeș-Bolyai University, Romania
The creation of interlingual subtitles: a method of improving foreign language skills
 Abstract
This article analyses the role of creating interlingual subtitles as a practical and instructive
activity in the acquisition of a foreign language. The learners we refer to are the Romanian
students situated at C1 level proficiency in English. For our analysis we take as example a
fragment of a 2.32-minute length from the documentary Fractals: The Colors of Infinity
presented by Arthur Clarke. When the students translate the voices heard in the film clip from
the source language (i.e. English) into the mother tongue (i.e. Romanian) they may have an
active role in their own learning process, so that their foreign language acquisition is improved.
While they are listening attentively to an audiovisual material, the students are trying to find
out the equivalents or the close synonyms of the source language lexical items in their mother
tongue: e.g. since the documentary Fractals: The Colors of Infinity includes terms from
mathematics domain and fractal geometry subdomain, the students may acquire specialised
vocabulary. The act of translating the listened voices proves to be a very good exercise
because it enhances the students’ attention. Moreover, this activity provides certain types of
support: visual, textual, technological. That’s why trying to create interlingual subtitles is a
useful exercise from various reasons: 1. it improves the listening skills; 2. it encourages
creative thinking; 3. it encourages vocabulary acquisition; 4. it increases motivation to learn a
foreign language, either at school or independently. Consequently, the act of translating an
audiovisual material from the source language into the mother tongue may stimulate the
students’ interest in improving their foreign language skills. Unlike traditional methods of
learning (e.g. translating a written text, reading a text from a book etc.) that appear abstract,
this relatively new method seems to be close to reality since the students get in contact with
the uttered source language. Hearing the genuine pronunciation of words, the intonation of
sentences and, at the same time, looking at the pictures on the screen they are motivated to
learn the foreign language in a comprehensive way.
 Bionote
LIANA MUTHU is a Senior Lecturer with the Department of Applied Modern Languages of the
Faculty of Letters, Babeş-Bolyai University, Cluj-Napoca, Romania. She holds a PhD in
linguistics. Her academic concerns are focused on researches in text linguistics, discourse
analysis and translation studies, areas in which she has published two books and numerous
articles in specialised journals and collective volumes, in Romania and abroad (e.g. Cambridge
Scholars Publishing). So far, she has been involved in two national research projects on
discourse analysis and an international one, ClipFlair, that deals with foreign language learning
through captioning and revoicing of clips.

 48 
Dorothy Ní Uigín
National University of Ireland
Using Blackboard Collaborate in Language Teaching –
avoiding the pitfalls and reaping the benefits
 Abstract
This paper examines the use of Blackboard Collaborate with a cohort of students in their third
year of the BA sa Ghaeilge Fheidhmeach (Applied Irish). In the first two years of the degree,
language classes were delivered in the ‘traditional’ manner through face-to-face interaction
with the students, but in the academic year 2013-2014, language classes are delivered though
BB Collaborate as well as through monthly face-to-face workshops. This method will be
employed in 2014-2015 as well, when the students will be in the final year of their degree
course. The BA is delivered through blended learning but the students’ first experience of BB
Collaborate was in the third-year language module being discussed here.
The cohort taking this module comprises thirty students living in different parts of Ireland. This
paper will examine the practical challenges faced by the students and the teacher in this new
learning environment. Students’ attitudes regarding the classes will be measured through
questionnaires and teacher observation, while students will also be asked to compare their on-
line learning experience with the traditional approach to language teaching and learning that
they experienced in year 1 and 2 of the BA. Examples of what the author believes to be useful
exercises and techniques for on-line learning will be examined, while some practical tips for
teachers new to this type of teaching will also be discussed.
 Bionote
DOROTHY NÍ UIGÍN is the Director of the Teaching of Irish in Acadamh na hOllscolaíochta
Gaeilge at the National University of Ireland, Galway. She is interested in language teaching
and learning and in the acquisition of academic literacy. She has a particular interest in the
history of Irish-language journals and journalism and holds a PhD on that subject from NUI
Galway. She also holds a BA from the same university as well as an MA in Irish, an MA in
Literature & Publishing and an MA in Academic Practice. She is interested in the use of
technology in language learning and in non-traditional teaching methods. For the past three
years she has taught on a blended learning degree course in Applied Irish at NUI Galway and in
the academic year 2013-2014 she taught language classes using the virtual classroom
environment Blackboard Collaborate. She co-edited Translation, Technology and Autonomy in
Language Teaching and Learning (2012, Oxford: Peter Lang) with Pilar Alderete-Díez, Laura
Incalcaterra McLoughlin and Labhaoise Ní Dhonnchadha.

