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D7.4 
Dissemination Publications 
WP No. WP7 
WP Title Dissemination 
Activity description This document contains data about publications and dissemination actions 
performed by all consortium members. 
Authors Rocío Baños-Piñero (UCL) 
Reviewers Carmen Pérez, Stavroula Sokoli (UPF) 
Status (D: draft; RD: revised 
draft; F: final) F 
File Name D7.4Publications 
Date July 2014 
This work has been performed within the project "CLIPFLAIR: Foreign Language Learning Through 
Interactive Revoicing and Captioning of Clips", 519085-LLP-1-2011-1-ES-KA2-KA2MP. 
This project is funded with support of the Lifelong Learning Programme of the European Union. All here 
provided information and documentation reflects the views only of the authors, and the Commission 
cannot be held responsible for any use which may be made of the information contained therein. 
Table of Contents 
1. Introduction ........................................................................................................3 
2. Dissemination actions ........................................................................................3 
2.1 Virtual dissemination actions.......................................................................3 
2.1.1 Dissemination through Facebook.........................................................3 
2.1.2 Dissemination through Twitter..............................................................7 
2.1.4 Dissemination through other online resources...................................12 
2.2 Oral presentations.....................................................................................18 
2.3 Written publications...................................................................................37 
3. Appendixes ......................................................................................................40 
July-2014 Page | 1
List of Tables 
Table 1. Facebook pages targeted and users reached ...................................... 6 
Table 2. Twitter accounts targeted and users reached....................................... 9 
Table 3. LinkedIn groups targeted and users reached ..................................... 12 
Table 4. Examples of online dissemination of the project................................. 15 
Table 5. List of oral presentations .................................................................... 36 
Table 6. List of written publications .................................................................. 39 
List of Figures 
Figure 1. Facebook posts on related Facebook pages............................................4 
Figure 2. Example of ClipFlair-related tweets posted by partners ...........................7 
Figure 3. ClipFlair’s Twitter page data ....................................................................7 
Figure 4. Example of tweet posted to reach short and long term target groups.......7 
Figure 5. Example of tweets posted by non-partners to disseminate the project...10 
Figure 6. Example of message posted on targeted LinkedIn groups.....................10 
Figure 7. Example of message posted on a blog from ClipFlair social network.....15 
Figure 8. Blog post on ClipFlair (Hancock McDonald blog) ...................................16 
Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) ............17 
July-2014 Page | 2
1. Introduction 
The purpose of this document is to gather information on project dissemination 
activities and to show how the project has been disseminated to a large number 
of members of the wider educational community, including local educational 
authorities and policy makers, academics, school communities, teacher 
associations, researchers, university staff and students, and the general public. 
This information has been reported by partners on Redmine, the online platform 
used to manage the project, and collected through the following online 
dissemination forms: 
• Virtual dissemination 
form: http://webanketa.com/forms/64wk2d1j5wt6acv4c9jkedr/ 
• Written publication 
form: http://webanketa.com/forms/64wk0e9r5wt68rhn6gvkjsg/ 
• Oral presentation 
form: http://webanketa.com/forms/64wk0e9n5xh3ac3375k6ae8/ . 
For more information about these forms and the methods and instruments used 
to collect dissemination-related information, please see Delivery 7.1 
(Dissemination Plan). 
Dissemination actions are regularly updated at the “Spreading the 
word” blog of the project website. 
2. Dissemination actions 
2.1 Virtual dissemination actions 
A wide range of virtual dissemination actions have been carried out by project 
partners, mainly through social media such as Facebook, Twitter and LinkedIn, 
but also through other type of online resources. ClipFlair partners have thus 
posted information about the project and related events on social networks, 
blogs, forums, mailing lists, newsgroups, etc., and have engaged with a wide 
range of stakeholders via email. Most of these actions have been posted online 
as written articles, but some have also been published in the form of podcasts. 
2.1.1 Dissemination through Facebook 
Partner institutions and individual members with a Facebook account “liked” and 
shared ClipFlair’s page and updates in order to disseminate the project among 
the short and long term target groups identified (see Dissemination Plan). At the 
time of writing this deliverable (July 2014), ClipFlair’s Facebook page had 340 
likes. 
In addition to publishing information and events related to the project, the 
ClipFlair Facebook page has been used to post information on others’ pages. 
An example of this is shown below, where information has been posted 
on Teaching English – British Council Facebook Page. 
July-2014 Page | 3
Figure 1. Facebook posts on related Facebook pages 
Table 1 below includes detailed information about Facebook pages targeted 
and users reached (based on the number of Likes) following this approach. 
Group/Community URL Users Languages 
https://www.facebook.com/pages/Learning-French- 
Language/146217768777680?ref=br_rs 3842 French 
https://www.facebook.com/LLCMV?ref=br_rs 63072 Various 
https://www.facebook.com/InnovativeLanguage/timeline 3094 Various 
https://www.facebook.com/KannadaLanguageLearningSchool?ref=b 
r_rs 1072 Various 
https://www.facebook.com/enjoykorea2012?ref=br_rs 193 Korean 
https://www.facebook.com/Nexus.English.Centre?ref=br_rs 10315 English 
https://www.facebook.com/EF.Solutions?ref=br_rs 1966 Various 
https://www.facebook.com/FrenchLanguage?ref=br_rs 82033 French 
https://www.facebook.com/learnrussianlanguageRU?ref=br_rs 2158 Russian 
https://www.facebook.com/rizgar.kori?ref=br_rs 2493 English 
https://www.facebook.com/learningturkisheasily?ref=br_rs 26056 Turkish 
https://www.facebook.com/LanguageOpenLearning?ref=br_rs 12470 Various 
https://www.facebook.com/LearningPlus?ref=br_rs 6873 English 
https://www.facebook.com/alllanguages.org.uk?ref=br_rs 3086 Various 
https://www.facebook.com/LLTJournal?ref=br_rs 1567 Various 
https://www.facebook.com/EnglishIsWhatINeedToCommunicate?ref 
=br_rs 8129 English 
July-2014 Page | 4
Group/Community URL Users Languages 
https://www.facebook.com/eurocentres?ref=br_rs 93057 Various 
https://www.facebook.com/holmwoods?ref=br_rs 2574 Various 
https://www.facebook.com/allp.org?ref=br_rs 5885 Arabic 
https://www.facebook.com/EnglishKurdishLanguage?ref=br_rs 7303 English 
https://www.facebook.com/MadinahArabiccom?ref=br_rs 1872 Arabic 
https://www.facebook.com/English.Second.Language?ref=br_rs 296430 Various 
https://www.facebook.com/languageteachingandlearning?ref=br_rs 1036 Various 
https://www.facebook.com/BellBeyondEnglishLanguageLearning?ref 
=br_rs 2491 English 
https://www.facebook.com/languagelearningwithtechnology?ref=br_r 
s 561 Various 
https://www.facebook.com/pages/Learning-the-Hopi-language/ 
359548114058708?ref=br_rs 1255 Hopi 
https://www.facebook.com/annie.lawler.learnenglish?ref=br_rs 102 English 
https://www.facebook.com/actilingua.at?ref=br_rs 20035 German 
https://www.facebook.com/pages/Active-Language- 
Learning/123018134378862?ref=br_rs 495 Various 
https://www.facebook.com/pages/AIM-Language- 
Learning/107257862629713?ref=br_rs 1286 French 
https://www.facebook.com/LearningLanguagesWithAdvices?ref=br_r 
s 2164 Various 
https://www.facebook.com/pages/Language- 
Learning/1445723242373517?ref=br_rs 13 Various 
https://www.facebook.com/europeanlearningcenter?ref=br_rs 12884 Various 
https://www.facebook.com/letstalkpodcast?ref=br_rs 153922 English 
https://www.facebook.com/RioandLearn?ref=br_rs 25413 Portuguese 
https://www.facebook.com/ltlbrentwood?ref=br_rs 338 Spanish 
https://www.facebook.com/pages/Scuola-Leonardo-da-Vinci-Learn- 
Italian-in-Rome/21937799741?ref=br_rs 4126 Italian 
https://www.facebook.com/ailmadrid.spanish.language.school.studyi 
nspain?ref=br_rs 5313 Spanish 
https://www.facebook.com/pages/Language-Learning-Apps- 
LLC/248143675232551?ref=br_rs 1286 Various 
https://www.facebook.com/clac.languages?ref=br_rs 4120 English 
https://www.facebook.com/learnchineseforfree?ref=br_rs 69951 Chinese 
https://www.facebook.com/languageforlearning?ref=br_rs 131 Various 
https://www.facebook.com/pages/Learning-japanese-tagalog-language/ 
214861331966114?ref=br_rs 450 Japanese 
https://www.facebook.com/pages/Crossing-English-Learning- 
Language-Center/722379841134232?ref=br_rs 538 English 
https://www.facebook.com/arabic.turkish?ref=br_rs 81297 Turkish 
https://www.facebook.com/LanguageLearningCenter?ref=br_rs 274 Various 
https://www.facebook.com/pages/English-Language- 
Learning/115377565146416?ref=br_rs 8258 English 
https://www.facebook.com/asapgerman?ref=br_rs 380 Various 
https://www.facebook.com/UnityLanguageCenter?ref=br_rs 35140 English 
https://www.facebook.com/pages/SMART-Language-Learning- 
Centre/340188416821?ref=br_rs 896 Various 
https://www.facebook.com/Kurdish.English?ref=br_rs 1754 English 
https://www.facebook.com/LanguageLearningResourceCentre?ref= 
br_rs 1084 Various 
https://www.facebook.com/pages/Language-Learning-and- 1342 Various 
July-2014 Page | 5
Group/Community URL Users Languages 
Language-Teaching/134987960003924?ref=br_rs 
https://www.facebook.com/pages/Learning-English- 
Language/136504649785124?ref=br_rs 581 English 
https://www.facebook.com/llatherapy?ref=br_rs 355 Various 
https://www.facebook.com/learninglanguageindallas?ref=br_rs 33 English 
https://www.facebook.com/LanguageLearningInstitute?ref=br_rs 205 Various 
https://www.facebook.com/pages/LEARNING-LANGUAGE-Spanish/ 
438694700187?ref=br_rs 51 Spanish 
https://www.facebook.com/LearningEL?ref=br_rs 9337 English 
https://www.facebook.com/TheLanguageLearning?ref=br_rs 129 Various 
https://www.facebook.com/groups/250532918483125/?ref=br_rs 760 Various 
https://www.facebook.com/ulpanor?ref=br_rs 17942 Hebrew 
https://www.facebook.com/EILInterculturalLearning?ref=br_rs 4538 Various 
https://www.facebook.com/ilearncairo?ref=br_rs 9490 English 
https://www.facebook.com/russianinrussia?ref=br_rs 6772 Russian 
https://www.facebook.com/welearnthaicm?ref=br_rs 730 Thai 
https://www.facebook.com/pages/ABC-KIDS-Early-English- 
Learning-Centre/120908271286759?ref=br_rs 11811 English 
https://www.facebook.com/flireland?ref=br_rs 3450 English 
https://www.facebook.com/frenchtoday?ref=br_rs 8172 French 
https://www.facebook.com/frenchtutortoronto?ref=br_rs 2556 French 
https://www.facebook.com/LearnEnglishWithParwezBughio?ref=br_r 
s 8780 English 
https://www.facebook.com/lMaryPoppinsSchool?ref=br_rs 1263 English 
https://www.facebook.com/byki.language.learning?ref=br_rs 8720 Various 
https://www.facebook.com/EDC.Rwanda?ref=br_rs 263 Various 
https://www.facebook.com/jakocentre?ref=br_rs 451 Korean/Japanese 
https://www.facebook.com/Languageslearningtips?ref=br_rs 8249 Various 
https://www.facebook.com/effectivelanguagelearning?ref=br_rs 3259 Various 
https://www.facebook.com/pages/Centrul-pentru-Industriile-Limbii- 200 Romanian 
https://www.facebook.com/noidirectii.didacticalimbilor 169 Various 
https://www.facebook.com/Livemocha?fref=ts 640383 Various 
https://www.facebook.com/TeachingEnglish.BritishCouncil/posts/102 
01063133859816?notif_t=like 2412430 English 
https://www.facebook.com/PracticamosEspanol 27247 Spanish 
TOTAL: 4,262,201 
Table 1. Facebook pages targeted and users reached 
July-2014 Page | 6
2.1.2 Dissemination through Twitter 
Partner institutions and individual members with a Twitter account “followed” 
ClipFlair on Twitter and tweeted about the project, its related activities and 
events. An example of the tweets posted by partner members can be found in 
Figure 2 below. 
Figure 2. Example of ClipFlair-related tweets posted by partners 
At the time of writing this version of the dissemination plan (July 2014), the data 
regarding ClipFlair’s Twitter account was as follows: 
Figure 3. ClipFlair’s Twitter page data 
ClipFlair members also used Twitter to target short and long term target groups 
directly, by adding their account names to tweets. An example of this is shown 
below, where information was tweeted to @TeachingEnglish, from the British 
Council, (https://twitter.com/TeachingEnglish) and @ForeverLangs 
(https://twitter.com/ForeverLangs), a language learning material provider based 
in Ireland. 
Figure 4. Example of tweet posted to reach short and long term target groups 
July-2014 Page | 7
Table 2 below includes detailed information about Twitter accounts targeted and 
users reached (based on the number of Followers). 
Group/Community 
URL Followers Languages 
LanguageAvenue.com 284 Various 
Teachers.Net 5707 Various 
Language Classroom 360 Various 
Happy Languages 981 Various 
Fair Languages 590 Various 
LanguageImprove 482 Various 
Net4LanguagesLondon 632 Various 
esl-library.com 19000 Various 
IH London 2416 Various 
TeachThought 36700 Various 
Scholastic Teachers 73100 Various 
British Council ELT 3395 Various 
Teaching Strategies 20400 Various 
Languages Initiative 689 Various 
Teaching Channel 32000 Various 
Language Reference 2431 Various 
Teaching Languages 3515 Various 
Language Assistants 2967 Various 
Teaching English 82000 English 
Forever Languages 366 Various 
language learning 911 Various 
Afrikaans language 811 Afrikaans 
Greek Language 803 Greek 
LearnEnglish 94900 English 
Language Perfect 921 Various 
Duolingo 103000 Various 
Thai Language 794 Thai 
Learn Language 44 Various 
BBC Languages 3564 Various 
Esperanto Language 2162 Esperanto 
Norwegian Language 2723 Norwegian 
Hindi Language 2394 Hindi 
LanguageUnited 1441 Various 
Learn Language 3592 Various 
Mango Languages 7312 Various 
Lingualia 1889 Various 
Language Learning 66 Various 
Learn Language Today 149 Various 
Learn A Language 401 Various 
July-2014 Page | 8
Group/Community 
URL Followers Languages 
Languages 2918 Various 
Transparent French 31700 French 
Learn English Online 21500 English 
Swedish Language 2407 Swedish 
Learn A Language 4832 Various 
Portuguese Language 5594 Portuguese 
Irish Language 8844 Irish 
Learn Thai Language 623 Thai 
Learn Languages 1447 Various 
Latin Language 7122 Latin 
Livemocha 29400 Various 
KLOO Languages 1954 Various 
Languages Direct Ltd 4101 Various 
Korean Language 13100 Korean 
Italian Language 21400 Italian 
German Language 31500 German 
Japanese Language 22500 Japanese 
Routes into Language 4131 Various 
BBC Learning English 149000 English 
Living Language 4765 Various 
Language Log 24500 Various 
ESL Teaching Jobs 2359 Various 
Language Learning 632 Various 
Your Second Language 35 Various 
Rosetta Stone 82000 Various 
My Language Cloud 25700 Various 
WeAreTeachers 143000 Various 
Language learning 71 Various 
Rosetta Stone UK 30000 Various 
Language Hunters 2144 Various 
Language on the Move 7515 Various 
GdnLanguageLearning 1540 Various 
Open Languages 771 Various 
TOTAL 1,204,997 
Table 2. Twitter accounts targeted and users reached 
The impact of this social network on the dissemination of ClipFlair is reflected 
on the tweets posted by users (who were not directly involved in the project) to 
recommend the platform and some activities to their followers. These can be 
seen by entering ClipFlair as a search term in Twitter, but a couple of examples 
are included in Figure 5 below. 
July-2014 Page | 9
Figure 5. Example of tweets posted by non-partners to disseminate the project 
2.1.3 Dissemination through LinkedIn 
LinkedIn was also used to disseminate the project. In this case, instead of 
creating a specific profile on this social platform, partner members used their 
individual accounts to target LinkedIn groups related to Foreign Language 
Learning, Audiovisual Translation, Learning and Technology, etc. Laura 
McLoughlin (NUIG) and Stavroula Sokoli (UPF) prepared a standard text that 
could be shared with all targeted LinkedIn groups. An example of the 
information posted on LinkedIn groups can be seen in Figure 6. 
Figure 6. Example of message posted on targeted LinkedIn groups 
Table 3 below includes detailed information about the LinkedIn groups targeted 
and users reached (based on the number of members). 
Group/Community URL Group members 
Language Learning 2813 
Language Learning Academy 715 
English Language Services Professionals 30403 
Learning technologies for language teaching 1205 
Learning the Russian Language 1194 
Language Experts!!! 18992 
July-2014 Page | 10
Group/Community URL Group members 
eu-TELL: Technology Enhanced Language Learning 364 
Communicaid | Views on Global Language Learning 355 
Language e-Learning 349 
The Best Language Learning Apps 286 
Language Learning Network (LLN) 246 
Learning and Teaching English as a Foreign Language. 432 
AIM language learning 204 
Spanish as a Second Language - Spanish Connector 5948 
IALLT - International Association for Language Learning 
Technology 107 
Hungarian Language Learning 60 
NNELL - The National Network For Early Language 
Learning 59 
Computer Assisted Language Learning 1850 
Learn Chinese language 1502 
Hello-Hello Language Learning Community 31 
Teach Yourself Language Learning 30 
Language Academy - Language Teaching & Learning 
Resources Site! 29 
All About L.I.F.E.© (Language Information For English) 1140 
GABALL - Game Based Language Learning 26 
JALT - Japan Association for Language Teaching 1104 
Chinese Learning 学汉语2169 
Onine Language Learning 
a subgroup of Language Center "UNICUM" 29 
ESL International 31107 
English Language Learning in India 18 
P2P Tech Language Learning 14 
Language learning and teaching in Estonia, Finland and 
Italy 11 
E-Learning for Second Language Educators and Trainers 24 
HindiUniversity - A global platform for Hindi Language 465 
ESL Teacher Professionals 20000 
Applied Linguistics 15678 
Professional English Teachers Network 14367 
The IELTS TOEFL Centre 12922 
Teaching English 4741 
Modern Languages Association (Unofficial) Networking 
Group 5310 
Second Language Acquisition (SLA) & Technology Group 103 
ESL Learners 3257 
ESL Apps: apps that teach English 3247 
Teaching Spanish - sharing ideas for teaching 5988 
ITiLT (Interactive Technologies in Language Teaching) 1093 
Applied Linguistics 16004 
HETL Technology in Teaching and Learning 17086 
Language Experts!!! 17086 
Film in Language Teaching Association 76 
E-Learning 2.0 52,512 
Educause 27556 
EUROCALL 1243 
Education Technology Specialists 2942 
Future of Learning 5513 
Gaeilgeoir (Irish Gaelic Enthusiasts) 837 
HETL International Teaching and Learning 1476 
Higher Education Teaching and Learning 46364 
July-2014 Page | 11
Group/Community URL Group members 
HETL Scholarship of Teaching and Learning 2203 
HETL Technology in Teaching and Learning 1812 
innovaUni - Online Think Tank for Technology Integration 
in Education 338 
eLearning Papers 436 
Transforming Assessment 1051 
Media and Learning 2020 
Learning technologies for language teaching 1204 
Irish Learning Technology Association (ILTA) 781 
International Society of the Learning Sciences 1107 
International Society for Technology in Education 48015 
Irish Learning Technology Association (ILTA) 728 
TOTAL 438,377 
Table 3. LinkedIn groups targeted and users reached 
2.1.4 Dissemination through other online resources 
The following table contains information about the activities carried out for the 
dissemination of the project through a wide range of online resources (blogs, 
emails, websites, newsletters, podcasts, etc.). 
Online dissemination of the project Type Partner ID 
Comment on blog post from 
Veintemundos.com 
Blog P4. UCL 
http://www.veintemundos.com/magazi 
nes/93-en/ 
Italian and e-learning Blog 
http://www.scoop.it/t/italian-and-e-learning 
Blog P10. NUIG 
Diploma in Italian online Blog 
http://italianonlinenuig.wordpress.com/l 
inks/ 
Blog P10. NUIG 
Email to fecc@escolacristiana.org 
http://www.escolacristiana.org/ 
Email 
communication P1. UPF 
Email and Phone communication 
with the PDST (Professional 
Development Service for Teachers) 
in Ireland 
Email 
communication P10. NUIG 
Primary, secondary and third level 
language teachers 
Email 
communication P10. NUIG 
Email communication with Routes 
into Languages consortium 
Email 
communication P4. UCL 
Email communication with language 
tutors from Cambridge University 
Email 
communication P4. UCL 
July-2014 Page | 12
Online dissemination of the project Type Partner ID 
AVT Lab website from the 
University of Warsaw 
Information on 
website P8. UW 
http://avt.ils.uw.edu.pl/clipflair/ 
ILS website 
http://ils.uw.edu.pl/ 
Information on 
website P8. UW 
Information about the second 
project meeting of ClipFlair in 
Tallinn on DeustoTech.deusto.es 
News Section 
http://www.deustotech.deusto.es/servl 
et/Satellite/Noticia/1353332072184/_c 
ast/%231280393103162%231353332 
072184/c0/UniversidadDeusto/comun/r 
ender?tipoColeccion=Page 
Information on 
website P6. UD 
Post-Primary Languages Initiative 
http://languagesinitiative.ie/component/ 
content/article/175-mobile/302-italian 
Information on 
website P10. NUIG 
European Union Portal – Call for 
Papers for New Trends in Language 
Didactics conference organised by 
UBB 
http://ec.europa.eu/languages/news/20 
14/20140210-call-didactics_en.htm 
Information on 
website P5. UBB 
Didactic.ro 
http://www.didactic.ro/stiri/proiectul-clipflair 
Information on 
website P5. UBB 
Forum portal – Ministry of 
Education www.edu.ro 
http://forum.portal.edu.ro/index.php?ac 
t=ST&f=64&t=204139 
Information on 
website P5. UBB 
http://test.fabula.org/ - Call for 
Papers for New Trends in Language 
Didactics conference organised by 
UBB http://test.fabula.org/actualites/ne 
w-trends-in-language-didactics-noi-directii- 
si-orientari-in-pedagogia-limbilor- 
straine_60867.php 
Information on 
website P5. UBB 
IATIS - Call for Papers for New 
Trends in Language Didactics 
conference organised by UBB 
http://www.iatis.org/index.php/commun 
ity-resources/events-schedule/ 
item/873-new-trends-in-language- 
didactics 
Information on 
website P5. UBB 
July-2014 Page | 13
Online dissemination of the project Type Partner ID 
Universitatea Babes-Bolyai – 
Facultatea de Litere - Information 
about New Trends in Language 
Information on 
Didactics conference 
website P5. UBB 
http://lett.ubbcluj.ro/departamente/dep 
artamentul-de-limbi-moderne-aplicate/ 
Universitatea Babes-Bolyai – 
Information about New Trends in 
Language Didactics conference 
http://news.ubbcluj.ro/events/banner-new- 
trends-in-language-didactics/ 
Information on 
website P5. UBB 
FILTA – Film in Language Teaching 
Association 
http://filtacommunity.ning.com/profiles/ 
members/ 
Information on 
website P10. NUIG 
Greek School Network 
http://www.sch.gr/96-announces/3017- 
clipflair 
Information on 
website P2. CTI 
European Society for Translation 
Studies - Call for Papers for New 
Trends in Language Didactics 
conference organised by 
UBB http://isg.urv.es/conferences/ 
Information on 
website P5. UBB 
Article in the Newsletter of Metafrasi 
School of Translation in Greece 
http://www.metafrasi.edu.gr/newsletter/ 
PDF/issue115.pdf 
Newsletter P2. CTI 
Newsletter from the Interdisciplinary 
Centre for History, Culture and 
Societies from the University of Évora 
in Portugal. 
http://creativemedpt.files.wordpress.co 
m/2014/02/newsletter-5_5fevereiro.pdf 
Newsletter P5. UBB 
Traducción Audiovisual y 
aprendizaje de lenguas extranjeras: 
subtitulación, doblaje y audio-descripción 
http://www.canaluned.com/mmobj/inde 
x/id/18843 
Podcast 
P4. UCL & UNED 
(Associate 
Partner) 
Online seminar “Translation and 
quality assurance” in the Open 
Translation MOOC (organized by 
the Open University (UK) 
http://www.ot12.org/ 
Online seminar P3. UAB 
July-2014 Page | 14
Online dissemination of the project Type Partner ID 
IV Encuentros Virtuales Todoele 
P4. ICL & P1. 
http://www.todoele.net/encuentros/enc 
Online seminar UPF 
uentros4_call.html 
Table 4. Examples of online dissemination of the project 
In addition to these activities, the articles posted on ClipFlair social network 
have also been essential to disseminate the project. So far, these have been 
organised in three main categories: 
- For language teachers 
- Hints and tips for creating ClipFlair activities 
- Spreading the word 
An example of such posts is provided below, but more information can be found 
in the Blogs area of ClipFlair social network. 
Figure 7. Example of message posted on a blog from ClipFlair social network 
The dissemination efforts made by all partners involved in the project have 
resulted in posts on blogs by authors not directly related to the project. This is 
the case with the blog by Mark Hancock and Annie McDonald on English 
Language Teaching, where a post was included with information on the paper 
on ClipFlair given by Elzbieta Gajek and Agnieszka Szarkowska at the the 
Annual Conference of the International Association of Teachers of English as a 
Foreign Language (see Figure 8). Another example is the article posted by 
July-2014 Page | 15
Mireia Vargas Urpi on her blog, where she shares positive feedback about 
Clipflair’s final conference in Barcelona and about the project in general (see 
Figure 9). 
Figure 8. Blog post on ClipFlair (Hancock McDonald blog) 
July-2014 Page | 16
Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) 
Other examples of virtual dissemination are provided in Appendix 1. 
July-2014 Page | 17
2.2 Oral presentations 
The table below includes information about oral presentations carried out by different project partners. In addition to the 
dissemination activities reported below, it is essential to consider the papers and workshops delivered at these two key events: 
- Conference New Trends in Language Didactics organised by ClipFlair partner UBB (Universitatea ”Babeş-Bolyai” Cluj- 
Napoca), held on the 9-10 May 2014 in Cluj-Napoca (Romania). ClipFlair was one of the key themes in the conference, 
which represented an outstanding opportunity to exchange ideas with members from the academic community working in 
Foreign Language Learning, as well as with other stakeholders. For more information about the conference, see Appendix 4 
(Report on Clipflair Conference “New Trends in Language Didactics”). 
- ClipFlair’s final conference, Innovation in Language Learning: Multimodal Approaches, held on the 18-19 June 2014 in 
Barcelona (Spain). For more information about the final conference, please check the Final Conference Report 
(Deliv_7.5_Jul_2014.doc), available through Redmine at http://colsrv.cti.gr/boards/43/topics/4897. 
Examples of oral presentations are provided in Appendix 2. 
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Jorge Díaz-Cintas 
New Developments in 
Audiovisual Translation 
Giornata di Studi sulla 
Traduzione Audiovisiva: 
Audiovisual Translation 
in the Third Millennium 
Invited talk 05/12/2011 Italy - Bari 100 
P4. ICL 
Jorge Díaz-Cintas 
Teoría y práctica de la 
subtitulación 
MA in Audiovisual 
Translation 
Face to face 
course 13/01/2012 Spain Barcelona 40 
P4. ICL 
Jorge Díaz-Cintas 
Traducción editorial de 
cómics y textos 
audiovisuales 
(inglés/español) 
Máster Universitario en 
Traducción Editorial 
Face to face 
course 31/01/2012 Spain - Murcia 19 
P4. ICL 
Jorge Díaz-Cintas 
Técnicas de traducción 
aplicadas a la 
subtitulación 
Máster en Traducción 
Audiovisual: 
Localización, 
Subtitulación y Doblaje 
Face to face 
course 08/02/2012 Spain - Sevilla 20 
July-2014 Page | 18
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Jorge Díaz-Cintas 
La traducción audiovisual: 
imagen y creatividad 
Máster Universitario en 
Traducción y Mediación 
Cultural 
Face to face 
course 13/02/2012 Spain - 
Salamanca 90 
P10. NUIG 
Laura Incalcaterra 
McLoughlin 
Subtitling in Applied 
Linguistics Italian Studies Seminar Seminar 
presentation 
18/02/2012 Ireland - Cork 20 
P2. CTI 
Stavroula Sokoli The ClipFlair Project 
5th Workshop of 
Multimedia Innovative 
management and 
presentation of results in 
adult educational projects 
by using multimedia 
Invited talk 02/03/2012 Greece - Patras 30 
P10. NUIG n/a English in not enough, 
Conference 
Distribution of 
leaflets and 
posters 
09/03/2012 Ireland 50 
P1. UPF 
Cristina Varga 
Les multiples facettes de 
l’enseignement de la 
traduction audiovisuelle 
Colloque international 
ISTTRAROM-Translationes 
- De la 
méthode en traduction et 
en traductologie 
Paper 26/04/2012 Romania - Timis 20 
P3. UAB 
Sara Rovira- 
Esteva 
Clip-Flair Project 
Presentation 
ChAT 4th Consortium 
Meeting Invited talk 27/04/2012 Spain - Granada 20 
July-2014 Page | 19
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P9. UALG 
Conceição Bravo 
21st century language lab: 
a web platform with 
interactive audiovisual 
activities 
Akdeniz Language 
Studies Conference Paper 09/05/2012 Turkey - Antalya 40 
P10. NUIG 
Dorothy Ní Uigín 
Foreign-Language 
Learning through 
Interactive Revoicing and 
Captioning of Clips: 
www.clipflair.net 
The written word – 
Writing, Publishing and 
Communication in Higher 
Education 
Paper 07/06/2012 Ireland - Galway 200 
P3. UAB 
Lupe Romero and 
Olga Torres 
El uso del revoicing y el 
captioning en el 
aprendizaje de la lengua 
extranjera: el proyecto 
ClipFlair 
First International 
Conference on Research 
into the Didactics of 
Translation 
Paper 21/06/2012 Spain – 
Barcelona 200 
P4. ICL 
Marga Navarrete 
El doblaje como 
herramienta de 
aprendizaje 
en el aula de español y 
desde el entorno Clipflair 
II Encuentro para 
profesores de centros 
universitarios y de 
centros formadores de 
ELE de Londres. 
Paper 26/06/2012 UK - London 200 
P4. ICL 
Rocío Baños 
ClipFlair: Foreign 
Language Learning 
through Captioning and 
Revoicing of Clips 
Innovative Language 
Teaching and Learning at 
University: Enhancing the 
Learning Experience 
through Student 
Engagement 
Paper 28/06/2012 UK - Manchester 70 
P1. UPF 
Patrick 
Zabalbeascoa 
Subtitling and Dubbing in 
FLL in a web 2.0 
environment 
Subtitling and Dubbing in 
FLL in a web 2.0 
environment 
Face to face 
course 03/07/2012 Spain - 
Barcelona 28 
July-2014 Page | 20
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P8. UW 
Elzbieta Gajek & 
Agnieszka 
Szarkowska 
ClipFlair - Language 
Learning through 
Interactive Captioning and 
Revoicing of Clips 
The 21st Conference of 
International Association 
of Teachers of English as 
a Foreign Language 
Poland 
Paper 08/09/2012 Poland - 
Wroclaw 20 
P8. UW 
Elzbieta Gajek 
ClipFlair 
International Association 
of Teachers of English as 
a Foreign Language in 
Poland Łódź 2013 
Conference 
Invited talk 08/09/2012 Poland 700 
P6. UD 
Mº Luz Guenaga 
DeustoTech Learning 
Projects: ClipFlair 
DeustoTech Learning 
Presentation Paper 11/09/2012 Spain - Bilbao 30 
P4. ICL 
Jorge Díaz-Cintas 
Maximising the Potential 
of AVT in the Foreign 
Language Classroom: The 
ClipFlair Project 
International Conference 
on Subtitles and 
Language Learning 
Invited talk 13/09/2012 Italy – Pavia 150 
P2. CTI 
Stavroula Sokoli The ClipFlair Project 
Subtitles and Language 
Learning International 
Conference 
Invited talk 13/09/2012 Italy – Pavia 100 
P4. ICL 
Jorge Díaz-Cintas 
Subtitling: theory and 
practice 
MA in Traduzione per il 
Cinema, la Televisione e 
l'Editoria Multimediale 
Face to face 
course 05/10/2012 Italy - Turin 30 
July-2014 Page | 21
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Laura McLoughlin 
& Jennifer Lertola 
ClipFlair - Language 
learning through 
captioning and revoicing of 
clips 
The Future of Italian 
Teaching (5th-6th Oct 
2012) 
Paper 06/10/2012 Italy - Rome 70 
P2. CTI 
George Birbilis Σύνοψη έργου ClipFlair Διασκέδαση και Γνώση 
στην Ψηφιακή Εποχή Invited talk 09/10/2012 Greece - Kerkira 30 
P5. UBB 
Cristina VARGA 
ClipFlair - Pentru cine 
traducem? 
Colocviu LMA - Pentru 
cine traducem? Paper 12/10/2012 Romania - Cluj 60 
P4. ICL 
Jorge Díaz-Cintas 
La investigación en 
traducción, literatura y 
medios audiovisuales en 
Europa 
Primer Simposio 
TRALIMA Invited talk 18/10/2012 Spain - Vitoria 50 
P4. ICL 
Jorge Díaz-Cintas 
An introduction to 
subtitling: bridging the 
language and culture 
divide 
An introduction to 
subtitling: bridging the 
language and culture 
divide 
Invited talk 26/10/2012 UK - London 100 
P6. UD 
Mª Luz Guenaga 
and Iratxe 
Mentxaka 
Social Tech Book Day - 
Dissemination of ClipFlair Social Tech Book Day 
Meeting, 
Distribution of 
Bookmarks 
and Leaflets 
15/11/2012 Spain – Bilbao 85 
July-2014 Page | 22
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Laura McLoughlin 
Clipflair, foreign language 
learning through 
captioning and revoicing of 
clips 
Creativity in Language 
Learning Exhibition 15/11/2012 Belgium - 
Brussels 70 
P4. ICL 
Jorge Díaz-Cintas 
The serious side of 
Audiovisual Translation: 
conducting research 
Translating Humour in 
Audiovisual Text Invited talk 30/11/2012 Italy - Lecce 150 
P8. UW 
Elżbieta Gajek 
ClipFlair - Foreign 
Language Learning 
through 
Interactive Revoicing and 
Captioning of Clips 
Institute of Applied 
Linguistics staff meeting Paper 04/12/2012 Poland 70 
P5. UBB 
Cristina VARGA 
Subtitrarea. Prezentare 
generala 
Workshop - Master 
Comunicare multilingvă 
și multiculturală 
Workshop 05/12/2012 Romania - Cluj 20 
P7. TLU 
Kristiina 
Tedremaa- 
Levorato 
Presentation at the 
Swedish Institute 
Staff meeting 
(department of Swedish 
Language Studies) 
Meeting 07/12/2012 Sweden - 
Stockholm 4 
P3. UAB 
Lupe Romero 
Las posibilidades 
didácticas del captioning 
en el aprendizaje de la 
lengua extranjera: el 
proyecto ClipFlair 
Congreso Internacional 
AIETI 6. Traducimos 
desde el sur 
Paper 24/01/2013 
Spain – Las 
Palmas de Gran 
Canaria 
30 
July-2014 Page | 23
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
Associate partner 
Paulina 
Burczyńska 
Dubbing-based exercises 
as a powerful tool to 
enhance multiply language 
skills 
I Congreso Internacional 
de Lingüística Aplicada 
CONLA UNA 2013 Paper 06/02/2013 Costa Rica - 
Heredia 100 
P7. TLU 
Ilana Faiman & 
Kristiina Rebane 
International Conference: 
Foreign Languages 
Creating Learning 
Communities 
Conference for FL 
teachers Paper 12/04/2013 Estonia - Tallinn 80 
P8. UW 
Elżbieta Gajek & 
Agnieszka 
Szarkowska 
ClipFlair - Foreign 
Language Learning 
through 
Interactive Revoicing and 
Captioning of Clips 
IATEFL PL Computer 
SIG Meeting Meeting 13/04/2013 Poland 15 
P5. UBB 
Alexandra Cotoc & 
Anamaria Radu 
ClipFlair Gols - Spring School Paper 12/05/2013 Austria - Gols 30 
P1. UPF 
Stavroula Sokoli, 
Patrick 
Zabalbeascoa & 
Vasilis Delis 
ClipFlair - Foreign 
Language Learning 
through interactive 
revoicing and captioning of 
clips 
Learning Innovations and 
Quality: "The Future of 
Digital Resources" Round Table 16/05/2013 Rome, Italy 300 
July-2014 Page | 24
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Marga Navarrete 
Cierra los ojos que yo te 
retrato la escena 
con la ayuda de ClipFlair 
III Encuentro para 
profesores de centros 
universitarios y centros 
formadores de ELE en 
Londres 
Paper 21/06/2013 United Kingdom 100 
P4. ICL 
Marga Navarrete 
Lend your voice to an 
actor and your eyes to a 
friend: Using ClipFlair 
audiovisual translation 
tasks for Spanish 
language learning 
35th Annual Conference 
of the Association for 
Contemporary Iberian 
Studies 
Paper 09/09/2013 Portugal, Lisbon 100 
P3. UAB 
Lupe Romero & A. 
Galán-Mañas 
Possibilidades didáticas 
do captioning e 
o revoicing na 
aprendizagem da língua 
estrangeira: o projeto 
ClipFlair 
XI CONGRESSO 
INTERNACIONAL DA 
ABRAPT / V 
CONGRESSO 
INTERNACIONAL DE 
TRADUTORES 
Paper 24/09/2013 Brazil - 
Florianópolis 35 
P4. ICL 
Rocío Baños 
Dubbing: 
Creating spontaneous-sounding 
dialogues 
Media for All 5: 
Audiovisual Translation: 
Expanding Borders 
Workshop 25/09/2013 Croatia - 
Dubrovnik 15 
P10. NUIG 
Jennifer Lertola & 
Cristina Mariotti 
Effects of Reversed 
Dubbing and Subtitling on 
the Pragmalinguistic 
Awareness of Italian ESL 
Learners 
Media for All 5- 
Audiovisual Translation: 
Expanding Borders 
Paper 26/09/2013 Croatia - 
Dubrovnik 
200 
July-2014 Page | 25
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. ICL 
Rocío Baños & 
Marga Navarrete 
Learning Foreign 
Languages via Revoicing 
Media for All 5: 
Audiovisual Translation: 
Expanding Borders 
Paper 26/09/2013 Croatia - 
Dubrovnik 200 
NUIG & UNED 
(Associated 
partner) 
Noa Talaván & 
Jennifer Lertola 
Audiodescription and 
foreign language 
education: 
new approaches 
Media for All 5- 
Audiovisual Translation: 
Expanding Borders 
Paper 27/09/2013 Croatia - 
Dubrovnik 200 
P8. UW 
Elżbieta Gajek & 
Agnieszka 
Szarkowska 
ClipFlair - Language 
Learning through 
Interactive Captioning and 
Revoicing of Clips 
Annual Conference of 
International Association 
oF Teachers of English 
as a Foreign Language 
in Poland 2013 
Paper 27/09/2013 Poland 700 
P3. UAB 
Anabel Galán- 
Mañas 
Possibilidades didáticas 
do captioning e 
o revoicing na 
aprendizagem da língua 
estrangeira: o projeto 
ClipFlair 
A formação inicial 
de tradutores Workshop 04/10/2013 Brazil - 
Florianópolis 10 
P3. UAB & NUIG 
P. Rodríguez-Inés, 
O. Torres- 
Hostench & L. 
McLoughlin 
Acquiring translation skills 
through interactive 
captioning and revoicing of 
clips 
Methodological 
Challenges for 
Contemporary Translator 
Educators 
Workshop 10/10/2013 Poland 15 
P10. NUIG 
Laura McLoughlin 
Introduction to ClipFlair n/a Invited talk 22/11/2013 Ireland - Marino 5 
July-2014 Page | 26
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P7. TLU 
Tuuli Oder 
TU Language centre 
methodology days 
Methodology Days for FL 
Teachers Paper 22/11/2013 Estonia - Tallinn 60 
P3. UAB 
Helena Casas- 
Tost 
Lenguas e Innovación: el 
uso del captioning y el 
revoicing en el aprendizaje 
de lenguas 
n/a Invited talk 02/12/2013 Taiwan - Taipei 15 
P3. UAB 
Helena Casas- 
Tost & Sara 
Rovira-Esteva 
Clipflair: the use of 
captioning and revoicing 
for TCFL 
The First International 
Conference on Teaching 
Chinese as a Foreign 
Language 
Paper 04/12/2013 Hong Kong 25 
P4. UCL 
Jorge Díaz-Cintas 
The role of subtitling in the 
digital society Guest Speakers series Invited talk 04/12/2013 UK - Manchester 30 
P6. UD 
MªLuz Guenaga 
Meeting with Langune n/a Meeting 13/12/2013 Spain 7 
P4. UCL 
Jorge Díaz-Cintas 
Teoría y práctica de la 
subtitulación 
MA in Audiovisual 
Translation 
Face to face 
course 
08/01/2014 Spain - 
Barcelona 40 
July-2014 Page | 27
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Jorge Díaz-Cintas 
Metodología de la 
Investigación en 
Traducción Audiovisual 
Máster en Investigación 
en Traducción e 
Interpretación 
online 
Face to face 
course 
13/01/2014 Spain - 
Castellón 20 
P10. NUIG 
Laura McLoughlin 
Workshop with Clipflair Workshop Workshop 23/01/2014 Poland 12 
P4. UCL 
Rocío Baños 
Creating subtitling and 
dubbing activities to learn 
a foreign language with 
ClipFlair Studio 
LLAS - e-learning 
symposium 2014 Workshop 24/01/2014 United Kingdom 
- Southampton 60 
P4. UCL 
Marga Navarrete 
Close your eyes, and I’ll 
tell you what’s going on: 
Audiodescription tasks to 
promote language learning 
LLAS 9th annual 
elearning symposium Paper 24/01/2014 United Kingdom 
- Southampton 70 
P4. UCL 
Jorge Díaz-Cintas 
A practical approach to 
subtitling Guest Speakers series Invited talk 25/01/2014 Germany – 
Saarland 20 
P7. TLU 
Tuuli Oder 
Meeting with stakeholders: 
Heads of language 
centres of Estonian public 
universities 
Annual co-operation 
meeting of public 
universities 
Round table 30/01/2014 Estonia - Pärnu 50 
July-2014 Page | 28
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Rocío Baños 
Meeting with e-learning 
team at UCL n/a Meeting 31/01/2014 London - UK 12 
P7. TLU 
Tuuli Oder 
Meeting with SA Innove, 
the former Exam and 
Qualification Centre 
Meeting with SA INNOVE Meeting 05/02/2014 Estonia - Tallinn 10 
P4. UCL 
Jorge Díaz-Cintas 
Técnicas de traducción 
aplicadas a la 
subtitulación 
MA in Traducción 
Audiovisual: 
Localización, 
Subtitulación y Doblaje 
Face to face 
course 
12/02/2014 Spain – Seville 22 
P4. UCL 
Jorge Díaz-Cintas 
Módulo Audiovisual: 
Subtitulado Postgrado Multimedia Online course 14/02/2014 Spain - Vigo 18 
UNED (Associated 
partner) 
Noa Talaván & 
José Javier Ávila- 
Cabrera 
Audiovisual Translation 
as a Didactic Resource 
for the English Class in 
Infant and Primary 
Education 
Seminario de 
Investigación Invited talk 15/02/2014 Spain - Madrid 100 
P4. UCL 
Jorge Díaz-Cintas 
Braving a new media 
world: the case of 
fansubbing 
International Conference 
Subtitling and 
Intercultural 
Communication: 
European Languages 
and beyond 
Invited talk 27/02/2014 Italy - Siena 100 
July-2014 Page | 29
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
UNED (Associated 
partner) 
Noa Talaván & 
Pilar Rodríguez 
The Use of Interlingual 
Subtitling to Improve 
Listening Comprehension 
Skills in Advanced EFL 
Students 
Subtitling and 
Intercultural 
Communication. 