 49 
Emmanouela Patiniotaki
University College of London, UK
Assistive Technology & Audiovisual Translation. Combined Solutions in Higher Education
 Abstract
Accessibility as a concept in Audiovisual Translation and Assistive Technology has been
gradually gaining ground during the last decades, while interest into making Online Education
accessible is growing around the world. In an attempt to cater for the needs of students with
sensory impairments, institutions, organisations, companies and researchers have been
visualising, designing and improving tools that can be used to that end, i.e. access services or
techniques and technology products (tools) through which content can be accessed, with the
aim to provide what is now called 'education for all'. The purpose of this paper is to give
prominence to the potential of the combination of access services which emerged within
Audiovisual Translation, which has become known as Accessible Media or Media Accessibility,
with Assistive Technology tools, which have been more widely realised as the media for
accessibility, especially with regard to hardware in the past. Through a thorough investigation
of access provision practices and tools within the two fields, the Accessible Online Education
research aims to combine the best practices of the two in order to suggest potential
implementation of Audiovisual Translation and Assistive Technology elements towards
accessible online educational environments. The focus of this paper is the conditions that
govern such a combination and the parameters that need to be considered through this
multidisciplinary task. It also aims to bring the potential of Audiovisual Translation to the
surface in parallel to Assistive Technology. What is more, a survey conducted among some one
hundred universities around the world with the aim to rank them in terms of accessibility of
educational material for students with sensory impairments will be presented. Among other
areas, the survey covers the use of specific platforms, assistive technology tools provided,
compliance to accessibility standards, accessibility of online contexts of educational material
and general access-related practices followed by the participants. Finally, based on the survey
findings, the evaluation of existing common practices in Higher Education will be followed by
the presentation of a suggested holistic approach to Online Education with the combination of
translation and technology resources.
 Bionote
EMMANOUELA PATINIOTAKI is a graduate of the Department of English and Greek Language
and Literature of the Kapodistrian University and holds an MSc in Translation from Imperial
College. She is currently conducting her PhD research on Access to the Media with special
focus on the satisfaction of educational needs through online environments with the provision
of accessible material using various technological means, focusing on Audiovisual Translation
and Assistive Technology. She has been working as a teacher and language specialist since
2004 and as a translator, localizer and AV provider since 2006. In 2011 she was awarded with
the Onassis Foundation Research Scholarship. She is now a member of several associations

 50 
and access services volunteer and is conducting her research at Imperial College London. At
the moment she holds a position as Teaching Fellow at UCL, teaching Translation, Translation
Technologies and Language Automation and designs university online courses in Translation.