European Languages 
and Beyond 
Paper 28/02/2014 Italy 100 
P4. UCL 
Rocío Baños & 
Marga Navarrete 
Meeting with UCL 
language tutors n/a Meeting 05/03/2014 London - UK 15 
P6. UD 
Mª Luz Guenaga 
Meeting with "Euskal 
Irakaslegoa" (basque 
language school of 
University of Deusto) 
n/a Meeting 06/03/2014 Spain 4 
P6. UD 
Mª Luz Guenaga 
Meeting with American 
School of Bilbao (Jon 
Asensi) 
n/a Meeting 07/03/2014 Spain 3 
P4. UCL 
Jorge Díaz-Cintas 
Video conference on 
subtitling 
U. Nacional de 
Educación a Distancia 
Invited video 
conference 
10/03/2014 Spain - Madrid 100 
P7. TLU 
Tuuli Oder 
Prospective students' day Prospective students's 
Day Paper 14/03/2014 Estonia - Tallinn 100 
July-2014 Page | 30
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Jennifer Lertola 
ClipFlair 
The Creative Classroom: 
Tools and Tips for 
Language Teachers 
Workshop 14/03/2014 Italy - Florence 6 
P4. UCL 
Jorge Díaz-Cintas 
A practical approach to 
subtitling 
Directorate-General for 
Translation Invited talk 14/03/2014 Belgium - 
Brussels 70 
P5. UBB 
Cristina Varga 
Clipflair. General 
Presentation 
Pedagogy English 
Course Invited talk 17/03/2014 Romania - Cluj-napoca 
45 
P10. NUIG - 
National University 
of Ireland, Galway 
Inatra conference Interdisciplinary 
Approaches to translation 
Distribution of 
promotional 
material 
27/03/2014 Poland 50 
P5. UBB 
Alexandra Cotoc & 
Anamaria Radu 
Chișinău Workshop UNHCR Chișinău 
Workshop Workshop 27/03/2014 
Republic of 
Moldova - 
Chisinau 
25 
P4. UCL 
Jorge Díaz-Cintas The impact of technology 
on subtitling 
International Conference 
on Didactics of 
Audiovisual Translation 
Invited talk 27/03/2014 Bydgoszcz – 
Poland 90 
July-2014 Page | 31
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P2. CTI 
Giorgos Birbilis 
Meeting with Giorgos 
Panopoulos, member of 
the project “In-Service 
Training of Teachers for 
the utilisation and 
application of ICT in the 
teaching practice” 
n/a Meeting 01/04/2014 Greece - Patras 2 
P7. TLU 
Kristiina Tedremaa 
& Levorato, 
Kristiina Rebane 
ClipFlair - indispensable 
material to supplement the 
coursebooks 
With or without a 
coursebook? Paper 04/04/2014 Estonia 100 
P4. UCL 
Jorge Díaz-Cintas 
Nuevos desarrollos 
tecnológicos en la 
subtitulación 
VII Jornadas de Doblaje 
y Subtitulación Invited talk 08/04/2014 Spain - Alicante 125 
P2. CTI 
George Birbilis, 
Vasilis Delis 
Meeting with Head and 
ICT Manager Doukas 
schools (primary and 
secondary private school) 
Meeting with Doukas 
schools Meeting 15/04/2014 Greece - Patras 5 
P8. UW 
Elżbieta Gajek 
Aktywizowanie ucznia 
poprzez dodawanie 
napisów i głosu do 
materiałów 
audiowizualnych w 
nauczaniu języka 
polskiego jako obcego 
Nowe perspektywy w 
nauczaniu języka 
polskiego jako obcego 
Invited talk 25/04/2014 Poland - Torun 70 
July-2014 Page | 32
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Emmanouela 
Patiniotaki 
New Trends in Subtitling: 
The Crowd & The Cloud 
Translation and the 
Digital Invited talk 25/04/2014 UK - London 70 
P4. UCL 
Jorge Díaz-Cintas 
La traducción de 
canciones para doblaje y 
subtitulación: propuestas 
didácticas 
International Symposium 
on Cultural Transfers in 
Audiovisual Media: Music 
and Translation 
Invited talk 29/04/2014 Spain - Vitoria- 
Gasteiz 80 
P4. UCL 
Jorge Díaz-Cintas 
Traducción editorial de 
cómics y textos 
audiovisuales 
(inglés/español) 
Máster Universitario en 
Traducción Editorial 
Face to face 
course 
05/05/2014 Spain - Murcia 20 
P1. UPF 
Stavroula Sokoli 
Audiovisual Translation for 
Foreign Language 
Learning: New Multimodal 
Resources 
II International Workshop 
on Technological 
Innovation for 
Specialized Linguistic 
Domains 
Invited talk 07/05/2014 Spain - Ávila 30 
P4. UCL 
Emmanouela 
Patiniotaki 
AVT & AST 
in Accessible Online 
Education 
II International Workshop 
on Technological 
Innovation for 
Specialized Linguistic 
Domains 
Paper 08/05/2014 Spain - Ávila 50 
P5. UBB 
Cristina Varga 
Clipflair. General 
Presentation 
NTLD 2014 (9-10 may 
2014 ) – New Trends in 
Language Didactics 
Workshop 09/05/2014 Romania - Cluj-napoca 
20 
July-2014 Page | 33
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P5. UBB 
Alexandra Cotoc & 
Anamaria Radu 
Creativity and Innovation 
in Learning Romanian as 
a Foreign Language 
New Trends in Language 
Didactics Paper 09/05/2014 Romania - Baia 
Mare 40 
P4. UCL 
Jorge Díaz-Cintas 
Subtitling in the digital 
society 
Guest Speakers series, 
Centre for Translation 
Studies 
Invited talk 09/05/2014 Austria - Vienna 60 
P5. UBB 
Liana Muthu 
Practical Aspects of Using 
Audiovisual Materials in 
the Foreign Language 
Learning 
New Trends in Language 
Didactics Paper 10/05/2014 Romania - Cluj-napoca 
30 
P10. NUIG 
Laura McLoughlin 
ClipFlair n/a Workshop 12/05/2014 Ireland - Sligo 5 
P5. UBB 
Cristina Varga 
Clipflair - General 
Presentation 
21.03.2014 Meeting with 
the English teachers of 
National College Emil 
Racoviță - Cluj-Napoca 
Meeting 21/05/2014 Romania - Cluj-napoca 
6 
P4. UCL 
Jorge Díaz-Cintas 
Multimedia Translation in 
the Digital Age 
Multimedia Translation in 
the Digital Age Round table 21/05/2014 UK - London 80 
July-2014 Page | 34
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P10. NUIG 
Jennifer Lertola 
ClipFlair and MOVET: 
innovative language 
learning projects 
AAIS (American 
Association for Italian 
Studies) 2014 Annual 
Conference 
Paper 24/05/2014 Switzerland 500 
P4. UCL 
Jorge Díaz-Cintas 
The theory and practice of 
subtitling 
IFB, Institut für 
Fremdsprachenberufe Invited talk 30/05/2014 Germany - 
Kempten 20 
Associated partner 
& NUIG 
Susanna Nocchi / 
Laura McLoughlin 
Presentation of ClipFlair 
project 
One Voice for Languages 
meeting Meeting 31/05/2014 Ireland - Dublin 10 
P4. UCL 
Jorge Díaz-Cintas The technification of 
subtitling 
International Conference 
on New Perspectives in 
Translation and 
Intercultural Studies 
Invited talk 13/06/2014 China - Ningbo 175 
P10. NUIG - 
National University 
of Ireland, Galway 
ClipFlair: Sottototilazione e 
doppiaggio per 
apprendenti d'italiano L2 
VIII Convegno Seminario 
CIS (Centro di Italiano 
per Stranieri) 
Paper 14/06/2014 Italy - Bergamo 100 
P4. UCL 
Emmanouela 
Patiniotaki 
Accessible Online 
Education: AVT & AST at 
the Crossroads 
HCI International 2014 Paper 23/06/2014 Greece - 
Heraklion 300 
July-2014 Page | 35
Partner ID Title Name of event Type Date of event Location Aprox. nº 
participants 
P4. UCL 
Emmanouela 
Patiniotaki 
ACCESSIBILITY 
IN HIGHER EDUCATION 
ONLINE 
Current & Future Trends 
INCLUDiT – International 
Conference for Inclusion Paper 05/07/2014 Portugal - Leiria 100 
P3. UAB 
L. Molina 
Nuevas herramientas en 
la formación de 
traductores e intérpretes: 
la plataforma CLIPFLAIR 
Second International 
Conference on Research 
into the Didactics of 
Translation 
Paper 08/07/2014 Spain - 
Barcelona 30 
P3. UAB 
L. Molina 
Nuevas herramientas en 
la formación de 
traductores e intérpretes: 
la plataforma CLIPFLAIR 
Second International 
Conference on Research 
into the Didactics of 
Translation 
Paper 08/07/2014 Spain - 
Barcelona 30 
P5. UBB 
Cristina Varga 
Predarea limbii române ca 
limbă străină prin 
intermediul subtitrării și 
dublajului 
40 de ani de limba 
română ca limbă străină 
la UBB 1974-2014 
Paper 03/10/2014 Romania - Cluj-napoca 
50 
P5. UBB 
Cristina Varga 
Enseñar las lenguas 
románicas a través de la 
subtitulación y el doblaje 
Coloquio Internacional 
Comunicación y Cultura 
en la Romania Europea 
Paper 04/10/2014 Romania - 
Timisoara 40 
Table 5. List of oral presentations 
July-2014 Page | 36
2.3 Written publications 
The table below includes information about publications written by different 
project partners. Examples of written publications are provided in Appendix 3. 
Partner ID Title Publisher/ Name 
of publication Type Publication 
date 
P4. ICL 
Marga 
Navarrete 
El doblaje como 
herramienta de 
aprendizaje 
en el aula de español 
y desde el entorno 
Clipflair 
Marcoele 
Online 
article 
http://marco 
ele.com/des 
cargas/16/8. 
londres- 
2.pdf (see 
Appendix 3) 
31/01/2013 
P8. UW 
Elzbieta Gajek 
& Agnieszka 
Szarkowska 
Audiodeskrypcja i 
napisy jako techniki 
uczenia się języka - 
projekt ClipFlair 
Języki Obce w 
Szkole 
Article (see 
Appendix 3) 31/03/2013 
P3. UAB 
Helena 
Casas-Tost & 
Sara Rovira- 
Esteva 
Presentation of the 
Clipflair project 
illustrated with some 
activities for learning 
Chinese 
Instituto Confucio Article (see 
Appendix 3) 30/11/2013 
P4. ICL 
Emmanouela 
Patiniotaki 
Assistive Technology 
and Audiovisual 
Translation. A key 
combination for 
Access Services in 
Online Education. 
A Global Village 
Online 
article 
http://agloba 
lvillage.org/j 
ournal/issue 
11/e-democracy/ 
emmanuela-patiniotaki/ 
01/10/2013 
P1. UPF 
Stavroula 
Sokoli 
Dubbing and 
subtitling for 
language learning 
Media & Learning 
News 
Article 
(see 
Appendix 3) 
10/03/2014 
P10. NUIG 
Laura 
Incalcaterra 
McLoughlin & 
Jennifer 
Lertola 
Audiovisual 
Translation in 
Second Language 
Acquisition: 
Integrating Subtitling 
in the Foreign 
Language 
Curriculum 
The Interpreter and 
Translator Trainer 
Article 
(see 
Appendix 3) 
30/05/2014 
P10. NUIG 
Laura 
Incalcaterra 
McLoughlin & 
Jennifer 
Lertola 
Captioning & 
Revoicing of Clips in 
Foreign Language 
Learning: Using 
ClipFlair for Teaching 
Italian in Online 
Learning 
Environments 
The Future of Italian 
Teaching Article Accepted 
July-2014 Page | 37
Partner ID Title Publisher/ Name 
of publication Type Publication 
date 
P8. UW 
Elżbieta Gajek 
Aktywizowanie 
ucznia języka 
polskiego jako 
obcego poprzez 
dodawanie napisów i 
głosu do materiałów 
audiowizualnych 
University Nicolaus 
Copernicus 
Publishers 
Article 
(see 
Appendix 3) 
Accepted 
P8. UW 
Elzbieta Gajek 
& Agnieszka 
Szarkowska 
Przekład 
audiowizualny w 
edukacji językowej – 
na przykładzie 
tłumaczenia tekstów 
naukowych 
Univeristy of Warsaw 
Publications 
Article 
(see 
Appendix 3) 
Accepted 
P8. UW 
Elzbieta Gajek 
& Agnieszka 
Szarkowska 
Audiovisual scientific 
text for self-directed 
Content and 
Language Integrated 
Learning (CLIL) 
TBC 
Article 
(see 
Appendix 3) 
Accepted 
P4. UCL 
Frederic 
Chaume 
Panorámica de la 
investigación en 
traducción para el 
doblaje 
In R. Baños (coord.), 
Últimas tendencias 
en la investigación 
sobre traducción 
para el doblaje, 
TRANS. Revista de 
Traductología, 17:13- 
34 
Article 
(see 
Appendix 3) 
02/12/2013 
P4. UCL 
Rocío Baños 
Últimas tendencias 
en la investigación 
sobre traducción 
para el doblaje 
In R. Baños (coord.), 
Últimas tendencias 
en la investigación 
sobre traducción 
para el doblaje, 
TRANS. Revista de 
Traductología, 17:9- 
12 
Introduction 
to edited 
journal 
(see 
Appendix 3) 
02/12/2013 
P10. NUIG 
Jennifer 
Lertola 
Subtitling in 
Language Teaching: 
Suggestions for 
Language Teachers 
In Y. Gambier, A. 
Caimi and C. Mariotti 
(eds.), Subtitles and 
Language Learning, 
Bern: Peter Lang. 
Book 
chapter 09/2014 
P1. UPF 
Stavroula 
Sokoli 
ClipFlair: Foreign 
Language Learning 
through Interactive 
Revoicing and 
Captioning of Clips 
In Y. Gambier, A. 
Caimi and C. Mariotti 
(eds.), Subtitles and 
Language Learning, 
Bern: Peter Lang. 
( 
Book 
chapter 
(see 
Appendix 3) 
09/2014 
P5. UBB 
Cristina Varga 
Publication of 
proceedings of “New 
Trends in Language 
Didactics” 
conference 
New Trends in 
Language Didactics, 
to be published in 
Presa Universitară 
Clujeană 
Edition of 
conference 
proceedings 
To be 
published on 
30/09/2014 
P5. UBB 
Liana Muthu 
Is Film Terminology 
Subtitling a Difficult 
Task for the 
Subtitler? 
International Review 
of Studies in Applied 
Modern Languages 
Article 2013 
July-2014 Page | 38
Partner ID Title Publisher/ Name 
of publication Type Publication 
date 
P5. UBB 
Alexandra 
Cotoc, 
Anamaria 
Radu 
Creativity and 
Innovation in 
Learning Romanian 
as a Foreign 
Language 
New Trends in 
Language Didactics, 
to be published in 
Presa Universitară 
Clujeană 
Conference 
proceedings 
To be 
published on 
30/09/2014 
Table 6. List of written publications 
July-2014 Page | 39
3. Appendixes 
ClipFlair was announced at the "Get inspired" section of the European Commission 
webpage on Languages! http://ec.europa.eu/languages/inspire/0810-clipflair_en.htm 
July-2014 Page | 40
July-2014 Page | 41
July-2014 
APPENDIX 1. 
Examples of virtual 
dissemination
1. FABULA.ORG - Anamaria Colceriu, “ClipFlair – un progetto innovativo nel campo 
dell’insegnamento e dello studio delle lingue straniere” in RIELMA, no 6/2012, pp 167-173 
http://www.fabula.org/actualites/revue-internationale-en-langues-modernes-appliquees-international- 
review-of-studiesin-applied_59087.php 
2. Educatinal forum of the Ministry of Education, Romania - 
http://forum.portal.edu.ro/index.php?act=ST&f=64&t=204139
3. Linkedin – Cristina Felea
July-2014 
APPENDIX 2. 
Examples of oral 
dissemination
31/07/2014 
1 
ClipFlair 
Foreign Language Learning through 
Interactive Revoicing & Captioning of Clips 
Jennifer Lertola 
National University of Ireland, Galway 
31/07/2014 
The ClipFlair Idea 
Learners can be motivated to work with audiovisuals 
productively by revoicing or captioning video clips (film 
scenes, documentaries, news, animation or songs). 
• Revoicing (to add speech to a motion picture). 
• Captioning (to add writing to a motion or still picture). 
The project in numbers 
Education, Audiovisual and Culture Executive Agency 
(EU Lifelong Learning Programme) 
• 30 months (Dicembre 2011 – Maggio 2014) 
• 10 partners 
• 8 countries 
• 15 languages (+Italian) 
• 300 activities 
• 2.000 users (students, teachers and activity authors) 
• 1 platform http://clipflair.net/ 
LeViS: 2006-08 
http://levis.cti.gr/ 
31/07/2014 
ClipFlair: 2011-14 
http://clipflair.net/ 31/07/2014 clipflair.net 31/07/2014
31/07/2014 
2 
ClipFlair Studio 
Revoicing & Captioning 
31/07/2014 
31/07/2014 
31/07/2014 31/07/2014 
ClipFlair Gallery 
31/07/2014
31/07/2014 
3 
Thank you! 
clipflair.net 
facebook.com/ClipFlair 
twitter.com/ClipFlair 
clipflair@cti.gr 
jennifer.lertola@gmail.com
31/07/2014 
1 
ClipFlair - indispensable material 
to supplement the coursebooks 
Kristiina Tedremaa-Levorato (MA) 
Kristiina Rebane (MA) 
With or without coursebook – what 
do the learners think? 
Questionnaire: 
How would you like to learn a foreign language? 
1. contact lesson with a coursebook 
2. contact lesson with a coursebook + internet 
3. contact lesson with internet materials 
4. independent learning / online learning 
Students: 194 (English, Spanish, Swedish, German, Italian) 
Language level: A1-C1 
Results 
1. contact lesson with 
a coursebook (49) 
2. contact lesson with 
a coursebook + 
internet (135) 
3. contact lesson with 
internet materials (8) 
4. independent 
learning / online 
learning (2) 
1 
2 
3 
4 
PC-based language learning platforms 
• RosettaStone www.rosettastone.eu 
• TellMeMore www.tellmemore.com 
• Livemocha www.livemocha.com 
• Babel www.babel.com 
• The British Broadcasting Corporation 
www.bbc.com/languages 
Clipflair-Foreign Language Learning through 
Interactive Captioning and Revoicing of Clips 
• Duration: 2011-2014 
• Activities in 15 languages 
• Language levels A1-C2 
• Universities: 11 from 8 countries 
Universities 
• Universitat Pompeu Fabra (Spain) 
• Computer Technology Institute (Greece) 
• Universitat Autònoma de Barcelona (Spain) 
• Imperial College London (Great Britain) 
• Universitatea ”BabeƔ-Bolyai” (Romania) 
• Universidad de Deusto (Spain) 
• Tallinn University (Estonia) 
• University of Warsaw (Poland) 
• Universidade do Algarve (Portugal) 
• National University of Ireland, Galway (Ireland)
31/07/2014 
2 
Clipflair-Foreign Language Learning through 
Interactive Captioning and Revoicing of Clips 
www.clipflair.net 
The innovative character of Clipflair 
• it offers ready-for-use captioning activies 
• it offers ready-for-use revoicing activities 
• social-networking aspect: the activities are 
offered online through a social networking 
web platform in order to increase social 
interaction of learners 
Principles of pedagogical approach 
Role of learners 
• Learning is active 
• Learning is a unique and individual process 
• Learning is a social process 
• Learners progress at different paces 
Role of teachers 
• Teachers providing sporadic activities 
• Teachers providing complementary activities 
in a regular language course 
• Teachers providing ClipFlair activities in class 
• Teachers presenting full online language 
courses 
Thank you! 
www.clipflair.net
31/07/2014 
1 
Close your eyes, and I’ll tell you what’s going on: 
Audiodescription tasks to promote language learning 
Marga Navarrete 
m.navarrete@ucl.ac.uk 
24th January 2014 
LLAS: e-learning symposium 
Overview 
• Audiodescription (AD): introduction 
• The ClipFlair Project 
• Using AD activities in FL environments 
• Examples of AD activities created in ClipFlair 
Studio 
• Potential of AD in FL learning 
Audiodescription (AD): example 
http://studio.clipflair.net/?activity=VisitBritain-Dorina.clipflair 
Audiodescription: Definition 
AD is a type of audiovisual translation (AVT) 
used for making products accessible to blind 
and visually impaired viewers. An additional 
narration is inserted in the audiovisual 
product, between the original dialogue, and 
describes information transmitted visually: 
actions, facial expressions, scenery, etc. 
Audiodescription features 
What/who/where? 
Description of: 
• Settings 
• Characters 
How? 
Explaining actions using: 
• Verbs in present tense 
• Adjectives 
• Adverbs 
• Pronouns (direct, indirect, reflexive) 
The project
31/07/2014 
2 
• Funded by the EU 
• Main aim: providing audiovisual translation tasks for 
language learning (15) 
• Participants: 10 European universities 
• Products: 
– Free access platform 
– Tasks framed in lesson plans (300) 
– Social network: for the teaching and learning community 
(web 2.0: wikis, tags, blogs) 
– Software design 
• Dissemination 
The consortium The platform 
http://clipflair.net/ 
AVT modalities used in ClipFlair 
• Revoicing: ”refers to any interaction between speech and image, such as 
dubbing, audio description, karaoke singing and reciting.” (ClipFlair) 
– Audiodescription 
– Dubbing 
– Voice-over 
– Free Commentary 
– Karaoke 
• Subtitling: “refers to any interaction between writing and image, such as 
conventional subtitling, same language subtitling, transcription, video 
annotations and comments.” (ClipFlair) 
Sample activities 
http://studio.clipflair.net/?activity=Supercafetera-con-chapas-56-CapRev-A1- 
SP.clipflair 
http://studio.clipflair.net/?activity=Maldicion-Rev-B1-ES.clipflair 
http://studio.clipflair.net/?activity=VisitBritain.clipflair
31/07/2014 
3 
Task 1: AD text is provided Task 2: Short film AD 
Task 3: AD for a promotional video Task procedure 
Tasks: 1, 2 & 3 Level A2, B1 & Any 
Step Task 
Warm-up: Introduction to task topics Gathering of information and discussing 
linguistic & cultural issues 
related to the clip. 
Viewing of the clip Taking notes and further discussion on 
previous points 
Writing a the script for the AD 
Recording the AD 
Focus on writing skills 
Focus on prosodic elements 
Watching each other’s creations A representative number of clips are 
watched 
General feedback given Teacher comments on voc, grammar, 
content, pronunciation etc. 
Why use Audiodescription in FLL? 
The use of AD for FLL is an underexplored field 
The benefits have been highlighted by very few authors who have 
explored this area; motivating value for FLL, and the benefits by the 
integrated development of the four skills (Ibañez Moreno, A. & 
Vermeulen, 2013) 
AD enables working on a wide range of skills when learning a FL
31/07/2014 
4 
Skills that can be developed 
• Work on phonetic competence, rhythm, 
stress and intonation in the foreign 
language. Speaking 
• When the clip includes audio in L2, 
understanding Listening general/specific information. 
Writing work on register, style, cohesion 
• If students have to ‘translate’ images into L2, 
• Reading students own creations for 
recording. If the script is provided, work on 
reading comprehension. Reading 
Further skills & learning strategies 
• Through images, but also through 
paralanguage, intonation, etc. 
Inter-cultural 
awareness 
• Vocabulary acquisition, grammar, register, 
cohesion & coherence, etc. 
Consolidate 
linguistic items 
• Collaborative & independent learning 
• Problem solving, context based 
understanding, transferrable skills, etc. 
Learning 
strategies 
• AV Literacy: a complex set of abilities to 
understand a wide range of forms of 
communication. 
Audiovisual 
skills 
To follow, join, subscribe or contact 
clipflair.net 
facebook.com/ClipFlair 
twitter.com/ClipFlair 
clipflair@cti.gr 
studio.clipflair.net/ 
Questions? Comments? 
Thanks! 
MargaNavarrete 
m.navarrete@ucl.ac.uk 
•Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners' acquisition of 
English pronunciation? British Journal of Educational Technology, 43(1), 24-27. 
•Danan, M. (2010). Dubbing projects for the language learner: a framework for 
integrating audiovisual translation into task-based instruction. Computer Assisted 
Language Learning 23(5), 441-456. 
•IbañezMoreno, A. & Vermeulen (forthcoming). La audiodescripción como recurso 
didáctico en la enseñanza de ELE para promover el desarrollo integrado de 
competencias. 
•Talaván, N. (2013). La subtitulación en el aprendizaje de lenguas extranjeras. 
Barcelona: Octaedro. 
•Talaván, N. & Avila-Cabrera, J. (forthcoming). First insights into the combination of 
dubbing and subtitling as L2 didactic tools. In A. Caimi and C. Mariotti Subtitles and 
Language Learning. Peter Lang.
31/07/2014 
1 
Creating subtitling and dubbing 
activities to learn a foreign 
language with ClipFlair Studio 
31/07/2014 
Rocío Baños @rbanospi 
University College London 
1 
LLAS - e-learning symposium 2014 
Overview 
• What is ClipFlair? 
• Advantages of using Audiovisual Translation 
(AVT) in language learning 
• Introduction to ClipFlair Studio 
Ł Using existing activities 
Ł Creating your own activities 
• Introduction to ClipFlair Social network 
2 
To download handout 
http://goo.gl/pnVyb7 
3 
What is ClipFlair? 
4 
About ClipFlair 
European-funded project for Foreign 
Language Learning (FLL) 
2011/2014 
Participants 10 Universities 
Providing a motivating, easily 
accessible online platform and 
activities to learn a foreign language 
through AVT (revoicing and captioning) 
Main aim 
5 
Why use AVT (revoicing and 
captioning) to learn L2? 
AVT involves active tasks that engage learners and 
discourage passive viewing. 
AVT enables working on a wide range of skills when 
teaching/learning a foreign language. 
6
31/07/2014 
2 
AVT: What is revoicing and captioning? 
• Add written text to a clip using 
subtitles, annotations, speech bubbles, 
etc. 
Captioning 
(subtitling) 
• Add speech to a clip through dubbing, 
audio description, karaoke singing, 
free commentary, reciting, etc. 
Revoicing 
7 
Project aims and objectives 
8 
• To establish a methodological framework for FLL 
through the interaction of words (written and spoken), 
pictures (still or moving) and sounds. 
• To develop educational materials for language learning 
(300 activities in 15 languages), including material for 
minority languages. 
• To develop an easily accessible online platform to work 
with these activities. 
• To create a web community that will give learners and 
instructors the opportunity to cooperate. 
Languages targeted in the project 
• Arabic 
• Basque 
• Catalan 
• Chinese 
• English 
• Estonian 
• Greek 
• Irish 
• Japanese 
• Polish 
• Portuguese 
• Romanian 
• Russian 
• Spanish 
• Ukranian 
9 
ClipFlair components: http://clipflair.net/ 
Online platform to work with clips 
Social networking area to share 
activities and experiences through 
forums, blogs and groups. 
Library of resources: 
- Activities 
- Clips 
- Images 
Tutorials and FAQ 
10 
ClipFlair Studio 
• You only need: 
Ł Internet connection 
Ł Silverlight installed on your computer 
PART 1 –Working with an existing activity 
11 12
31/07/2014 
3 
Browse the gallery for existing activities 
http://clipflair.net/ > Gallery 
13 14 
You can search or use 
existing filters 
15 
Browse the activity gallery 
Part II – Creating an activity 
16 
1) Choose a video 
1) Choose a video from the gallery 
2) Use your own video (advanced; explained later) 
Once you have chosen the video, click on the Play icon 
Once here, you just need to add 
components to your activity 
Make sure you save it 
Or changes will be lost! 
17 
Saving your activity 
18 
ClipFlair activities have this 
extension: .clipflair
31/07/2014 
4 
Properties within windows… 
19 
Once you have finished… 
1) Remember to save your activity 
Ł You’ll be asked to save the activity again; you can 
just replace the file you created originally. 
Now what? 
1) Upload your activity in the Feedback Forum so that your 
students can use it (and other tutors too!). 
2) Email the activity file (example.clipflair) to your students. 
If you would like your activity to be included in the ClipFlair 
Gallery, post it on the Feedback Forum in the ClipFlair Social 
Network. 
Each activity in the Gallery has its unique URL which you can 
share, e-mail, post or tweet. 
20 
Naming conventions 
Naming conventions for activities: 
x No spaces or special characters are allowed. 
x The first letter of each word will be in upper case if there are more than one 
words for an item. 
The name should include the name of the clip, if it is a revoicing or 
captioning activity, the language level and the language learned: 
ClipName-RevCap-LanguageLevel-Language 
RosettaStone-Rev-B2-PL 
RosettaStone-CapRev-A1-PL 
BeforeSunrise-Cap-A2-EN 
21 22 
23 
24 
Using videos not listed in the Gallery 
• Can I upload videos to the Gallery? 
• Yes. Visit the Video topic in the Feedback Forum (Suggest Material >Video). 
• Upload your video in a new post. 
• Mp4 and wmv are the formats supported. 
• The administrator will add your video to the Gallery. 
• If you post a .wmv file you can use it straight away! Just right click, copy the URL link and 
paste it in the Clip Component in the Studio. 
• Can I use a clip from YouTube? 
• Yes, but first you have to download the video from YouTube and then convert it to .wmv. 
• Then, follow the instructions above. 
• Can I use a clip directly from my PC or Mac? 
• Yes. Click on the wrench icon to flip the clip component. Go to Content Options > Media 
Source and click on the folder icon to open local media file. 
• Attention! The clip WILL NOT be saved in the activity. Each time you open the activity you 
have to load the clip again.
31/07/2014 
5 
Copyright issues… 
• To upload a video to the Gallery, you must make 
sure you have the right to use it: 
25 
ClipFlair Social Network 
26 
27 
To follow, join, subscribe or contact 
clipflair.net 
facebook.com/ClipFlair 
twitter.com/ClipFlair 
clipflair@cti.gr 
studio.clipflair.net/ 
28 
More information… 
• Tutorials are available at 
http://social.clipflair.net/Pages/Tutorials.aspx 
29 
Questions? Comments? 
Thank you! 
r.banos@ucl.ac.uk 
@rbanospi 
30
AUDIOVISUAL TRANSLATION 
AS A DIDACTIC RESOURCE 
FOR THE ENGLISH CLASS IN 
INFANT AND PRIMARY EDUCATION
TABLE OF CONTENTS 
1. Introduction to AVT 
2. AVT and the learning of languages 
3. New technologies and the video 
4. The pedagogic use of subtitles as a support 
5. Subtitling as a didactic tool 
6. Dubbing and Audiodescription (AD) 
7. Projects (Clipflair)
1. INTRODUCTION TO AVT (traditional) 
Dubbing 
Subtitling 
• Surtitles 
• Intertitles 
Voice-over 
Interpretation (sign 
language/festivals) Narration
AVT AND ACCESSIBILITY IN THE MEDIA 
• SDH (subtitles for the deaf and the hard of 
hearing) intralingual 
• Recording/(semi)direct/respeaking 
• SDH (subtitles for the deaf and the hard of 
hearing) interlingual 
Auditive 
impairment 
• Audiodescription 
• Recording/(semi)direct 
• Audiosubtitling Visual 
impairment
SDH- sample
Audiodescription- sample
Open discussion (1)
2. AVT and the learning of languages 
 Recommended didactic approaches 
 : 
Communicative 
approach 
• Communicative activs., authentic materials, 
audiovisual language, open approach (TBL), use of the 
language (= importance of their learning) 
Learning 
based on 
tasks 
• Learn to learn through real, 
functional and attractive tasks; 
multiple resources-authentic texts-learn 
by doing 
The postmethod
Common European Framework of 
Reference for Languages (CEFR) 
 Action-oriented approach
Europe – subtitling and dubbing
COMPARATIVE DATA 
Percentage of survey related to users able to speak at least one 
foreign language (adapted from the European Commission, 2012- Europeans 
and their Languages. Special Eurobarometer 386). 
DUBBING 
COUNTRIES 
GER 
66% 
SPA 
48% 
FRAN 
51% 
IT 
38% 
SUBTITLING 
COUNTRIES 
BE 
72% 
DENM 
89% 
NETH 
94% 
SWE 
91%
Dubbing vs. Subtitling 
Dubbing Subtitling 
More expensive More economical 
Loss of original dialogue Integrity of original dialogue 
More complicated and slow process Less complicated and fast process 
Domestic product Fosters the learning of languages 
Repetitive dubbing actors’ voices Keeps original voices 
Best for the (semi-)illiterate and kids Best for the deaf and immigrants 
Respects the original image Pollutes the original image 
Less ST reduction More ST reduction
Dubbing Subtitling 
Dialogue exchanges overlap 
(several actors speak simultaneously) 
No dialogue exchanges overlap 
Viewers can focus on the image Attention loss: image + written text + 
original soundtrack 
More manipulation of dialogue Dialogue harder to manipulate 
Permits more calques from the ST Permits few calques from the ST 
Viewers can follow the plot even 
though they get lost 
Viewers can get lost if distracted
Dubbing Subtitling 
Subordinated to lip synchrony Subordinated to spatio-temporal 
restrictions 
One linguistic code Two different and simultaneous 
linguistic codes > disorientation 
Used for films and TV series Used for any audiovisual 
programme/product 
Orality is maintained Transfer from oral to written text 
More cinematographic illusion Less cinematographic illusion
PREFERENCES 
Preference regarding the use of subtitling vs. dubbing 
(adapted from the European Commission [2006] Europeans and 
their Languages. Special Eurobarometer 243. 
http://ec.europa.eu/public_opinion/archives/ebs/ebs_243_en.pdf 
DUBBING 
GER 
SPA 
FR 
COUNTRIES 
19% 
27% 
31% 
IT 
27% 
SUBTITLING 
COUNTRIES 
BE 
67% 
DENM 
94% 
NETH 
90% 
SWE 
94%
POTENTIAL INTERESTS 
Results from a European survey on the possible benefits of 
subtitling (in accordance with age)- Media Consulting Group, 2011 Study on the Use of 
Subtitling. The potential of subtitling to encourage foreign language learning and improve the mastery of foreign 
languages Final Report. Informe EACEA/2009/01
Open discussion (2)
3. NEW TECHNOLOGIES AND THE VIDEO 
 Perfect symbiosis today- Survey of Schools: ICT in Education, 2013 
http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf 
 ICT in Education
THE VIDEO 
AUDIOVISUAL 
LANGUAGE 
Authentic 
video 
Educational 
video
PRESENTATION TECHNIQUES 
Technique Purpose 
Sound off/vision on Stimulation of linguistic 
activities based on prediction 
and assumption 
Sound on/vision off 
Similar main goal- the students 
count on linguistic information 
Pause/freeze frame control Used with the two previous 
ones in order to suggest ideas, 
predict word meanings, etc.
Technique Purpose 
Sound and vision on 
To carry out all sort of visual and oral 
comprehension tasks 
Jumbling sequences 
To make the students identify the 
temporal thread, infer what happened 
previously, make predictions… 
Split-viewing Collaborative oral comprehension and 
production tasks based on techniques 
to infer the remaining information
BEFORE USING A VIDEO 
Short sequences (6 min. max.; 2’+-) 
The task core Activities which exploit the language of the video 
Selection of sequence 
Clear purpose 
Type of taks and structure/mode of presenting the video 
What skill? What content? 
What roles for the teacher-student? 
Motivating, which keeps one’s interest, independent 
Culturally pertinent, clear and adapted to 
the didactic purpose
TASK DESIGN 
post-viewing 
aimed at stimulating the use of linguistic and 
communicative elements included in the video and 
a better understanding of them 
Samples: summarise, imagine alternative endings, 
start discussions, participate in role-plays, 
write a composition, etc. 
while-viewing 
helps the students to focus on the necessary features 
at visual and sound level 
Samples: true/false or multiple choice, 
fill in the gaps, note taking, etc. 
pre-viewing 
prepares the students, activates mental outlines 
as well as the previous knowledge 
Samples: brainstorming, elaboration of semantic 
fields, questions and answers or discussions on the 
topic of the sequence
VIDEO EDITING 
 A TUBE CATCHER http://atube-catcher.dsnetwb.com/video/ 
 FREEMAKE VIDEO CONVERTER 
http://www.freemake.com/free_video_converter/ 
 DVD SHRINK http://www.dvdshrink.org/ 
 Miro Video Converter http://www.mirovideoconverter.com/
TASK 1 
Option 1 
• Search for a video on 
Youtube to use with a 
specific group of 
students/task draft 
Option 2 
• Search for a video on our 
files and split it to adapt it 
to a specific teaching 
context/task draft
Open discussion (3)
4. THE PEDAGOGIC USE OF SUBTITLES 
AS A SUPPORT 
Subtitles for the deaf and the hard of hearing (SDH) 
Optional, extra information (paratextual), immigrants 
Bimodal subtitles/intralinguistic 
Reading speed, intermediate levels (oral and written comprehension, 
lexical development) 
Traditional subtitles/interlinguistic 
Security, low levels 
Reverse subtitles 
Vocabulary, less common 
Combination of subtitles 
Scaffolding (take out the support step by step) 
Bilingual subtitles?
THEORETICAL JUSTIFICATION 
Cogn itive theory of multimedia learning (Mayer, 2003) 
1 channel-2 channel-3 channels: limited attention capacity, extra information, 
better information processing— less cognitive overload 
Dual-coding theory (Paivio, 1991) 
2 memory systems (visual and verbal) interrelated, alonside AVT connections 
Theory of information processing (Wan and Shen, 2007) 
Sensorial memory, short time basis memory (iconic and echoic) and long 
time basis memory
TEACHING CONTEXT 
• Preparation for the task, selection of 
subtitles in accordance with level/purpose 
• Monitoring of the use of subtitles 
• Observer 
TEACHER 
• Active viewing 
• Use out of the educative context 
• Auditive STUDENT and reading comprehension
TASK 2 
Option 1 
• Design a draft of this task by using 
the video from task 1 with subtitles, 
considering the type of subtitles to 
use and their utility within the task 
Option 2 
• Search for a video subtitled for an 
activity with subtitles as a 
support- deciding for what type of 
students, what skill, what type of 
subtitles; task structure, timing, 
etc.
Open discussion (4)
5. SUBTITLING AS A DIDACTIC TOOL 
Subtitling conventions 
• Number of lines (1 or 2/ SDH sometimes 3 or 4) 
• Screen position: lower (with the exception of 
displaying visual information). Centred or justified 
(preferences). 
• Number of characters and spaces/line: Max. 28-40— 
35; Min. 4/5 
• Font and colour: readable/preferences (Arial, 
Helvetic, Times New Roman). 
Spatial 
• Time on screen: 1 line 4 seconds, 2 lines 6. 
• Synchrony: in and out cues of the subtitles 
• Asynchrony: possible in some cases (some frames before or 
after. 
• Rhythm: following the film rhythm, cadence of speech and 
reading speed. 
• Cuts and changes of shot: must be respected as far as 
possible to make reading smooth and to avoid confusion. 
Temporal
• Suspension dots: pause, hesitation, suspense, lines 
between different subtitles. 
• Full stop: at the end of the sentence/subtitle. 
• Semi-colon, colon: never at the end of the subtitle to avoid 
confusion. ‘;’ hardly ever used. 
• Parenthesis and brackets: very limited use. 
• Inverted commas: consistently. Simple preferred (‘) or 
double (“). 
Punctuation 
• Abbreviations, acronyms, etc: common (save space) but 
used with caution (easily comprehensible). 
• Symbols: $-- just when necessary and always if well 
understood. 
• Numbers: zero-nine (terms); 10 onwards (figures). 
Ortho-typographic
• Advisable to use two-liners instead of a 
very long one-liner; accordingly, subtitles 
must be segmented maintaining full 
phrases semantically and syntactically 
self-contained, dividing the sentences as 
logically as possible. 
• Some subtitles tend to omit (vocatives, for 
example), while in others everything must 
be shown (all the elements containing 
new information). 
• In the professional subtitling practice 
there is a series of elements that must be 
maintained: offensive/taboo terms, 
humouristic elements, cutlural features. 
OTHERS
SOFTWARE TO SUBTITLE 
On sale 
• WinCAPS, Fab Subtitler, Swift, Spot Subtitling… 
For free 
• Clipflair - http://studio.clipflair.net/ 
• Subtitle Workshop - http://www.urusoft.net/products.php?cat=sw 
• DivXLand Media Subtitler - http://www.divxland.org/en/media-subtitler/ 
• Aegisub - http://www.aegisub.org/ 
• *LvS (Learning via Subtitling) 
• … 
To merge 
• Virtual Dub - http://www.virtualdub.org/ 
• Pocket DivX Encoder - http://www.pocketdivxencoder.net/EN_index.htm
SKILLS TO FOSTER 
ORAL 
COMPREHENSION 
• Interlinguistic 
• Intralinguistic 
• SDH (L2-L2 y L2- 
L1) 
ORAL 
PRODUCTION 
• Interlinguistic 
• Intralinguistic 
• SDH 
Post-viewing, role-plays, 
Interpretative listening: the gist (1st stage), selective listening 
(2nd stage or more complex clips), intensive listening 
(‘perfection’), general listening (revision stage) 
etc.
WRITTEN 
PRODUCTION 
• Interlinguistic 
(+ reverse) 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
WRITTEN 
COMPREHENSION 
• Interlinguistic 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
Register, style selection, sequencing of ideas, correct use of 
coherence and cohesion (guiding the reader through the 
message), correct writing (spelling), etc. 
Information scanning, 
interpretation from 
the context, getting 
the gist, better 
comprehension of 
coherence and 
cohesion…
VOCABULARY 
• Interlinguistic 
(+ reverse) 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
GRAMMAR 
• Interlinguistic 
(+ reverse) 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
INTERCULTURAL 
AWARENESS 
• Interlinguistic 
(+ reverse) 
• Intralinguistic 
• SDH (L2-L2 and 
L2-L1) 
Listen to (new vocabulary/forms), repeat (L2-L2 = 
words/forms), paraphrase (synonyms/equivalent structures), 
recreate (search for new vocab./other forms or structures) 
Deeper 
knowledge of 
the text and 
(inter)cultural 
elements
BENEFITS 
• The intrinsic benefits of translation/mediation --- make 
the student consider form as meaning as a whole – 
adapting the audiovisual text +/- 
• A real and practical task with inmediate and tangible 
results 
• Permits to develop self-learning and cooperative skills 
• Advantages of the didactic use of audiovisual language 
• Especially useful for fostering oral comprehension, 
general interpretative listening, restructuring of the 
message gist 
• Improvement of written production, lexical learning, 
cultural awareness… 
Advantages
• Learning of lexical elements- memory connections-search 
for equivalences- recognising of words 
• Cultural elements: communication beyond the 
joining of words 
• Multimedia tools: active production itself 
• Attracting different student profiles (films/series, 
translation fans, ICTs, fansubbers, etc.) 
• Projection beyond the educative context: lifelong 
learning 
Advantages 
… 
• Technical requirements 
• Lack of materials available (selecting the video, editing 
it…) 
Limitations
SAMPLE OF A DIDACTIC TASK –Oral Comp. 
STAGE 
ACTIVITIES 
DUARATION 
Pre-viewing 
5 minutes 
Oral discussion before watching the first clip. Topics: theme of the films or 
TV series, description of main characters, opinion on them, etc. 
Viewing 
10 minutes 
Viewing of the first clip (twice) with bimodal subtitles and OC test of all 
the ideas the students can remember to have understood. 
Main task 
25 minutes 
Subtitling (each student works on a computer or in pairs) the clip under the 
teacher’s supervision and with any help if necessary. Finally, one random 
clip is shown to the group. 
Viewing 
10 minutes 
Viewing of the second clip (twice) related to bimodal subtitles and OC test 
summarising all ideas the students can remember to have understood. 
Post-viewing 
10-20 minutes 
Discussion on the contents of the clip. The clip is watched again without 
subtitles. Comprehension and lexical questions by both the teacher and 
students. Second and last viewing of the clip without subtitles. Optional 
role-plays performing a communicative situation similar to those of the 
clips.
SAMPLE OF A DIDACTIC TASK- Orig. Vers. 
STAGE ACTIVITY 
1st hour Pre-viewing 
Fist viewing (sound off); hypothesis on the 
content; second viewing (sound on); confirmation 
of hypothesis 
2nd hour Viewing the video for the third time with the 
script; comprehension 
3rd hour Translation/subtitling 
4th hour Subtitling
TASK 3 
Option 1 
• Design a draft of the task by using the 
video from task 1 so that the students 
write the subtitles, adapting the task 
with subtitles as the main task 
Option 2 
• Search for a new video for an 
activity with subtitling as a 
resource- decide for what students, 
what skill, what subtitles will be 
used, how to structure the task, 
timing, etc.
Open discussion (5)
6. DUBBING AND AUDIODESCRIPTION (AD) 
 2 FORMS OF ‘REVOICING’ –flexible techniques—adaptation at one’s will 
(general indications for the students- as with subtitling) 
DUBBING 
• Imitate a well-known professional task 
• Dificulty to adapt- ‘lip-sync’ 
• ‘Advanced’ use of ICTs 
• Combine oral/written production 
• Integrated-skills practice 
• Other advantages applicable to subtitling 
AD 
• ‘Social work’ (visual impairment)- sharing 
• Difficulty to adapt - make the best of 
silences (faster narration speed) 
• Requires imagination and creativity 
• More open task (no text translation but 
images translation) 
• Integrated-skills practice 
• Other advantages applicable to subtitling
SKILLS TO FOSTER 
ORAL 
COMPREHENSION 
• Intralinguistic 
ORAL 
PRODUCTION 
• Interlinguistic 
(L1-L2) 
• Intralinguistic 
Interpretative listening 
RECORDING: natural manner, fluency, pronunciation, speed of speech… 
listening and repetition (similar words/structures), paraphrasing 
(summarise/change elements) and recreate (create new dialogue, narrating, 
recreating images…)
WRITTEN 
PRODUCTION 
• Interlinguistic L1- 
L2 
• Intralinguistic 
WRITTEN 
COMPREHENSION 
• Intralinguistic 
Scanning of information, 
interpretation from the 
context, getting the gist, 
better understanding of 
coherence and cohesion… 
SCRIPT- Register, selection of style, sequencing of 
ideas, correct use of cohesion y coherence (guides 
the reader through the message), correct spelling, 
etc.
VOCABULARY 
• Interlinguistic 
L1-L2 
• Intralinguistic 
GRAMMAR 
• Interlinguistic 
L1-L2 
• Intralinguistic 
INTERCULTURAL 
AWARENESS 
• Interlinguistic 
L1-L2 
• Intralinguistic 
Deeper knowledge of 
the text and 
(inter)cultural 
elements/especially 
when writing the 
script 
Listen to (new vocabulary/forms), repeat (L2-L2 = 
words/forms), paraphrase (synonyms/equivalent 
structures), recreate (search for new vocabulary/other 
forms or structures)
SAMPLE OF A DIDACTIC TASK– AD – Oral Prod. 
STAGE 
ACTIVITIES 
DURATION 
Pre-viewing 
5 minutes 
Oral discussion before watching the first clip. Topics: theme of the films or 
TV series, description of main characters, opinion on them, etc. 
Viewing 
5 minutes 
Viewing the first clip taking notes. 
Main task 
40 minutes (20- 
20) 
In pairs, describe the script for AD while the clip is watched (play-pause). 
Record as much as you can. 
Post-viewing 
10-20 minutes 
Oral discussion on the contents of the clip and sharing of activities done in 
pairs. A random recording is shown to the rest. Optional role-plays 
performing a communicative situation similar to those of the clips.
TASK 4 
Option 1 
• Design a draft of the task using the 
video from task 1 so that the 
students dub or audiodescribe it, 
adapting the task to revoicing as 
the main task 
Option 2 
• Search for a new video for an 
activity with dubbing/AD as a 
resource- decide for what 
students, what skill, how to 
structure the task, timing, etc.
Open discussion (6)
7. PROJECTS (CLIPFLAIR)
OTHER WEBSITES
CLIPFLAIR
TASK 5 
Option 1 
• Surf Clipflair searching for 
an activity appropriate for 
your students – ‘social’ 
Option 2 
• Create your task in 
Clipflair by using some of 
the videos of the 
previous tasks
Open discussion - conclusions
Questions? 
ntalavan@flog.uned.es 
javila@flog.uned.es 
Thank you!