 51 
Marta Pey Pratdesaba
Institut Jaume Callís, Spain
The eTwinning Experience: Europe in the classroom
 Abstract
The purpose of this paper is to give a presentation of the programme eTwinning, the future
ahead and give a glimpse of a couple of successful projects carried out by Secondary students.
Etwinning offers the suitable environment to use the English language in a “real” context, it
can be integrated in any subject due to its cross-curricular nature. In short, it prepares the
student for the real world: international research, to get to know other cultures, to
communicate and to learn content. I will start by giving a general view of what eTwinning is
about: a big community for teachers in 33 European countries. It was launched as the main
action of the European Commission’s eLearning Programme, and has been integrated in the
Lifelong Learning Programme since 2007. It offers a platform for staff working in a school in
one of the European countries involved, to communicate, collaborate, develop projects and
share. ETwinning projects are based on collaborative work, use of ICT and the fostering of a
European identity. The second part will deal with the future of eTwinning within the new
programme Erasmus+ (2014-20). The eTwinning initiative has been identified as a success to
create links between educational centres of Europe and beyond its borders. It has highlighted
the need for a safe environment in which to create pan-European meetings for teachers and
students. Finally, and drawn from personal experience, two projects will be shown:
“Addressing the Energy Crunch; Every Little Action Helps” (National Prize 2013), and “Songs,
Language and Culture” (Runner-up European Prizes 2010) as good examples of how to use IT
tools and learn English in a collaborative project between different schools in Europe.
 Bionote
MARTA PEY PRATDESABA is Head of the Foreign Languages Department at Institut Jaume Callís
in Vic. She has been mentor of the Master for Teachers of Secondary Education. She has also
collaborated with UVic in two Junior University’s modules. She is an eTwinning Ambassador
and offers workshops and presentations around Catalonia. She has also published articles
about eTwinning. She has been working in eTwinning projects since 2007 having carried out a
total of 7 projects, all of them awarded with the National and European Labels. Three of them
have been awarded with National and European Prizes.

 52 
Anamaria Radu & Alexandra Cotoc
Babeș-Bolyai University, Romania
ClipFlair Activities: Creativity in L2 Romanian Corpora
 Abstract
The present paper aims to analyse a corpus of several revoicing and captioning tasks of
students in the preparatory year who study Romanian as a foreign language. The authentic
discourses are triggered by using the ClipFlair activities and consist of short narratives, essays
and subtitles.
We will focus on B1 learners. At the same time, observing the Common European Framework,
we present the multidimensional aspects encountered in their discourse: the morphosyntactic
and lexical features. Our analysis covers important Romanian peculiarities and presents the
way in which they are assimilated and used by the students. Although the learners’ discourses
are different from what native speakers would produce, we consider that they create a new
linguistic code, not only at a stylistic level, but also at a morphosyntactic level. Thus, foreign
students who study Romanian sometimes produce discourses which are the results of a
dynamic system which involve cognitive filters like English or their mother tongues. Hence, we
can observe aspects like: linguistic calques, the use of foreign words to which they add
Romanian morphemes, code switching etc. Moreover, considering the fact that foreign
learners come across a lot of difficulties when studying Romanian (agreement, gender,
complex verb conjugation, the genitive/dative clitics etc.), their discourses are to be viewed as
proofs of progress in learning Romanian as a foreign language, especially when using audio-
visual resources. Preferred line of research: Audiovisuals in language learning
 Bionotes
ANAMARIA RADU has a Ph.D. in Linguistics. The topic of her PhD thesis is “The Cluj School of
Grammar in the Interwar Period”. Her experience includes teaching the practical course
Normative Grammar, the Romanian Phonetics seminar and Romanian as a Foreign Language at
the at the Faculty of Letters, Babeș-Bolyai University, Cluj-Napoca, Romania. She is currently
teaching Romanian as a Foreign Language to students in the preparatory year, at the Faculty of
Letters, Babeș-Bolyai University. She has also worked as a professional freelance translator
(English and Romanian). Relevant publications:
- Cotoc, Alexandra, Radu, Anamaria, “Interdiscourse Communication and Identity Construction
in Online Social Networks”, in Dranidis D., Kapoulas A., Vivas A. (eds.), Proceedings of the 6th
Annual South – East European Doctoral Student Conference, Thessaloniki, Greece: South-East
European Research Centre.
- Cotoc, Alexandra, Radu, Anamaria (2011), Online Identities on Blogs, in Acta Technica
Napocensis – Languages for Specific Purposes, volume 11, issue no. 3, Cluj-Napoca: U. T. Press
(CEEOL)
- Radu, Anamaria, Cotoc, Alexandra (2012), “Creativity and Multidimensional Aspects of
Written L2 Romanian Corpora”, in Acta Technica Napocensis – Languages for Specific
Purposes, volume 12, issue no. 3, Cluj-Napoca: U. T. Press (CEEOL).

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