AAIS 2014 Annual Conference 
ClipFlair and MOVET: 
Innovative Language Learning Projects 
Dr. Jennifer Lertola, National University of Ireland, Galway 
EUROPASS Centro Studi Europeo, Firenze
Learner and Teacher Needs 
• New educational tools and ideas for foreign 
language learning; 
• Active ways to work with audiovisual materials; 
• Authentic tasks to enhance authentic materials.
Why Clips? 
Because the audiovisual mode: 
•offers variety and flexibility; 
•presents linguistic aspects of communication 
(real or real-like examples of face-to-face 
communication); 
•provides exposure to cultural and extra-linguistic 
elements.
Foreign Language Learning through 
Interactive Revoicing & Captioning of Clips 
Education, Audiovisual and Culture Executive Agency 
(EU Lifelong Learning Programme) 
• 30 months (Dicember2011 – May 2014) 
• 10 partners 
• 8 countries 
• 15 languages (+Italian) 
• 300 activities 
• 2.000 users (students, teachers and activity authors) 
• 1 platform http://clipflair.net/
The Idea: Revoicing and Captioning Video Clips 
Learners can be motivated to work with audiovisuals 
productively by revoicing or captioning video clips (film 
scenes, documentaries, news, animation or songs). 
• Revoicing (to add speech to a motion picture). 
• Captioning (to add writing to a motion or still picture).
The Platform: clipflair.net
The ClipFlair Gallery
Revoicing Activity: Italia che piace
How to create a captioning/revoicing activity 
1) Plan the activity 
a) Decide the learning objectives 
b) Decide the task(s) 
2) Select a video from the Gallery 
http://gallery.clipflair.net 
3) Add text component for activity instructions 
4) Add captioning component and do the spotting 
5) Save the activity as ClipFlair file
studio.clipflair.net
Movies for Vocational Education and Training 
Education, Audiovisual and Culture Executive Agency 
(EU Lifelong Learning Programme) 
• 24 months (December 2012 – November 2014) 
• 5 partners 
• 5 languages 
• 1 webpage http://www.movetproject.eu/ 
• 2011 European Language Label Award
• Improve and develop language skills and 
proficiency: writing, reading, speaking and 
listening. 
• Focusing on their individual linguistic needs, 
students can learn new grammar points or 
deepen their knowledge.
Movie Making: 
Step by step 
• Brainstorming 
• Plot 
• Scenes 
• Script 
Before 
Shooting 
• Roles 
• Acting out 
• Filming 
Shooting 
• Editing 
• Screening 
After 
shooting
Before Shooting: 
Brainstorming 
• Stimulate creativity: provide the students with 
some script examples and possible topics. 
• Working in small groups. 
• Write ideas on the board and ask to vote.
Before Shooting: 
Plot and Scenes 
• Write the plot (events, characters and settings). 
• Divide the story into different scenes. 
• The teacher should assign the scenes to the 
groups (but not in sequence).
Before Shooting: 
Writing the Script 
• Each group writes the script of the assigned scenes. 
• Teacher’s feedback on specific grammatical points 
to the whole class. 
• The teacher links together all the scenes in order to 
create a full movie script. 
• Choose the title.
Shooting: 
Roles and Acting Out 
• Through group discussion: the students 
decide on the setting, the roles, the outfits 
and attributes. 
• Create a number of roles, such as cameraman, 
interviewer, director etc. 
• Memorization of the script.
• Pronunciation. 
Shooting: 
Filming 
• Repeating mistakes and memorization. 
• Paralinguistic aspects. 
• Keep everybody busy and engaged.
After Shooting: 
Editing and Screening 
• Video editing software: Windows Movie 
Maker, iMovie or Wevideo. 
• Movie screening in class. 
• Focus on language and activity reflection.
Movie Making 
• EUROPASS YouTube channel 
• Incroci d’amore 
Sample
Why ClipFlair and MOVET? 
• Learning by doing. 
• Active approach, hands-on experience. 
• “Tangible” and shareable result: the clip.
Questions? 
Thank you! 
Dr. Jennifer Lertola 
jennifer.lertola@gmail.com 
www.europass.it
31/07/2014 
1 
THE USE OF INTERLINGUAL SUBTITLING TO 
IMPROVE LISTENING COMPREHENSION 
SKILLS IN ADVANCED EFL STUDENTS 
Noa Talaván & Pilar Rodríguez 
Universidad Nacional de Educación a Distancia (UNED) 
Table of contents 
` Introduction 
` Theoretical framework 
` The study 
` Participants, resources and procedures 
` Analysis and discussion 
` Conclusions 
Introduction 
` Audiovisual Translation in foreign language learning 
` Subtitles as a support (Guia, 2012) 
` Subtitling as an active task (Talaván, 2013) 
` Other modalities 
` ICTs and blended learning 
` Our proposal: independent+non-independent learning 
through interlingual subtitling (with C1 students) 
Listening comprehension—audiovisual language 
CLIPFLAIR 
Theoretical framework 
` TRANSLATION in the L2 educational framework 
` From ‘outlaw’ to recent ‘acceptance’ 
` Appropriate guidelines and further reasearch needed 
` AVT & language learning 
` Subtitling: software development, vocabulary acquisition, 
intercultural awareness, listening comprehension, 
integrated skills, writing skills, and teacher training 
` Revoicing: dubbing for oral production and the 
introduction of audiodescription. 
` Autonomous learning and audiovisual language 
The study 
Interlingual subtitling (from English into Spanish) to improve 
listening comprehension - advanced Spanish students of English - 
blended learning scenario 
` Short video clips (1-3 minutes) 
` Selection criteria: relevance, interest, the number of characters involved, the type of situation 
contained, the type of language presented… 
` Clipflair activities 
` Activity 1 (Dinning Car scene): 
http://studio.clipflair.net/?activity=beforesunrise_train.clipflair 
` Activity 2 (Train scene): 
http://studio.clipflair.net/?activity=beforesunrise_train3.clipflair 
Activity 3 (Bridge scene): 
http://studio.clipflair.net/?activity=beforesunrise_bridge.clipflair 
` Participants (10) 
English C1 course at the University Language Centre (UNED) 
Participants 
AVT PREFERENCES 
Dubbed audiovisual material 0 0% 
Subtitled audiovisual material 
(Spanish) 5 50% 
Subtitled audiovisual material 
(English) 5 50% 
Foreign audiovisual material 
without subtitles 0 0% 
ICT PROFICIENCY 
Very good 2 20% 
Good 2 20% 
Average 6 60% 
Poor 0 0% 
Very poor 0 0% 
1 Very bad 0 0% 
2 2 20% 
3 2 20% 
4 1 10% 
5 2 20% 
6 3 30% 
7 0 0% 
8 0 0% 
9 0 0% 
10 Excellent (almost 
nativ e) 0 0% 
LC PROFICIENCY
31/07/2014 
2 
Methodology, 
resources, procedures 
` Quasi-experimental design/ triangulation: 
` LC assessment tests, questionnaires and observation 
` Resources: 
` Computer lab 
` Clipflair 
` Before Sunrise (Linklater, 1995) 
` Language tests 
` Google forms 
` Procedures: 
` One month- pre-test+pre-questionnaire activities 
(computer lab-home) post-test+post-questionnaire 
Analysis and discussion 
Pre-test Post-test Improvement 
Average mark 5/10 6.2/10 + 1.2 
Standard deviation 1.76 1.75 
LISTENING WRITING 
Other skills/ 
Grammar & 
voc 
Analysis and discussion… 
` Post-questionnaire 
` satisfied with Clipflair (70%), with the selected clips 
(100%), with the duration of the activity (80%), with the 
activity of subtitling in itself (90%). 
` 100% - willingness to subtitle again, 100% - more 
motivated to watch English audiovisual products in the 
original version, 100% inclined - this type of subtitling 
activities -in their English classes (50% thought twice a 
year, 20% once a year, 30% once every two months) 
` Observation: 
` Direct increasing motivation/positive reactions/ 
+blended- CLIPFLAIR 
` Indirect activities’ assessment –marks improvement 
CONCLUSIONS 
` Hypothesis- confirmation (int. subt- LC- blended- C1) 
` Subtitling (in FLL) has still a lot to offer 
` Other skills 
` Other language combinations 
` Long-term results 
` Different levels (beginners?) 
` In an audiovisual world…AVT rules 
` students are more and more familiar with subtitles and know 
what needs to be done, they don’t consider it learning: it is 
about performing real tasks that you can use and ‘share’ in the 
real world (learning and living on the move) 
THANKS - 
ntalavan@flog.uned.es 
prodriguez@flog.uned.es
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ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications
ClipFlair Publications

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ClipFlair Publications

  • 1. D7.4 Dissemination Publications WP No. WP7 WP Title Dissemination Activity description This document contains data about publications and dissemination actions performed by all consortium members. Authors Rocío Baños-Piñero (UCL) Reviewers Carmen Pérez, Stavroula Sokoli (UPF) Status (D: draft; RD: revised draft; F: final) F File Name D7.4Publications Date July 2014 This work has been performed within the project "CLIPFLAIR: Foreign Language Learning Through Interactive Revoicing and Captioning of Clips", 519085-LLP-1-2011-1-ES-KA2-KA2MP. This project is funded with support of the Lifelong Learning Programme of the European Union. All here provided information and documentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Table of Contents 1. Introduction ........................................................................................................3 2. Dissemination actions ........................................................................................3 2.1 Virtual dissemination actions.......................................................................3 2.1.1 Dissemination through Facebook.........................................................3 2.1.2 Dissemination through Twitter..............................................................7 2.1.4 Dissemination through other online resources...................................12 2.2 Oral presentations.....................................................................................18 2.3 Written publications...................................................................................37 3. Appendixes ......................................................................................................40 July-2014 Page | 1
  • 2. List of Tables Table 1. Facebook pages targeted and users reached ...................................... 6 Table 2. Twitter accounts targeted and users reached....................................... 9 Table 3. LinkedIn groups targeted and users reached ..................................... 12 Table 4. Examples of online dissemination of the project................................. 15 Table 5. List of oral presentations .................................................................... 36 Table 6. List of written publications .................................................................. 39 List of Figures Figure 1. Facebook posts on related Facebook pages............................................4 Figure 2. Example of ClipFlair-related tweets posted by partners ...........................7 Figure 3. ClipFlair’s Twitter page data ....................................................................7 Figure 4. Example of tweet posted to reach short and long term target groups.......7 Figure 5. Example of tweets posted by non-partners to disseminate the project...10 Figure 6. Example of message posted on targeted LinkedIn groups.....................10 Figure 7. Example of message posted on a blog from ClipFlair social network.....15 Figure 8. Blog post on ClipFlair (Hancock McDonald blog) ...................................16 Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) ............17 July-2014 Page | 2
  • 3. 1. Introduction The purpose of this document is to gather information on project dissemination activities and to show how the project has been disseminated to a large number of members of the wider educational community, including local educational authorities and policy makers, academics, school communities, teacher associations, researchers, university staff and students, and the general public. This information has been reported by partners on Redmine, the online platform used to manage the project, and collected through the following online dissemination forms: • Virtual dissemination form: http://webanketa.com/forms/64wk2d1j5wt6acv4c9jkedr/ • Written publication form: http://webanketa.com/forms/64wk0e9r5wt68rhn6gvkjsg/ • Oral presentation form: http://webanketa.com/forms/64wk0e9n5xh3ac3375k6ae8/ . For more information about these forms and the methods and instruments used to collect dissemination-related information, please see Delivery 7.1 (Dissemination Plan). Dissemination actions are regularly updated at the “Spreading the word” blog of the project website. 2. Dissemination actions 2.1 Virtual dissemination actions A wide range of virtual dissemination actions have been carried out by project partners, mainly through social media such as Facebook, Twitter and LinkedIn, but also through other type of online resources. ClipFlair partners have thus posted information about the project and related events on social networks, blogs, forums, mailing lists, newsgroups, etc., and have engaged with a wide range of stakeholders via email. Most of these actions have been posted online as written articles, but some have also been published in the form of podcasts. 2.1.1 Dissemination through Facebook Partner institutions and individual members with a Facebook account “liked” and shared ClipFlair’s page and updates in order to disseminate the project among the short and long term target groups identified (see Dissemination Plan). At the time of writing this deliverable (July 2014), ClipFlair’s Facebook page had 340 likes. In addition to publishing information and events related to the project, the ClipFlair Facebook page has been used to post information on others’ pages. An example of this is shown below, where information has been posted on Teaching English – British Council Facebook Page. July-2014 Page | 3
  • 4. Figure 1. Facebook posts on related Facebook pages Table 1 below includes detailed information about Facebook pages targeted and users reached (based on the number of Likes) following this approach. Group/Community URL Users Languages https://www.facebook.com/pages/Learning-French- Language/146217768777680?ref=br_rs 3842 French https://www.facebook.com/LLCMV?ref=br_rs 63072 Various https://www.facebook.com/InnovativeLanguage/timeline 3094 Various https://www.facebook.com/KannadaLanguageLearningSchool?ref=b r_rs 1072 Various https://www.facebook.com/enjoykorea2012?ref=br_rs 193 Korean https://www.facebook.com/Nexus.English.Centre?ref=br_rs 10315 English https://www.facebook.com/EF.Solutions?ref=br_rs 1966 Various https://www.facebook.com/FrenchLanguage?ref=br_rs 82033 French https://www.facebook.com/learnrussianlanguageRU?ref=br_rs 2158 Russian https://www.facebook.com/rizgar.kori?ref=br_rs 2493 English https://www.facebook.com/learningturkisheasily?ref=br_rs 26056 Turkish https://www.facebook.com/LanguageOpenLearning?ref=br_rs 12470 Various https://www.facebook.com/LearningPlus?ref=br_rs 6873 English https://www.facebook.com/alllanguages.org.uk?ref=br_rs 3086 Various https://www.facebook.com/LLTJournal?ref=br_rs 1567 Various https://www.facebook.com/EnglishIsWhatINeedToCommunicate?ref =br_rs 8129 English July-2014 Page | 4
  • 5. Group/Community URL Users Languages https://www.facebook.com/eurocentres?ref=br_rs 93057 Various https://www.facebook.com/holmwoods?ref=br_rs 2574 Various https://www.facebook.com/allp.org?ref=br_rs 5885 Arabic https://www.facebook.com/EnglishKurdishLanguage?ref=br_rs 7303 English https://www.facebook.com/MadinahArabiccom?ref=br_rs 1872 Arabic https://www.facebook.com/English.Second.Language?ref=br_rs 296430 Various https://www.facebook.com/languageteachingandlearning?ref=br_rs 1036 Various https://www.facebook.com/BellBeyondEnglishLanguageLearning?ref =br_rs 2491 English https://www.facebook.com/languagelearningwithtechnology?ref=br_r s 561 Various https://www.facebook.com/pages/Learning-the-Hopi-language/ 359548114058708?ref=br_rs 1255 Hopi https://www.facebook.com/annie.lawler.learnenglish?ref=br_rs 102 English https://www.facebook.com/actilingua.at?ref=br_rs 20035 German https://www.facebook.com/pages/Active-Language- Learning/123018134378862?ref=br_rs 495 Various https://www.facebook.com/pages/AIM-Language- Learning/107257862629713?ref=br_rs 1286 French https://www.facebook.com/LearningLanguagesWithAdvices?ref=br_r s 2164 Various https://www.facebook.com/pages/Language- Learning/1445723242373517?ref=br_rs 13 Various https://www.facebook.com/europeanlearningcenter?ref=br_rs 12884 Various https://www.facebook.com/letstalkpodcast?ref=br_rs 153922 English https://www.facebook.com/RioandLearn?ref=br_rs 25413 Portuguese https://www.facebook.com/ltlbrentwood?ref=br_rs 338 Spanish https://www.facebook.com/pages/Scuola-Leonardo-da-Vinci-Learn- Italian-in-Rome/21937799741?ref=br_rs 4126 Italian https://www.facebook.com/ailmadrid.spanish.language.school.studyi nspain?ref=br_rs 5313 Spanish https://www.facebook.com/pages/Language-Learning-Apps- LLC/248143675232551?ref=br_rs 1286 Various https://www.facebook.com/clac.languages?ref=br_rs 4120 English https://www.facebook.com/learnchineseforfree?ref=br_rs 69951 Chinese https://www.facebook.com/languageforlearning?ref=br_rs 131 Various https://www.facebook.com/pages/Learning-japanese-tagalog-language/ 214861331966114?ref=br_rs 450 Japanese https://www.facebook.com/pages/Crossing-English-Learning- Language-Center/722379841134232?ref=br_rs 538 English https://www.facebook.com/arabic.turkish?ref=br_rs 81297 Turkish https://www.facebook.com/LanguageLearningCenter?ref=br_rs 274 Various https://www.facebook.com/pages/English-Language- Learning/115377565146416?ref=br_rs 8258 English https://www.facebook.com/asapgerman?ref=br_rs 380 Various https://www.facebook.com/UnityLanguageCenter?ref=br_rs 35140 English https://www.facebook.com/pages/SMART-Language-Learning- Centre/340188416821?ref=br_rs 896 Various https://www.facebook.com/Kurdish.English?ref=br_rs 1754 English https://www.facebook.com/LanguageLearningResourceCentre?ref= br_rs 1084 Various https://www.facebook.com/pages/Language-Learning-and- 1342 Various July-2014 Page | 5
  • 6. Group/Community URL Users Languages Language-Teaching/134987960003924?ref=br_rs https://www.facebook.com/pages/Learning-English- Language/136504649785124?ref=br_rs 581 English https://www.facebook.com/llatherapy?ref=br_rs 355 Various https://www.facebook.com/learninglanguageindallas?ref=br_rs 33 English https://www.facebook.com/LanguageLearningInstitute?ref=br_rs 205 Various https://www.facebook.com/pages/LEARNING-LANGUAGE-Spanish/ 438694700187?ref=br_rs 51 Spanish https://www.facebook.com/LearningEL?ref=br_rs 9337 English https://www.facebook.com/TheLanguageLearning?ref=br_rs 129 Various https://www.facebook.com/groups/250532918483125/?ref=br_rs 760 Various https://www.facebook.com/ulpanor?ref=br_rs 17942 Hebrew https://www.facebook.com/EILInterculturalLearning?ref=br_rs 4538 Various https://www.facebook.com/ilearncairo?ref=br_rs 9490 English https://www.facebook.com/russianinrussia?ref=br_rs 6772 Russian https://www.facebook.com/welearnthaicm?ref=br_rs 730 Thai https://www.facebook.com/pages/ABC-KIDS-Early-English- Learning-Centre/120908271286759?ref=br_rs 11811 English https://www.facebook.com/flireland?ref=br_rs 3450 English https://www.facebook.com/frenchtoday?ref=br_rs 8172 French https://www.facebook.com/frenchtutortoronto?ref=br_rs 2556 French https://www.facebook.com/LearnEnglishWithParwezBughio?ref=br_r s 8780 English https://www.facebook.com/lMaryPoppinsSchool?ref=br_rs 1263 English https://www.facebook.com/byki.language.learning?ref=br_rs 8720 Various https://www.facebook.com/EDC.Rwanda?ref=br_rs 263 Various https://www.facebook.com/jakocentre?ref=br_rs 451 Korean/Japanese https://www.facebook.com/Languageslearningtips?ref=br_rs 8249 Various https://www.facebook.com/effectivelanguagelearning?ref=br_rs 3259 Various https://www.facebook.com/pages/Centrul-pentru-Industriile-Limbii- 200 Romanian https://www.facebook.com/noidirectii.didacticalimbilor 169 Various https://www.facebook.com/Livemocha?fref=ts 640383 Various https://www.facebook.com/TeachingEnglish.BritishCouncil/posts/102 01063133859816?notif_t=like 2412430 English https://www.facebook.com/PracticamosEspanol 27247 Spanish TOTAL: 4,262,201 Table 1. Facebook pages targeted and users reached July-2014 Page | 6
  • 7. 2.1.2 Dissemination through Twitter Partner institutions and individual members with a Twitter account “followed” ClipFlair on Twitter and tweeted about the project, its related activities and events. An example of the tweets posted by partner members can be found in Figure 2 below. Figure 2. Example of ClipFlair-related tweets posted by partners At the time of writing this version of the dissemination plan (July 2014), the data regarding ClipFlair’s Twitter account was as follows: Figure 3. ClipFlair’s Twitter page data ClipFlair members also used Twitter to target short and long term target groups directly, by adding their account names to tweets. An example of this is shown below, where information was tweeted to @TeachingEnglish, from the British Council, (https://twitter.com/TeachingEnglish) and @ForeverLangs (https://twitter.com/ForeverLangs), a language learning material provider based in Ireland. Figure 4. Example of tweet posted to reach short and long term target groups July-2014 Page | 7
  • 8. Table 2 below includes detailed information about Twitter accounts targeted and users reached (based on the number of Followers). Group/Community URL Followers Languages LanguageAvenue.com 284 Various Teachers.Net 5707 Various Language Classroom 360 Various Happy Languages 981 Various Fair Languages 590 Various LanguageImprove 482 Various Net4LanguagesLondon 632 Various esl-library.com 19000 Various IH London 2416 Various TeachThought 36700 Various Scholastic Teachers 73100 Various British Council ELT 3395 Various Teaching Strategies 20400 Various Languages Initiative 689 Various Teaching Channel 32000 Various Language Reference 2431 Various Teaching Languages 3515 Various Language Assistants 2967 Various Teaching English 82000 English Forever Languages 366 Various language learning 911 Various Afrikaans language 811 Afrikaans Greek Language 803 Greek LearnEnglish 94900 English Language Perfect 921 Various Duolingo 103000 Various Thai Language 794 Thai Learn Language 44 Various BBC Languages 3564 Various Esperanto Language 2162 Esperanto Norwegian Language 2723 Norwegian Hindi Language 2394 Hindi LanguageUnited 1441 Various Learn Language 3592 Various Mango Languages 7312 Various Lingualia 1889 Various Language Learning 66 Various Learn Language Today 149 Various Learn A Language 401 Various July-2014 Page | 8
  • 9. Group/Community URL Followers Languages Languages 2918 Various Transparent French 31700 French Learn English Online 21500 English Swedish Language 2407 Swedish Learn A Language 4832 Various Portuguese Language 5594 Portuguese Irish Language 8844 Irish Learn Thai Language 623 Thai Learn Languages 1447 Various Latin Language 7122 Latin Livemocha 29400 Various KLOO Languages 1954 Various Languages Direct Ltd 4101 Various Korean Language 13100 Korean Italian Language 21400 Italian German Language 31500 German Japanese Language 22500 Japanese Routes into Language 4131 Various BBC Learning English 149000 English Living Language 4765 Various Language Log 24500 Various ESL Teaching Jobs 2359 Various Language Learning 632 Various Your Second Language 35 Various Rosetta Stone 82000 Various My Language Cloud 25700 Various WeAreTeachers 143000 Various Language learning 71 Various Rosetta Stone UK 30000 Various Language Hunters 2144 Various Language on the Move 7515 Various GdnLanguageLearning 1540 Various Open Languages 771 Various TOTAL 1,204,997 Table 2. Twitter accounts targeted and users reached The impact of this social network on the dissemination of ClipFlair is reflected on the tweets posted by users (who were not directly involved in the project) to recommend the platform and some activities to their followers. These can be seen by entering ClipFlair as a search term in Twitter, but a couple of examples are included in Figure 5 below. July-2014 Page | 9
  • 10. Figure 5. Example of tweets posted by non-partners to disseminate the project 2.1.3 Dissemination through LinkedIn LinkedIn was also used to disseminate the project. In this case, instead of creating a specific profile on this social platform, partner members used their individual accounts to target LinkedIn groups related to Foreign Language Learning, Audiovisual Translation, Learning and Technology, etc. Laura McLoughlin (NUIG) and Stavroula Sokoli (UPF) prepared a standard text that could be shared with all targeted LinkedIn groups. An example of the information posted on LinkedIn groups can be seen in Figure 6. Figure 6. Example of message posted on targeted LinkedIn groups Table 3 below includes detailed information about the LinkedIn groups targeted and users reached (based on the number of members). Group/Community URL Group members Language Learning 2813 Language Learning Academy 715 English Language Services Professionals 30403 Learning technologies for language teaching 1205 Learning the Russian Language 1194 Language Experts!!! 18992 July-2014 Page | 10
  • 11. Group/Community URL Group members eu-TELL: Technology Enhanced Language Learning 364 Communicaid | Views on Global Language Learning 355 Language e-Learning 349 The Best Language Learning Apps 286 Language Learning Network (LLN) 246 Learning and Teaching English as a Foreign Language. 432 AIM language learning 204 Spanish as a Second Language - Spanish Connector 5948 IALLT - International Association for Language Learning Technology 107 Hungarian Language Learning 60 NNELL - The National Network For Early Language Learning 59 Computer Assisted Language Learning 1850 Learn Chinese language 1502 Hello-Hello Language Learning Community 31 Teach Yourself Language Learning 30 Language Academy - Language Teaching & Learning Resources Site! 29 All About L.I.F.E.© (Language Information For English) 1140 GABALL - Game Based Language Learning 26 JALT - Japan Association for Language Teaching 1104 Chinese Learning 学汉语2169 Onine Language Learning a subgroup of Language Center "UNICUM" 29 ESL International 31107 English Language Learning in India 18 P2P Tech Language Learning 14 Language learning and teaching in Estonia, Finland and Italy 11 E-Learning for Second Language Educators and Trainers 24 HindiUniversity - A global platform for Hindi Language 465 ESL Teacher Professionals 20000 Applied Linguistics 15678 Professional English Teachers Network 14367 The IELTS TOEFL Centre 12922 Teaching English 4741 Modern Languages Association (Unofficial) Networking Group 5310 Second Language Acquisition (SLA) & Technology Group 103 ESL Learners 3257 ESL Apps: apps that teach English 3247 Teaching Spanish - sharing ideas for teaching 5988 ITiLT (Interactive Technologies in Language Teaching) 1093 Applied Linguistics 16004 HETL Technology in Teaching and Learning 17086 Language Experts!!! 17086 Film in Language Teaching Association 76 E-Learning 2.0 52,512 Educause 27556 EUROCALL 1243 Education Technology Specialists 2942 Future of Learning 5513 Gaeilgeoir (Irish Gaelic Enthusiasts) 837 HETL International Teaching and Learning 1476 Higher Education Teaching and Learning 46364 July-2014 Page | 11
  • 12. Group/Community URL Group members HETL Scholarship of Teaching and Learning 2203 HETL Technology in Teaching and Learning 1812 innovaUni - Online Think Tank for Technology Integration in Education 338 eLearning Papers 436 Transforming Assessment 1051 Media and Learning 2020 Learning technologies for language teaching 1204 Irish Learning Technology Association (ILTA) 781 International Society of the Learning Sciences 1107 International Society for Technology in Education 48015 Irish Learning Technology Association (ILTA) 728 TOTAL 438,377 Table 3. LinkedIn groups targeted and users reached 2.1.4 Dissemination through other online resources The following table contains information about the activities carried out for the dissemination of the project through a wide range of online resources (blogs, emails, websites, newsletters, podcasts, etc.). Online dissemination of the project Type Partner ID Comment on blog post from Veintemundos.com Blog P4. UCL http://www.veintemundos.com/magazi nes/93-en/ Italian and e-learning Blog http://www.scoop.it/t/italian-and-e-learning Blog P10. NUIG Diploma in Italian online Blog http://italianonlinenuig.wordpress.com/l inks/ Blog P10. NUIG Email to fecc@escolacristiana.org http://www.escolacristiana.org/ Email communication P1. UPF Email and Phone communication with the PDST (Professional Development Service for Teachers) in Ireland Email communication P10. NUIG Primary, secondary and third level language teachers Email communication P10. NUIG Email communication with Routes into Languages consortium Email communication P4. UCL Email communication with language tutors from Cambridge University Email communication P4. UCL July-2014 Page | 12
  • 13. Online dissemination of the project Type Partner ID AVT Lab website from the University of Warsaw Information on website P8. UW http://avt.ils.uw.edu.pl/clipflair/ ILS website http://ils.uw.edu.pl/ Information on website P8. UW Information about the second project meeting of ClipFlair in Tallinn on DeustoTech.deusto.es News Section http://www.deustotech.deusto.es/servl et/Satellite/Noticia/1353332072184/_c ast/%231280393103162%231353332 072184/c0/UniversidadDeusto/comun/r ender?tipoColeccion=Page Information on website P6. UD Post-Primary Languages Initiative http://languagesinitiative.ie/component/ content/article/175-mobile/302-italian Information on website P10. NUIG European Union Portal – Call for Papers for New Trends in Language Didactics conference organised by UBB http://ec.europa.eu/languages/news/20 14/20140210-call-didactics_en.htm Information on website P5. UBB Didactic.ro http://www.didactic.ro/stiri/proiectul-clipflair Information on website P5. UBB Forum portal – Ministry of Education www.edu.ro http://forum.portal.edu.ro/index.php?ac t=ST&f=64&t=204139 Information on website P5. UBB http://test.fabula.org/ - Call for Papers for New Trends in Language Didactics conference organised by UBB http://test.fabula.org/actualites/ne w-trends-in-language-didactics-noi-directii- si-orientari-in-pedagogia-limbilor- straine_60867.php Information on website P5. UBB IATIS - Call for Papers for New Trends in Language Didactics conference organised by UBB http://www.iatis.org/index.php/commun ity-resources/events-schedule/ item/873-new-trends-in-language- didactics Information on website P5. UBB July-2014 Page | 13
  • 14. Online dissemination of the project Type Partner ID Universitatea Babes-Bolyai – Facultatea de Litere - Information about New Trends in Language Information on Didactics conference website P5. UBB http://lett.ubbcluj.ro/departamente/dep artamentul-de-limbi-moderne-aplicate/ Universitatea Babes-Bolyai – Information about New Trends in Language Didactics conference http://news.ubbcluj.ro/events/banner-new- trends-in-language-didactics/ Information on website P5. UBB FILTA – Film in Language Teaching Association http://filtacommunity.ning.com/profiles/ members/ Information on website P10. NUIG Greek School Network http://www.sch.gr/96-announces/3017- clipflair Information on website P2. CTI European Society for Translation Studies - Call for Papers for New Trends in Language Didactics conference organised by UBB http://isg.urv.es/conferences/ Information on website P5. UBB Article in the Newsletter of Metafrasi School of Translation in Greece http://www.metafrasi.edu.gr/newsletter/ PDF/issue115.pdf Newsletter P2. CTI Newsletter from the Interdisciplinary Centre for History, Culture and Societies from the University of Évora in Portugal. http://creativemedpt.files.wordpress.co m/2014/02/newsletter-5_5fevereiro.pdf Newsletter P5. UBB Traducción Audiovisual y aprendizaje de lenguas extranjeras: subtitulación, doblaje y audio-descripción http://www.canaluned.com/mmobj/inde x/id/18843 Podcast P4. UCL & UNED (Associate Partner) Online seminar “Translation and quality assurance” in the Open Translation MOOC (organized by the Open University (UK) http://www.ot12.org/ Online seminar P3. UAB July-2014 Page | 14
  • 15. Online dissemination of the project Type Partner ID IV Encuentros Virtuales Todoele P4. ICL & P1. http://www.todoele.net/encuentros/enc Online seminar UPF uentros4_call.html Table 4. Examples of online dissemination of the project In addition to these activities, the articles posted on ClipFlair social network have also been essential to disseminate the project. So far, these have been organised in three main categories: - For language teachers - Hints and tips for creating ClipFlair activities - Spreading the word An example of such posts is provided below, but more information can be found in the Blogs area of ClipFlair social network. Figure 7. Example of message posted on a blog from ClipFlair social network The dissemination efforts made by all partners involved in the project have resulted in posts on blogs by authors not directly related to the project. This is the case with the blog by Mark Hancock and Annie McDonald on English Language Teaching, where a post was included with information on the paper on ClipFlair given by Elzbieta Gajek and Agnieszka Szarkowska at the the Annual Conference of the International Association of Teachers of English as a Foreign Language (see Figure 8). Another example is the article posted by July-2014 Page | 15
  • 16. Mireia Vargas Urpi on her blog, where she shares positive feedback about Clipflair’s final conference in Barcelona and about the project in general (see Figure 9). Figure 8. Blog post on ClipFlair (Hancock McDonald blog) July-2014 Page | 16
  • 17. Figure 9. Blog post on ClipFlair’s conference and project (Mireia Vargas) Other examples of virtual dissemination are provided in Appendix 1. July-2014 Page | 17
  • 18. 2.2 Oral presentations The table below includes information about oral presentations carried out by different project partners. In addition to the dissemination activities reported below, it is essential to consider the papers and workshops delivered at these two key events: - Conference New Trends in Language Didactics organised by ClipFlair partner UBB (Universitatea ”Babeş-Bolyai” Cluj- Napoca), held on the 9-10 May 2014 in Cluj-Napoca (Romania). ClipFlair was one of the key themes in the conference, which represented an outstanding opportunity to exchange ideas with members from the academic community working in Foreign Language Learning, as well as with other stakeholders. For more information about the conference, see Appendix 4 (Report on Clipflair Conference “New Trends in Language Didactics”). - ClipFlair’s final conference, Innovation in Language Learning: Multimodal Approaches, held on the 18-19 June 2014 in Barcelona (Spain). For more information about the final conference, please check the Final Conference Report (Deliv_7.5_Jul_2014.doc), available through Redmine at http://colsrv.cti.gr/boards/43/topics/4897. Examples of oral presentations are provided in Appendix 2. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Jorge Díaz-Cintas New Developments in Audiovisual Translation Giornata di Studi sulla Traduzione Audiovisiva: Audiovisual Translation in the Third Millennium Invited talk 05/12/2011 Italy - Bari 100 P4. ICL Jorge Díaz-Cintas Teoría y práctica de la subtitulación MA in Audiovisual Translation Face to face course 13/01/2012 Spain Barcelona 40 P4. ICL Jorge Díaz-Cintas Traducción editorial de cómics y textos audiovisuales (inglés/español) Máster Universitario en Traducción Editorial Face to face course 31/01/2012 Spain - Murcia 19 P4. ICL Jorge Díaz-Cintas Técnicas de traducción aplicadas a la subtitulación Máster en Traducción Audiovisual: Localización, Subtitulación y Doblaje Face to face course 08/02/2012 Spain - Sevilla 20 July-2014 Page | 18
  • 19. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Jorge Díaz-Cintas La traducción audiovisual: imagen y creatividad Máster Universitario en Traducción y Mediación Cultural Face to face course 13/02/2012 Spain - Salamanca 90 P10. NUIG Laura Incalcaterra McLoughlin Subtitling in Applied Linguistics Italian Studies Seminar Seminar presentation 18/02/2012 Ireland - Cork 20 P2. CTI Stavroula Sokoli The ClipFlair Project 5th Workshop of Multimedia Innovative management and presentation of results in adult educational projects by using multimedia Invited talk 02/03/2012 Greece - Patras 30 P10. NUIG n/a English in not enough, Conference Distribution of leaflets and posters 09/03/2012 Ireland 50 P1. UPF Cristina Varga Les multiples facettes de l’enseignement de la traduction audiovisuelle Colloque international ISTTRAROM-Translationes - De la méthode en traduction et en traductologie Paper 26/04/2012 Romania - Timis 20 P3. UAB Sara Rovira- Esteva Clip-Flair Project Presentation ChAT 4th Consortium Meeting Invited talk 27/04/2012 Spain - Granada 20 July-2014 Page | 19
  • 20. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P9. UALG Conceição Bravo 21st century language lab: a web platform with interactive audiovisual activities Akdeniz Language Studies Conference Paper 09/05/2012 Turkey - Antalya 40 P10. NUIG Dorothy Ní Uigín Foreign-Language Learning through Interactive Revoicing and Captioning of Clips: www.clipflair.net The written word – Writing, Publishing and Communication in Higher Education Paper 07/06/2012 Ireland - Galway 200 P3. UAB Lupe Romero and Olga Torres El uso del revoicing y el captioning en el aprendizaje de la lengua extranjera: el proyecto ClipFlair First International Conference on Research into the Didactics of Translation Paper 21/06/2012 Spain – Barcelona 200 P4. ICL Marga Navarrete El doblaje como herramienta de aprendizaje en el aula de español y desde el entorno Clipflair II Encuentro para profesores de centros universitarios y de centros formadores de ELE de Londres. Paper 26/06/2012 UK - London 200 P4. ICL Rocío Baños ClipFlair: Foreign Language Learning through Captioning and Revoicing of Clips Innovative Language Teaching and Learning at University: Enhancing the Learning Experience through Student Engagement Paper 28/06/2012 UK - Manchester 70 P1. UPF Patrick Zabalbeascoa Subtitling and Dubbing in FLL in a web 2.0 environment Subtitling and Dubbing in FLL in a web 2.0 environment Face to face course 03/07/2012 Spain - Barcelona 28 July-2014 Page | 20
  • 21. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P8. UW Elzbieta Gajek & Agnieszka Szarkowska ClipFlair - Language Learning through Interactive Captioning and Revoicing of Clips The 21st Conference of International Association of Teachers of English as a Foreign Language Poland Paper 08/09/2012 Poland - Wroclaw 20 P8. UW Elzbieta Gajek ClipFlair International Association of Teachers of English as a Foreign Language in Poland Łódź 2013 Conference Invited talk 08/09/2012 Poland 700 P6. UD Mº Luz Guenaga DeustoTech Learning Projects: ClipFlair DeustoTech Learning Presentation Paper 11/09/2012 Spain - Bilbao 30 P4. ICL Jorge Díaz-Cintas Maximising the Potential of AVT in the Foreign Language Classroom: The ClipFlair Project International Conference on Subtitles and Language Learning Invited talk 13/09/2012 Italy – Pavia 150 P2. CTI Stavroula Sokoli The ClipFlair Project Subtitles and Language Learning International Conference Invited talk 13/09/2012 Italy – Pavia 100 P4. ICL Jorge Díaz-Cintas Subtitling: theory and practice MA in Traduzione per il Cinema, la Televisione e l'Editoria Multimediale Face to face course 05/10/2012 Italy - Turin 30 July-2014 Page | 21
  • 22. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Laura McLoughlin & Jennifer Lertola ClipFlair - Language learning through captioning and revoicing of clips The Future of Italian Teaching (5th-6th Oct 2012) Paper 06/10/2012 Italy - Rome 70 P2. CTI George Birbilis Σύνοψη έργου ClipFlair Διασκέδαση και Γνώση στην Ψηφιακή Εποχή Invited talk 09/10/2012 Greece - Kerkira 30 P5. UBB Cristina VARGA ClipFlair - Pentru cine traducem? Colocviu LMA - Pentru cine traducem? Paper 12/10/2012 Romania - Cluj 60 P4. ICL Jorge Díaz-Cintas La investigación en traducción, literatura y medios audiovisuales en Europa Primer Simposio TRALIMA Invited talk 18/10/2012 Spain - Vitoria 50 P4. ICL Jorge Díaz-Cintas An introduction to subtitling: bridging the language and culture divide An introduction to subtitling: bridging the language and culture divide Invited talk 26/10/2012 UK - London 100 P6. UD Mª Luz Guenaga and Iratxe Mentxaka Social Tech Book Day - Dissemination of ClipFlair Social Tech Book Day Meeting, Distribution of Bookmarks and Leaflets 15/11/2012 Spain – Bilbao 85 July-2014 Page | 22
  • 23. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Laura McLoughlin Clipflair, foreign language learning through captioning and revoicing of clips Creativity in Language Learning Exhibition 15/11/2012 Belgium - Brussels 70 P4. ICL Jorge Díaz-Cintas The serious side of Audiovisual Translation: conducting research Translating Humour in Audiovisual Text Invited talk 30/11/2012 Italy - Lecce 150 P8. UW Elżbieta Gajek ClipFlair - Foreign Language Learning through Interactive Revoicing and Captioning of Clips Institute of Applied Linguistics staff meeting Paper 04/12/2012 Poland 70 P5. UBB Cristina VARGA Subtitrarea. Prezentare generala Workshop - Master Comunicare multilingvă și multiculturală Workshop 05/12/2012 Romania - Cluj 20 P7. TLU Kristiina Tedremaa- Levorato Presentation at the Swedish Institute Staff meeting (department of Swedish Language Studies) Meeting 07/12/2012 Sweden - Stockholm 4 P3. UAB Lupe Romero Las posibilidades didácticas del captioning en el aprendizaje de la lengua extranjera: el proyecto ClipFlair Congreso Internacional AIETI 6. Traducimos desde el sur Paper 24/01/2013 Spain – Las Palmas de Gran Canaria 30 July-2014 Page | 23
  • 24. Partner ID Title Name of event Type Date of event Location Aprox. nº participants Associate partner Paulina Burczyńska Dubbing-based exercises as a powerful tool to enhance multiply language skills I Congreso Internacional de Lingüística Aplicada CONLA UNA 2013 Paper 06/02/2013 Costa Rica - Heredia 100 P7. TLU Ilana Faiman & Kristiina Rebane International Conference: Foreign Languages Creating Learning Communities Conference for FL teachers Paper 12/04/2013 Estonia - Tallinn 80 P8. UW Elżbieta Gajek & Agnieszka Szarkowska ClipFlair - Foreign Language Learning through Interactive Revoicing and Captioning of Clips IATEFL PL Computer SIG Meeting Meeting 13/04/2013 Poland 15 P5. UBB Alexandra Cotoc & Anamaria Radu ClipFlair Gols - Spring School Paper 12/05/2013 Austria - Gols 30 P1. UPF Stavroula Sokoli, Patrick Zabalbeascoa & Vasilis Delis ClipFlair - Foreign Language Learning through interactive revoicing and captioning of clips Learning Innovations and Quality: "The Future of Digital Resources" Round Table 16/05/2013 Rome, Italy 300 July-2014 Page | 24
  • 25. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Marga Navarrete Cierra los ojos que yo te retrato la escena con la ayuda de ClipFlair III Encuentro para profesores de centros universitarios y centros formadores de ELE en Londres Paper 21/06/2013 United Kingdom 100 P4. ICL Marga Navarrete Lend your voice to an actor and your eyes to a friend: Using ClipFlair audiovisual translation tasks for Spanish language learning 35th Annual Conference of the Association for Contemporary Iberian Studies Paper 09/09/2013 Portugal, Lisbon 100 P3. UAB Lupe Romero & A. Galán-Mañas Possibilidades didáticas do captioning e o revoicing na aprendizagem da língua estrangeira: o projeto ClipFlair XI CONGRESSO INTERNACIONAL DA ABRAPT / V CONGRESSO INTERNACIONAL DE TRADUTORES Paper 24/09/2013 Brazil - Florianópolis 35 P4. ICL Rocío Baños Dubbing: Creating spontaneous-sounding dialogues Media for All 5: Audiovisual Translation: Expanding Borders Workshop 25/09/2013 Croatia - Dubrovnik 15 P10. NUIG Jennifer Lertola & Cristina Mariotti Effects of Reversed Dubbing and Subtitling on the Pragmalinguistic Awareness of Italian ESL Learners Media for All 5- Audiovisual Translation: Expanding Borders Paper 26/09/2013 Croatia - Dubrovnik 200 July-2014 Page | 25
  • 26. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. ICL Rocío Baños & Marga Navarrete Learning Foreign Languages via Revoicing Media for All 5: Audiovisual Translation: Expanding Borders Paper 26/09/2013 Croatia - Dubrovnik 200 NUIG & UNED (Associated partner) Noa Talaván & Jennifer Lertola Audiodescription and foreign language education: new approaches Media for All 5- Audiovisual Translation: Expanding Borders Paper 27/09/2013 Croatia - Dubrovnik 200 P8. UW Elżbieta Gajek & Agnieszka Szarkowska ClipFlair - Language Learning through Interactive Captioning and Revoicing of Clips Annual Conference of International Association oF Teachers of English as a Foreign Language in Poland 2013 Paper 27/09/2013 Poland 700 P3. UAB Anabel Galán- Mañas Possibilidades didáticas do captioning e o revoicing na aprendizagem da língua estrangeira: o projeto ClipFlair A formação inicial de tradutores Workshop 04/10/2013 Brazil - Florianópolis 10 P3. UAB & NUIG P. Rodríguez-Inés, O. Torres- Hostench & L. McLoughlin Acquiring translation skills through interactive captioning and revoicing of clips Methodological Challenges for Contemporary Translator Educators Workshop 10/10/2013 Poland 15 P10. NUIG Laura McLoughlin Introduction to ClipFlair n/a Invited talk 22/11/2013 Ireland - Marino 5 July-2014 Page | 26
  • 27. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P7. TLU Tuuli Oder TU Language centre methodology days Methodology Days for FL Teachers Paper 22/11/2013 Estonia - Tallinn 60 P3. UAB Helena Casas- Tost Lenguas e Innovación: el uso del captioning y el revoicing en el aprendizaje de lenguas n/a Invited talk 02/12/2013 Taiwan - Taipei 15 P3. UAB Helena Casas- Tost & Sara Rovira-Esteva Clipflair: the use of captioning and revoicing for TCFL The First International Conference on Teaching Chinese as a Foreign Language Paper 04/12/2013 Hong Kong 25 P4. UCL Jorge Díaz-Cintas The role of subtitling in the digital society Guest Speakers series Invited talk 04/12/2013 UK - Manchester 30 P6. UD MªLuz Guenaga Meeting with Langune n/a Meeting 13/12/2013 Spain 7 P4. UCL Jorge Díaz-Cintas Teoría y práctica de la subtitulación MA in Audiovisual Translation Face to face course 08/01/2014 Spain - Barcelona 40 July-2014 Page | 27
  • 28. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Jorge Díaz-Cintas Metodología de la Investigación en Traducción Audiovisual Máster en Investigación en Traducción e Interpretación online Face to face course 13/01/2014 Spain - Castellón 20 P10. NUIG Laura McLoughlin Workshop with Clipflair Workshop Workshop 23/01/2014 Poland 12 P4. UCL Rocío Baños Creating subtitling and dubbing activities to learn a foreign language with ClipFlair Studio LLAS - e-learning symposium 2014 Workshop 24/01/2014 United Kingdom - Southampton 60 P4. UCL Marga Navarrete Close your eyes, and I’ll tell you what’s going on: Audiodescription tasks to promote language learning LLAS 9th annual elearning symposium Paper 24/01/2014 United Kingdom - Southampton 70 P4. UCL Jorge Díaz-Cintas A practical approach to subtitling Guest Speakers series Invited talk 25/01/2014 Germany – Saarland 20 P7. TLU Tuuli Oder Meeting with stakeholders: Heads of language centres of Estonian public universities Annual co-operation meeting of public universities Round table 30/01/2014 Estonia - Pärnu 50 July-2014 Page | 28
  • 29. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Rocío Baños Meeting with e-learning team at UCL n/a Meeting 31/01/2014 London - UK 12 P7. TLU Tuuli Oder Meeting with SA Innove, the former Exam and Qualification Centre Meeting with SA INNOVE Meeting 05/02/2014 Estonia - Tallinn 10 P4. UCL Jorge Díaz-Cintas Técnicas de traducción aplicadas a la subtitulación MA in Traducción Audiovisual: Localización, Subtitulación y Doblaje Face to face course 12/02/2014 Spain – Seville 22 P4. UCL Jorge Díaz-Cintas Módulo Audiovisual: Subtitulado Postgrado Multimedia Online course 14/02/2014 Spain - Vigo 18 UNED (Associated partner) Noa Talaván & José Javier Ávila- Cabrera Audiovisual Translation as a Didactic Resource for the English Class in Infant and Primary Education Seminario de Investigación Invited talk 15/02/2014 Spain - Madrid 100 P4. UCL Jorge Díaz-Cintas Braving a new media world: the case of fansubbing International Conference Subtitling and Intercultural Communication: European Languages and beyond Invited talk 27/02/2014 Italy - Siena 100 July-2014 Page | 29
  • 30. Partner ID Title Name of event Type Date of event Location Aprox. nº participants UNED (Associated partner) Noa Talaván & Pilar Rodríguez The Use of Interlingual Subtitling to Improve Listening Comprehension Skills in Advanced EFL Students Subtitling and Intercultural Communication. European Languages and Beyond Paper 28/02/2014 Italy 100 P4. UCL Rocío Baños & Marga Navarrete Meeting with UCL language tutors n/a Meeting 05/03/2014 London - UK 15 P6. UD Mª Luz Guenaga Meeting with "Euskal Irakaslegoa" (basque language school of University of Deusto) n/a Meeting 06/03/2014 Spain 4 P6. UD Mª Luz Guenaga Meeting with American School of Bilbao (Jon Asensi) n/a Meeting 07/03/2014 Spain 3 P4. UCL Jorge Díaz-Cintas Video conference on subtitling U. Nacional de Educación a Distancia Invited video conference 10/03/2014 Spain - Madrid 100 P7. TLU Tuuli Oder Prospective students' day Prospective students's Day Paper 14/03/2014 Estonia - Tallinn 100 July-2014 Page | 30
  • 31. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Jennifer Lertola ClipFlair The Creative Classroom: Tools and Tips for Language Teachers Workshop 14/03/2014 Italy - Florence 6 P4. UCL Jorge Díaz-Cintas A practical approach to subtitling Directorate-General for Translation Invited talk 14/03/2014 Belgium - Brussels 70 P5. UBB Cristina Varga Clipflair. General Presentation Pedagogy English Course Invited talk 17/03/2014 Romania - Cluj-napoca 45 P10. NUIG - National University of Ireland, Galway Inatra conference Interdisciplinary Approaches to translation Distribution of promotional material 27/03/2014 Poland 50 P5. UBB Alexandra Cotoc & Anamaria Radu Chișinău Workshop UNHCR Chișinău Workshop Workshop 27/03/2014 Republic of Moldova - Chisinau 25 P4. UCL Jorge Díaz-Cintas The impact of technology on subtitling International Conference on Didactics of Audiovisual Translation Invited talk 27/03/2014 Bydgoszcz – Poland 90 July-2014 Page | 31
  • 32. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P2. CTI Giorgos Birbilis Meeting with Giorgos Panopoulos, member of the project “In-Service Training of Teachers for the utilisation and application of ICT in the teaching practice” n/a Meeting 01/04/2014 Greece - Patras 2 P7. TLU Kristiina Tedremaa & Levorato, Kristiina Rebane ClipFlair - indispensable material to supplement the coursebooks With or without a coursebook? Paper 04/04/2014 Estonia 100 P4. UCL Jorge Díaz-Cintas Nuevos desarrollos tecnológicos en la subtitulación VII Jornadas de Doblaje y Subtitulación Invited talk 08/04/2014 Spain - Alicante 125 P2. CTI George Birbilis, Vasilis Delis Meeting with Head and ICT Manager Doukas schools (primary and secondary private school) Meeting with Doukas schools Meeting 15/04/2014 Greece - Patras 5 P8. UW Elżbieta Gajek Aktywizowanie ucznia poprzez dodawanie napisów i głosu do materiałów audiowizualnych w nauczaniu języka polskiego jako obcego Nowe perspektywy w nauczaniu języka polskiego jako obcego Invited talk 25/04/2014 Poland - Torun 70 July-2014 Page | 32
  • 33. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Emmanouela Patiniotaki New Trends in Subtitling: The Crowd & The Cloud Translation and the Digital Invited talk 25/04/2014 UK - London 70 P4. UCL Jorge Díaz-Cintas La traducción de canciones para doblaje y subtitulación: propuestas didácticas International Symposium on Cultural Transfers in Audiovisual Media: Music and Translation Invited talk 29/04/2014 Spain - Vitoria- Gasteiz 80 P4. UCL Jorge Díaz-Cintas Traducción editorial de cómics y textos audiovisuales (inglés/español) Máster Universitario en Traducción Editorial Face to face course 05/05/2014 Spain - Murcia 20 P1. UPF Stavroula Sokoli Audiovisual Translation for Foreign Language Learning: New Multimodal Resources II International Workshop on Technological Innovation for Specialized Linguistic Domains Invited talk 07/05/2014 Spain - Ávila 30 P4. UCL Emmanouela Patiniotaki AVT & AST in Accessible Online Education II International Workshop on Technological Innovation for Specialized Linguistic Domains Paper 08/05/2014 Spain - Ávila 50 P5. UBB Cristina Varga Clipflair. General Presentation NTLD 2014 (9-10 may 2014 ) – New Trends in Language Didactics Workshop 09/05/2014 Romania - Cluj-napoca 20 July-2014 Page | 33
  • 34. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P5. UBB Alexandra Cotoc & Anamaria Radu Creativity and Innovation in Learning Romanian as a Foreign Language New Trends in Language Didactics Paper 09/05/2014 Romania - Baia Mare 40 P4. UCL Jorge Díaz-Cintas Subtitling in the digital society Guest Speakers series, Centre for Translation Studies Invited talk 09/05/2014 Austria - Vienna 60 P5. UBB Liana Muthu Practical Aspects of Using Audiovisual Materials in the Foreign Language Learning New Trends in Language Didactics Paper 10/05/2014 Romania - Cluj-napoca 30 P10. NUIG Laura McLoughlin ClipFlair n/a Workshop 12/05/2014 Ireland - Sligo 5 P5. UBB Cristina Varga Clipflair - General Presentation 21.03.2014 Meeting with the English teachers of National College Emil Racoviță - Cluj-Napoca Meeting 21/05/2014 Romania - Cluj-napoca 6 P4. UCL Jorge Díaz-Cintas Multimedia Translation in the Digital Age Multimedia Translation in the Digital Age Round table 21/05/2014 UK - London 80 July-2014 Page | 34
  • 35. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P10. NUIG Jennifer Lertola ClipFlair and MOVET: innovative language learning projects AAIS (American Association for Italian Studies) 2014 Annual Conference Paper 24/05/2014 Switzerland 500 P4. UCL Jorge Díaz-Cintas The theory and practice of subtitling IFB, Institut für Fremdsprachenberufe Invited talk 30/05/2014 Germany - Kempten 20 Associated partner & NUIG Susanna Nocchi / Laura McLoughlin Presentation of ClipFlair project One Voice for Languages meeting Meeting 31/05/2014 Ireland - Dublin 10 P4. UCL Jorge Díaz-Cintas The technification of subtitling International Conference on New Perspectives in Translation and Intercultural Studies Invited talk 13/06/2014 China - Ningbo 175 P10. NUIG - National University of Ireland, Galway ClipFlair: Sottototilazione e doppiaggio per apprendenti d'italiano L2 VIII Convegno Seminario CIS (Centro di Italiano per Stranieri) Paper 14/06/2014 Italy - Bergamo 100 P4. UCL Emmanouela Patiniotaki Accessible Online Education: AVT & AST at the Crossroads HCI International 2014 Paper 23/06/2014 Greece - Heraklion 300 July-2014 Page | 35
  • 36. Partner ID Title Name of event Type Date of event Location Aprox. nº participants P4. UCL Emmanouela Patiniotaki ACCESSIBILITY IN HIGHER EDUCATION ONLINE Current & Future Trends INCLUDiT – International Conference for Inclusion Paper 05/07/2014 Portugal - Leiria 100 P3. UAB L. Molina Nuevas herramientas en la formación de traductores e intérpretes: la plataforma CLIPFLAIR Second International Conference on Research into the Didactics of Translation Paper 08/07/2014 Spain - Barcelona 30 P3. UAB L. Molina Nuevas herramientas en la formación de traductores e intérpretes: la plataforma CLIPFLAIR Second International Conference on Research into the Didactics of Translation Paper 08/07/2014 Spain - Barcelona 30 P5. UBB Cristina Varga Predarea limbii române ca limbă străină prin intermediul subtitrării și dublajului 40 de ani de limba română ca limbă străină la UBB 1974-2014 Paper 03/10/2014 Romania - Cluj-napoca 50 P5. UBB Cristina Varga Enseñar las lenguas románicas a través de la subtitulación y el doblaje Coloquio Internacional Comunicación y Cultura en la Romania Europea Paper 04/10/2014 Romania - Timisoara 40 Table 5. List of oral presentations July-2014 Page | 36
  • 37. 2.3 Written publications The table below includes information about publications written by different project partners. Examples of written publications are provided in Appendix 3. Partner ID Title Publisher/ Name of publication Type Publication date P4. ICL Marga Navarrete El doblaje como herramienta de aprendizaje en el aula de español y desde el entorno Clipflair Marcoele Online article http://marco ele.com/des cargas/16/8. londres- 2.pdf (see Appendix 3) 31/01/2013 P8. UW Elzbieta Gajek & Agnieszka Szarkowska Audiodeskrypcja i napisy jako techniki uczenia się języka - projekt ClipFlair Języki Obce w Szkole Article (see Appendix 3) 31/03/2013 P3. UAB Helena Casas-Tost & Sara Rovira- Esteva Presentation of the Clipflair project illustrated with some activities for learning Chinese Instituto Confucio Article (see Appendix 3) 30/11/2013 P4. ICL Emmanouela Patiniotaki Assistive Technology and Audiovisual Translation. A key combination for Access Services in Online Education. A Global Village Online article http://agloba lvillage.org/j ournal/issue 11/e-democracy/ emmanuela-patiniotaki/ 01/10/2013 P1. UPF Stavroula Sokoli Dubbing and subtitling for language learning Media & Learning News Article (see Appendix 3) 10/03/2014 P10. NUIG Laura Incalcaterra McLoughlin & Jennifer Lertola Audiovisual Translation in Second Language Acquisition: Integrating Subtitling in the Foreign Language Curriculum The Interpreter and Translator Trainer Article (see Appendix 3) 30/05/2014 P10. NUIG Laura Incalcaterra McLoughlin & Jennifer Lertola Captioning & Revoicing of Clips in Foreign Language Learning: Using ClipFlair for Teaching Italian in Online Learning Environments The Future of Italian Teaching Article Accepted July-2014 Page | 37
  • 38. Partner ID Title Publisher/ Name of publication Type Publication date P8. UW Elżbieta Gajek Aktywizowanie ucznia języka polskiego jako obcego poprzez dodawanie napisów i głosu do materiałów audiowizualnych University Nicolaus Copernicus Publishers Article (see Appendix 3) Accepted P8. UW Elzbieta Gajek & Agnieszka Szarkowska Przekład audiowizualny w edukacji językowej – na przykładzie tłumaczenia tekstów naukowych Univeristy of Warsaw Publications Article (see Appendix 3) Accepted P8. UW Elzbieta Gajek & Agnieszka Szarkowska Audiovisual scientific text for self-directed Content and Language Integrated Learning (CLIL) TBC Article (see Appendix 3) Accepted P4. UCL Frederic Chaume Panorámica de la investigación en traducción para el doblaje In R. Baños (coord.), Últimas tendencias en la investigación sobre traducción para el doblaje, TRANS. Revista de Traductología, 17:13- 34 Article (see Appendix 3) 02/12/2013 P4. UCL Rocío Baños Últimas tendencias en la investigación sobre traducción para el doblaje In R. Baños (coord.), Últimas tendencias en la investigación sobre traducción para el doblaje, TRANS. Revista de Traductología, 17:9- 12 Introduction to edited journal (see Appendix 3) 02/12/2013 P10. NUIG Jennifer Lertola Subtitling in Language Teaching: Suggestions for Language Teachers In Y. Gambier, A. Caimi and C. Mariotti (eds.), Subtitles and Language Learning, Bern: Peter Lang. Book chapter 09/2014 P1. UPF Stavroula Sokoli ClipFlair: Foreign Language Learning through Interactive Revoicing and Captioning of Clips In Y. Gambier, A. Caimi and C. Mariotti (eds.), Subtitles and Language Learning, Bern: Peter Lang. ( Book chapter (see Appendix 3) 09/2014 P5. UBB Cristina Varga Publication of proceedings of “New Trends in Language Didactics” conference New Trends in Language Didactics, to be published in Presa Universitară Clujeană Edition of conference proceedings To be published on 30/09/2014 P5. UBB Liana Muthu Is Film Terminology Subtitling a Difficult Task for the Subtitler? International Review of Studies in Applied Modern Languages Article 2013 July-2014 Page | 38
  • 39. Partner ID Title Publisher/ Name of publication Type Publication date P5. UBB Alexandra Cotoc, Anamaria Radu Creativity and Innovation in Learning Romanian as a Foreign Language New Trends in Language Didactics, to be published in Presa Universitară Clujeană Conference proceedings To be published on 30/09/2014 Table 6. List of written publications July-2014 Page | 39
  • 40. 3. Appendixes ClipFlair was announced at the "Get inspired" section of the European Commission webpage on Languages! http://ec.europa.eu/languages/inspire/0810-clipflair_en.htm July-2014 Page | 40
  • 42. July-2014 APPENDIX 1. Examples of virtual dissemination
  • 43.
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  • 52. 1. FABULA.ORG - Anamaria Colceriu, “ClipFlair – un progetto innovativo nel campo dell’insegnamento e dello studio delle lingue straniere” in RIELMA, no 6/2012, pp 167-173 http://www.fabula.org/actualites/revue-internationale-en-langues-modernes-appliquees-international- review-of-studiesin-applied_59087.php 2. Educatinal forum of the Ministry of Education, Romania - http://forum.portal.edu.ro/index.php?act=ST&f=64&t=204139
  • 53. 3. Linkedin – Cristina Felea
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  • 55. July-2014 APPENDIX 2. Examples of oral dissemination
  • 56. 31/07/2014 1 ClipFlair Foreign Language Learning through Interactive Revoicing & Captioning of Clips Jennifer Lertola National University of Ireland, Galway 31/07/2014 The ClipFlair Idea Learners can be motivated to work with audiovisuals productively by revoicing or captioning video clips (film scenes, documentaries, news, animation or songs). • Revoicing (to add speech to a motion picture). • Captioning (to add writing to a motion or still picture). The project in numbers Education, Audiovisual and Culture Executive Agency (EU Lifelong Learning Programme) • 30 months (Dicembre 2011 – Maggio 2014) • 10 partners • 8 countries • 15 languages (+Italian) • 300 activities • 2.000 users (students, teachers and activity authors) • 1 platform http://clipflair.net/ LeViS: 2006-08 http://levis.cti.gr/ 31/07/2014 ClipFlair: 2011-14 http://clipflair.net/ 31/07/2014 clipflair.net 31/07/2014
  • 57. 31/07/2014 2 ClipFlair Studio Revoicing & Captioning 31/07/2014 31/07/2014 31/07/2014 31/07/2014 ClipFlair Gallery 31/07/2014
  • 58. 31/07/2014 3 Thank you! clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair clipflair@cti.gr jennifer.lertola@gmail.com
  • 59. 31/07/2014 1 ClipFlair - indispensable material to supplement the coursebooks Kristiina Tedremaa-Levorato (MA) Kristiina Rebane (MA) With or without coursebook – what do the learners think? Questionnaire: How would you like to learn a foreign language? 1. contact lesson with a coursebook 2. contact lesson with a coursebook + internet 3. contact lesson with internet materials 4. independent learning / online learning Students: 194 (English, Spanish, Swedish, German, Italian) Language level: A1-C1 Results 1. contact lesson with a coursebook (49) 2. contact lesson with a coursebook + internet (135) 3. contact lesson with internet materials (8) 4. independent learning / online learning (2) 1 2 3 4 PC-based language learning platforms • RosettaStone www.rosettastone.eu • TellMeMore www.tellmemore.com • Livemocha www.livemocha.com • Babel www.babel.com • The British Broadcasting Corporation www.bbc.com/languages Clipflair-Foreign Language Learning through Interactive Captioning and Revoicing of Clips • Duration: 2011-2014 • Activities in 15 languages • Language levels A1-C2 • Universities: 11 from 8 countries Universities • Universitat Pompeu Fabra (Spain) • Computer Technology Institute (Greece) • Universitat Autònoma de Barcelona (Spain) • Imperial College London (Great Britain) • Universitatea ”BabeƔ-Bolyai” (Romania) • Universidad de Deusto (Spain) • Tallinn University (Estonia) • University of Warsaw (Poland) • Universidade do Algarve (Portugal) • National University of Ireland, Galway (Ireland)
  • 60. 31/07/2014 2 Clipflair-Foreign Language Learning through Interactive Captioning and Revoicing of Clips www.clipflair.net The innovative character of Clipflair • it offers ready-for-use captioning activies • it offers ready-for-use revoicing activities • social-networking aspect: the activities are offered online through a social networking web platform in order to increase social interaction of learners Principles of pedagogical approach Role of learners • Learning is active • Learning is a unique and individual process • Learning is a social process • Learners progress at different paces Role of teachers • Teachers providing sporadic activities • Teachers providing complementary activities in a regular language course • Teachers providing ClipFlair activities in class • Teachers presenting full online language courses Thank you! www.clipflair.net
  • 61. 31/07/2014 1 Close your eyes, and I’ll tell you what’s going on: Audiodescription tasks to promote language learning Marga Navarrete m.navarrete@ucl.ac.uk 24th January 2014 LLAS: e-learning symposium Overview • Audiodescription (AD): introduction • The ClipFlair Project • Using AD activities in FL environments • Examples of AD activities created in ClipFlair Studio • Potential of AD in FL learning Audiodescription (AD): example http://studio.clipflair.net/?activity=VisitBritain-Dorina.clipflair Audiodescription: Definition AD is a type of audiovisual translation (AVT) used for making products accessible to blind and visually impaired viewers. An additional narration is inserted in the audiovisual product, between the original dialogue, and describes information transmitted visually: actions, facial expressions, scenery, etc. Audiodescription features What/who/where? Description of: • Settings • Characters How? Explaining actions using: • Verbs in present tense • Adjectives • Adverbs • Pronouns (direct, indirect, reflexive) The project
  • 62. 31/07/2014 2 • Funded by the EU • Main aim: providing audiovisual translation tasks for language learning (15) • Participants: 10 European universities • Products: – Free access platform – Tasks framed in lesson plans (300) – Social network: for the teaching and learning community (web 2.0: wikis, tags, blogs) – Software design • Dissemination The consortium The platform http://clipflair.net/ AVT modalities used in ClipFlair • Revoicing: ”refers to any interaction between speech and image, such as dubbing, audio description, karaoke singing and reciting.” (ClipFlair) – Audiodescription – Dubbing – Voice-over – Free Commentary – Karaoke • Subtitling: “refers to any interaction between writing and image, such as conventional subtitling, same language subtitling, transcription, video annotations and comments.” (ClipFlair) Sample activities http://studio.clipflair.net/?activity=Supercafetera-con-chapas-56-CapRev-A1- SP.clipflair http://studio.clipflair.net/?activity=Maldicion-Rev-B1-ES.clipflair http://studio.clipflair.net/?activity=VisitBritain.clipflair
  • 63. 31/07/2014 3 Task 1: AD text is provided Task 2: Short film AD Task 3: AD for a promotional video Task procedure Tasks: 1, 2 & 3 Level A2, B1 & Any Step Task Warm-up: Introduction to task topics Gathering of information and discussing linguistic & cultural issues related to the clip. Viewing of the clip Taking notes and further discussion on previous points Writing a the script for the AD Recording the AD Focus on writing skills Focus on prosodic elements Watching each other’s creations A representative number of clips are watched General feedback given Teacher comments on voc, grammar, content, pronunciation etc. Why use Audiodescription in FLL? The use of AD for FLL is an underexplored field The benefits have been highlighted by very few authors who have explored this area; motivating value for FLL, and the benefits by the integrated development of the four skills (Ibañez Moreno, A. & Vermeulen, 2013) AD enables working on a wide range of skills when learning a FL
  • 64. 31/07/2014 4 Skills that can be developed • Work on phonetic competence, rhythm, stress and intonation in the foreign language. Speaking • When the clip includes audio in L2, understanding Listening general/specific information. Writing work on register, style, cohesion • If students have to ‘translate’ images into L2, • Reading students own creations for recording. If the script is provided, work on reading comprehension. Reading Further skills & learning strategies • Through images, but also through paralanguage, intonation, etc. Inter-cultural awareness • Vocabulary acquisition, grammar, register, cohesion & coherence, etc. Consolidate linguistic items • Collaborative & independent learning • Problem solving, context based understanding, transferrable skills, etc. Learning strategies • AV Literacy: a complex set of abilities to understand a wide range of forms of communication. Audiovisual skills To follow, join, subscribe or contact clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair clipflair@cti.gr studio.clipflair.net/ Questions? Comments? Thanks! MargaNavarrete m.navarrete@ucl.ac.uk •Chiu, Y. H. (2012). Can film dubbing projects facilitate EFL learners' acquisition of English pronunciation? British Journal of Educational Technology, 43(1), 24-27. •Danan, M. (2010). Dubbing projects for the language learner: a framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning 23(5), 441-456. •IbañezMoreno, A. & Vermeulen (forthcoming). La audiodescripción como recurso didáctico en la enseñanza de ELE para promover el desarrollo integrado de competencias. •Talaván, N. (2013). La subtitulación en el aprendizaje de lenguas extranjeras. Barcelona: Octaedro. •Talaván, N. & Avila-Cabrera, J. (forthcoming). First insights into the combination of dubbing and subtitling as L2 didactic tools. In A. Caimi and C. Mariotti Subtitles and Language Learning. Peter Lang.
  • 65. 31/07/2014 1 Creating subtitling and dubbing activities to learn a foreign language with ClipFlair Studio 31/07/2014 Rocío Baños @rbanospi University College London 1 LLAS - e-learning symposium 2014 Overview • What is ClipFlair? • Advantages of using Audiovisual Translation (AVT) in language learning • Introduction to ClipFlair Studio Ł Using existing activities Ł Creating your own activities • Introduction to ClipFlair Social network 2 To download handout http://goo.gl/pnVyb7 3 What is ClipFlair? 4 About ClipFlair European-funded project for Foreign Language Learning (FLL) 2011/2014 Participants 10 Universities Providing a motivating, easily accessible online platform and activities to learn a foreign language through AVT (revoicing and captioning) Main aim 5 Why use AVT (revoicing and captioning) to learn L2? AVT involves active tasks that engage learners and discourage passive viewing. AVT enables working on a wide range of skills when teaching/learning a foreign language. 6
  • 66. 31/07/2014 2 AVT: What is revoicing and captioning? • Add written text to a clip using subtitles, annotations, speech bubbles, etc. Captioning (subtitling) • Add speech to a clip through dubbing, audio description, karaoke singing, free commentary, reciting, etc. Revoicing 7 Project aims and objectives 8 • To establish a methodological framework for FLL through the interaction of words (written and spoken), pictures (still or moving) and sounds. • To develop educational materials for language learning (300 activities in 15 languages), including material for minority languages. • To develop an easily accessible online platform to work with these activities. • To create a web community that will give learners and instructors the opportunity to cooperate. Languages targeted in the project • Arabic • Basque • Catalan • Chinese • English • Estonian • Greek • Irish • Japanese • Polish • Portuguese • Romanian • Russian • Spanish • Ukranian 9 ClipFlair components: http://clipflair.net/ Online platform to work with clips Social networking area to share activities and experiences through forums, blogs and groups. Library of resources: - Activities - Clips - Images Tutorials and FAQ 10 ClipFlair Studio • You only need: Ł Internet connection Ł Silverlight installed on your computer PART 1 –Working with an existing activity 11 12
  • 67. 31/07/2014 3 Browse the gallery for existing activities http://clipflair.net/ > Gallery 13 14 You can search or use existing filters 15 Browse the activity gallery Part II – Creating an activity 16 1) Choose a video 1) Choose a video from the gallery 2) Use your own video (advanced; explained later) Once you have chosen the video, click on the Play icon Once here, you just need to add components to your activity Make sure you save it Or changes will be lost! 17 Saving your activity 18 ClipFlair activities have this extension: .clipflair
  • 68. 31/07/2014 4 Properties within windows… 19 Once you have finished… 1) Remember to save your activity Ł You’ll be asked to save the activity again; you can just replace the file you created originally. Now what? 1) Upload your activity in the Feedback Forum so that your students can use it (and other tutors too!). 2) Email the activity file (example.clipflair) to your students. If you would like your activity to be included in the ClipFlair Gallery, post it on the Feedback Forum in the ClipFlair Social Network. Each activity in the Gallery has its unique URL which you can share, e-mail, post or tweet. 20 Naming conventions Naming conventions for activities: x No spaces or special characters are allowed. x The first letter of each word will be in upper case if there are more than one words for an item. The name should include the name of the clip, if it is a revoicing or captioning activity, the language level and the language learned: ClipName-RevCap-LanguageLevel-Language RosettaStone-Rev-B2-PL RosettaStone-CapRev-A1-PL BeforeSunrise-Cap-A2-EN 21 22 23 24 Using videos not listed in the Gallery • Can I upload videos to the Gallery? • Yes. Visit the Video topic in the Feedback Forum (Suggest Material >Video). • Upload your video in a new post. • Mp4 and wmv are the formats supported. • The administrator will add your video to the Gallery. • If you post a .wmv file you can use it straight away! Just right click, copy the URL link and paste it in the Clip Component in the Studio. • Can I use a clip from YouTube? • Yes, but first you have to download the video from YouTube and then convert it to .wmv. • Then, follow the instructions above. • Can I use a clip directly from my PC or Mac? • Yes. Click on the wrench icon to flip the clip component. Go to Content Options > Media Source and click on the folder icon to open local media file. • Attention! The clip WILL NOT be saved in the activity. Each time you open the activity you have to load the clip again.
  • 69. 31/07/2014 5 Copyright issues… • To upload a video to the Gallery, you must make sure you have the right to use it: 25 ClipFlair Social Network 26 27 To follow, join, subscribe or contact clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair clipflair@cti.gr studio.clipflair.net/ 28 More information… • Tutorials are available at http://social.clipflair.net/Pages/Tutorials.aspx 29 Questions? Comments? Thank you! r.banos@ucl.ac.uk @rbanospi 30
  • 70. AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE FOR THE ENGLISH CLASS IN INFANT AND PRIMARY EDUCATION
  • 71. TABLE OF CONTENTS 1. Introduction to AVT 2. AVT and the learning of languages 3. New technologies and the video 4. The pedagogic use of subtitles as a support 5. Subtitling as a didactic tool 6. Dubbing and Audiodescription (AD) 7. Projects (Clipflair)
  • 72. 1. INTRODUCTION TO AVT (traditional) Dubbing Subtitling • Surtitles • Intertitles Voice-over Interpretation (sign language/festivals) Narration
  • 73. AVT AND ACCESSIBILITY IN THE MEDIA • SDH (subtitles for the deaf and the hard of hearing) intralingual • Recording/(semi)direct/respeaking • SDH (subtitles for the deaf and the hard of hearing) interlingual Auditive impairment • Audiodescription • Recording/(semi)direct • Audiosubtitling Visual impairment
  • 77. 2. AVT and the learning of languages  Recommended didactic approaches  : Communicative approach • Communicative activs., authentic materials, audiovisual language, open approach (TBL), use of the language (= importance of their learning) Learning based on tasks • Learn to learn through real, functional and attractive tasks; multiple resources-authentic texts-learn by doing The postmethod
  • 78. Common European Framework of Reference for Languages (CEFR)  Action-oriented approach
  • 79. Europe – subtitling and dubbing
  • 80. COMPARATIVE DATA Percentage of survey related to users able to speak at least one foreign language (adapted from the European Commission, 2012- Europeans and their Languages. Special Eurobarometer 386). DUBBING COUNTRIES GER 66% SPA 48% FRAN 51% IT 38% SUBTITLING COUNTRIES BE 72% DENM 89% NETH 94% SWE 91%
  • 81. Dubbing vs. Subtitling Dubbing Subtitling More expensive More economical Loss of original dialogue Integrity of original dialogue More complicated and slow process Less complicated and fast process Domestic product Fosters the learning of languages Repetitive dubbing actors’ voices Keeps original voices Best for the (semi-)illiterate and kids Best for the deaf and immigrants Respects the original image Pollutes the original image Less ST reduction More ST reduction
  • 82. Dubbing Subtitling Dialogue exchanges overlap (several actors speak simultaneously) No dialogue exchanges overlap Viewers can focus on the image Attention loss: image + written text + original soundtrack More manipulation of dialogue Dialogue harder to manipulate Permits more calques from the ST Permits few calques from the ST Viewers can follow the plot even though they get lost Viewers can get lost if distracted
  • 83. Dubbing Subtitling Subordinated to lip synchrony Subordinated to spatio-temporal restrictions One linguistic code Two different and simultaneous linguistic codes > disorientation Used for films and TV series Used for any audiovisual programme/product Orality is maintained Transfer from oral to written text More cinematographic illusion Less cinematographic illusion
  • 84. PREFERENCES Preference regarding the use of subtitling vs. dubbing (adapted from the European Commission [2006] Europeans and their Languages. Special Eurobarometer 243. http://ec.europa.eu/public_opinion/archives/ebs/ebs_243_en.pdf DUBBING GER SPA FR COUNTRIES 19% 27% 31% IT 27% SUBTITLING COUNTRIES BE 67% DENM 94% NETH 90% SWE 94%
  • 85. POTENTIAL INTERESTS Results from a European survey on the possible benefits of subtitling (in accordance with age)- Media Consulting Group, 2011 Study on the Use of Subtitling. The potential of subtitling to encourage foreign language learning and improve the mastery of foreign languages Final Report. Informe EACEA/2009/01
  • 87. 3. NEW TECHNOLOGIES AND THE VIDEO  Perfect symbiosis today- Survey of Schools: ICT in Education, 2013 http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf  ICT in Education
  • 88. THE VIDEO AUDIOVISUAL LANGUAGE Authentic video Educational video
  • 89. PRESENTATION TECHNIQUES Technique Purpose Sound off/vision on Stimulation of linguistic activities based on prediction and assumption Sound on/vision off Similar main goal- the students count on linguistic information Pause/freeze frame control Used with the two previous ones in order to suggest ideas, predict word meanings, etc.
  • 90. Technique Purpose Sound and vision on To carry out all sort of visual and oral comprehension tasks Jumbling sequences To make the students identify the temporal thread, infer what happened previously, make predictions… Split-viewing Collaborative oral comprehension and production tasks based on techniques to infer the remaining information
  • 91. BEFORE USING A VIDEO Short sequences (6 min. max.; 2’+-) The task core Activities which exploit the language of the video Selection of sequence Clear purpose Type of taks and structure/mode of presenting the video What skill? What content? What roles for the teacher-student? Motivating, which keeps one’s interest, independent Culturally pertinent, clear and adapted to the didactic purpose
  • 92. TASK DESIGN post-viewing aimed at stimulating the use of linguistic and communicative elements included in the video and a better understanding of them Samples: summarise, imagine alternative endings, start discussions, participate in role-plays, write a composition, etc. while-viewing helps the students to focus on the necessary features at visual and sound level Samples: true/false or multiple choice, fill in the gaps, note taking, etc. pre-viewing prepares the students, activates mental outlines as well as the previous knowledge Samples: brainstorming, elaboration of semantic fields, questions and answers or discussions on the topic of the sequence
  • 93. VIDEO EDITING  A TUBE CATCHER http://atube-catcher.dsnetwb.com/video/  FREEMAKE VIDEO CONVERTER http://www.freemake.com/free_video_converter/  DVD SHRINK http://www.dvdshrink.org/  Miro Video Converter http://www.mirovideoconverter.com/
  • 94. TASK 1 Option 1 • Search for a video on Youtube to use with a specific group of students/task draft Option 2 • Search for a video on our files and split it to adapt it to a specific teaching context/task draft
  • 96. 4. THE PEDAGOGIC USE OF SUBTITLES AS A SUPPORT Subtitles for the deaf and the hard of hearing (SDH) Optional, extra information (paratextual), immigrants Bimodal subtitles/intralinguistic Reading speed, intermediate levels (oral and written comprehension, lexical development) Traditional subtitles/interlinguistic Security, low levels Reverse subtitles Vocabulary, less common Combination of subtitles Scaffolding (take out the support step by step) Bilingual subtitles?
  • 97. THEORETICAL JUSTIFICATION Cogn itive theory of multimedia learning (Mayer, 2003) 1 channel-2 channel-3 channels: limited attention capacity, extra information, better information processing— less cognitive overload Dual-coding theory (Paivio, 1991) 2 memory systems (visual and verbal) interrelated, alonside AVT connections Theory of information processing (Wan and Shen, 2007) Sensorial memory, short time basis memory (iconic and echoic) and long time basis memory
  • 98. TEACHING CONTEXT • Preparation for the task, selection of subtitles in accordance with level/purpose • Monitoring of the use of subtitles • Observer TEACHER • Active viewing • Use out of the educative context • Auditive STUDENT and reading comprehension
  • 99. TASK 2 Option 1 • Design a draft of this task by using the video from task 1 with subtitles, considering the type of subtitles to use and their utility within the task Option 2 • Search for a video subtitled for an activity with subtitles as a support- deciding for what type of students, what skill, what type of subtitles; task structure, timing, etc.
  • 101. 5. SUBTITLING AS A DIDACTIC TOOL Subtitling conventions • Number of lines (1 or 2/ SDH sometimes 3 or 4) • Screen position: lower (with the exception of displaying visual information). Centred or justified (preferences). • Number of characters and spaces/line: Max. 28-40— 35; Min. 4/5 • Font and colour: readable/preferences (Arial, Helvetic, Times New Roman). Spatial • Time on screen: 1 line 4 seconds, 2 lines 6. • Synchrony: in and out cues of the subtitles • Asynchrony: possible in some cases (some frames before or after. • Rhythm: following the film rhythm, cadence of speech and reading speed. • Cuts and changes of shot: must be respected as far as possible to make reading smooth and to avoid confusion. Temporal
  • 102. • Suspension dots: pause, hesitation, suspense, lines between different subtitles. • Full stop: at the end of the sentence/subtitle. • Semi-colon, colon: never at the end of the subtitle to avoid confusion. ‘;’ hardly ever used. • Parenthesis and brackets: very limited use. • Inverted commas: consistently. Simple preferred (‘) or double (“). Punctuation • Abbreviations, acronyms, etc: common (save space) but used with caution (easily comprehensible). • Symbols: $-- just when necessary and always if well understood. • Numbers: zero-nine (terms); 10 onwards (figures). Ortho-typographic
  • 103. • Advisable to use two-liners instead of a very long one-liner; accordingly, subtitles must be segmented maintaining full phrases semantically and syntactically self-contained, dividing the sentences as logically as possible. • Some subtitles tend to omit (vocatives, for example), while in others everything must be shown (all the elements containing new information). • In the professional subtitling practice there is a series of elements that must be maintained: offensive/taboo terms, humouristic elements, cutlural features. OTHERS
  • 104. SOFTWARE TO SUBTITLE On sale • WinCAPS, Fab Subtitler, Swift, Spot Subtitling… For free • Clipflair - http://studio.clipflair.net/ • Subtitle Workshop - http://www.urusoft.net/products.php?cat=sw • DivXLand Media Subtitler - http://www.divxland.org/en/media-subtitler/ • Aegisub - http://www.aegisub.org/ • *LvS (Learning via Subtitling) • … To merge • Virtual Dub - http://www.virtualdub.org/ • Pocket DivX Encoder - http://www.pocketdivxencoder.net/EN_index.htm
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  • 109. SKILLS TO FOSTER ORAL COMPREHENSION • Interlinguistic • Intralinguistic • SDH (L2-L2 y L2- L1) ORAL PRODUCTION • Interlinguistic • Intralinguistic • SDH Post-viewing, role-plays, Interpretative listening: the gist (1st stage), selective listening (2nd stage or more complex clips), intensive listening (‘perfection’), general listening (revision stage) etc.
  • 110. WRITTEN PRODUCTION • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) WRITTEN COMPREHENSION • Interlinguistic • Intralinguistic • SDH (L2-L2 and L2-L1) Register, style selection, sequencing of ideas, correct use of coherence and cohesion (guiding the reader through the message), correct writing (spelling), etc. Information scanning, interpretation from the context, getting the gist, better comprehension of coherence and cohesion…
  • 111. VOCABULARY • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) GRAMMAR • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) INTERCULTURAL AWARENESS • Interlinguistic (+ reverse) • Intralinguistic • SDH (L2-L2 and L2-L1) Listen to (new vocabulary/forms), repeat (L2-L2 = words/forms), paraphrase (synonyms/equivalent structures), recreate (search for new vocab./other forms or structures) Deeper knowledge of the text and (inter)cultural elements
  • 112. BENEFITS • The intrinsic benefits of translation/mediation --- make the student consider form as meaning as a whole – adapting the audiovisual text +/- • A real and practical task with inmediate and tangible results • Permits to develop self-learning and cooperative skills • Advantages of the didactic use of audiovisual language • Especially useful for fostering oral comprehension, general interpretative listening, restructuring of the message gist • Improvement of written production, lexical learning, cultural awareness… Advantages
  • 113. • Learning of lexical elements- memory connections-search for equivalences- recognising of words • Cultural elements: communication beyond the joining of words • Multimedia tools: active production itself • Attracting different student profiles (films/series, translation fans, ICTs, fansubbers, etc.) • Projection beyond the educative context: lifelong learning Advantages … • Technical requirements • Lack of materials available (selecting the video, editing it…) Limitations
  • 114. SAMPLE OF A DIDACTIC TASK –Oral Comp. STAGE ACTIVITIES DUARATION Pre-viewing 5 minutes Oral discussion before watching the first clip. Topics: theme of the films or TV series, description of main characters, opinion on them, etc. Viewing 10 minutes Viewing of the first clip (twice) with bimodal subtitles and OC test of all the ideas the students can remember to have understood. Main task 25 minutes Subtitling (each student works on a computer or in pairs) the clip under the teacher’s supervision and with any help if necessary. Finally, one random clip is shown to the group. Viewing 10 minutes Viewing of the second clip (twice) related to bimodal subtitles and OC test summarising all ideas the students can remember to have understood. Post-viewing 10-20 minutes Discussion on the contents of the clip. The clip is watched again without subtitles. Comprehension and lexical questions by both the teacher and students. Second and last viewing of the clip without subtitles. Optional role-plays performing a communicative situation similar to those of the clips.
  • 115. SAMPLE OF A DIDACTIC TASK- Orig. Vers. STAGE ACTIVITY 1st hour Pre-viewing Fist viewing (sound off); hypothesis on the content; second viewing (sound on); confirmation of hypothesis 2nd hour Viewing the video for the third time with the script; comprehension 3rd hour Translation/subtitling 4th hour Subtitling
  • 116. TASK 3 Option 1 • Design a draft of the task by using the video from task 1 so that the students write the subtitles, adapting the task with subtitles as the main task Option 2 • Search for a new video for an activity with subtitling as a resource- decide for what students, what skill, what subtitles will be used, how to structure the task, timing, etc.
  • 118. 6. DUBBING AND AUDIODESCRIPTION (AD)  2 FORMS OF ‘REVOICING’ –flexible techniques—adaptation at one’s will (general indications for the students- as with subtitling) DUBBING • Imitate a well-known professional task • Dificulty to adapt- ‘lip-sync’ • ‘Advanced’ use of ICTs • Combine oral/written production • Integrated-skills practice • Other advantages applicable to subtitling AD • ‘Social work’ (visual impairment)- sharing • Difficulty to adapt - make the best of silences (faster narration speed) • Requires imagination and creativity • More open task (no text translation but images translation) • Integrated-skills practice • Other advantages applicable to subtitling
  • 119. SKILLS TO FOSTER ORAL COMPREHENSION • Intralinguistic ORAL PRODUCTION • Interlinguistic (L1-L2) • Intralinguistic Interpretative listening RECORDING: natural manner, fluency, pronunciation, speed of speech… listening and repetition (similar words/structures), paraphrasing (summarise/change elements) and recreate (create new dialogue, narrating, recreating images…)
  • 120. WRITTEN PRODUCTION • Interlinguistic L1- L2 • Intralinguistic WRITTEN COMPREHENSION • Intralinguistic Scanning of information, interpretation from the context, getting the gist, better understanding of coherence and cohesion… SCRIPT- Register, selection of style, sequencing of ideas, correct use of cohesion y coherence (guides the reader through the message), correct spelling, etc.
  • 121. VOCABULARY • Interlinguistic L1-L2 • Intralinguistic GRAMMAR • Interlinguistic L1-L2 • Intralinguistic INTERCULTURAL AWARENESS • Interlinguistic L1-L2 • Intralinguistic Deeper knowledge of the text and (inter)cultural elements/especially when writing the script Listen to (new vocabulary/forms), repeat (L2-L2 = words/forms), paraphrase (synonyms/equivalent structures), recreate (search for new vocabulary/other forms or structures)
  • 122. SAMPLE OF A DIDACTIC TASK– AD – Oral Prod. STAGE ACTIVITIES DURATION Pre-viewing 5 minutes Oral discussion before watching the first clip. Topics: theme of the films or TV series, description of main characters, opinion on them, etc. Viewing 5 minutes Viewing the first clip taking notes. Main task 40 minutes (20- 20) In pairs, describe the script for AD while the clip is watched (play-pause). Record as much as you can. Post-viewing 10-20 minutes Oral discussion on the contents of the clip and sharing of activities done in pairs. A random recording is shown to the rest. Optional role-plays performing a communicative situation similar to those of the clips.
  • 123. TASK 4 Option 1 • Design a draft of the task using the video from task 1 so that the students dub or audiodescribe it, adapting the task to revoicing as the main task Option 2 • Search for a new video for an activity with dubbing/AD as a resource- decide for what students, what skill, how to structure the task, timing, etc.
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  • 130. TASK 5 Option 1 • Surf Clipflair searching for an activity appropriate for your students – ‘social’ Option 2 • Create your task in Clipflair by using some of the videos of the previous tasks
  • 131. Open discussion - conclusions
  • 133. AAIS 2014 Annual Conference ClipFlair and MOVET: Innovative Language Learning Projects Dr. Jennifer Lertola, National University of Ireland, Galway EUROPASS Centro Studi Europeo, Firenze
  • 134. Learner and Teacher Needs • New educational tools and ideas for foreign language learning; • Active ways to work with audiovisual materials; • Authentic tasks to enhance authentic materials.
  • 135. Why Clips? Because the audiovisual mode: •offers variety and flexibility; •presents linguistic aspects of communication (real or real-like examples of face-to-face communication); •provides exposure to cultural and extra-linguistic elements.
  • 136. Foreign Language Learning through Interactive Revoicing & Captioning of Clips Education, Audiovisual and Culture Executive Agency (EU Lifelong Learning Programme) • 30 months (Dicember2011 – May 2014) • 10 partners • 8 countries • 15 languages (+Italian) • 300 activities • 2.000 users (students, teachers and activity authors) • 1 platform http://clipflair.net/
  • 137. The Idea: Revoicing and Captioning Video Clips Learners can be motivated to work with audiovisuals productively by revoicing or captioning video clips (film scenes, documentaries, news, animation or songs). • Revoicing (to add speech to a motion picture). • Captioning (to add writing to a motion or still picture).
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  • 143. How to create a captioning/revoicing activity 1) Plan the activity a) Decide the learning objectives b) Decide the task(s) 2) Select a video from the Gallery http://gallery.clipflair.net 3) Add text component for activity instructions 4) Add captioning component and do the spotting 5) Save the activity as ClipFlair file
  • 145. Movies for Vocational Education and Training Education, Audiovisual and Culture Executive Agency (EU Lifelong Learning Programme) • 24 months (December 2012 – November 2014) • 5 partners • 5 languages • 1 webpage http://www.movetproject.eu/ • 2011 European Language Label Award
  • 146. • Improve and develop language skills and proficiency: writing, reading, speaking and listening. • Focusing on their individual linguistic needs, students can learn new grammar points or deepen their knowledge.
  • 147. Movie Making: Step by step • Brainstorming • Plot • Scenes • Script Before Shooting • Roles • Acting out • Filming Shooting • Editing • Screening After shooting
  • 148. Before Shooting: Brainstorming • Stimulate creativity: provide the students with some script examples and possible topics. • Working in small groups. • Write ideas on the board and ask to vote.
  • 149. Before Shooting: Plot and Scenes • Write the plot (events, characters and settings). • Divide the story into different scenes. • The teacher should assign the scenes to the groups (but not in sequence).
  • 150. Before Shooting: Writing the Script • Each group writes the script of the assigned scenes. • Teacher’s feedback on specific grammatical points to the whole class. • The teacher links together all the scenes in order to create a full movie script. • Choose the title.
  • 151. Shooting: Roles and Acting Out • Through group discussion: the students decide on the setting, the roles, the outfits and attributes. • Create a number of roles, such as cameraman, interviewer, director etc. • Memorization of the script.
  • 152. • Pronunciation. Shooting: Filming • Repeating mistakes and memorization. • Paralinguistic aspects. • Keep everybody busy and engaged.
  • 153. After Shooting: Editing and Screening • Video editing software: Windows Movie Maker, iMovie or Wevideo. • Movie screening in class. • Focus on language and activity reflection.
  • 154. Movie Making • EUROPASS YouTube channel • Incroci d’amore Sample
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  • 156. Why ClipFlair and MOVET? • Learning by doing. • Active approach, hands-on experience. • “Tangible” and shareable result: the clip.
  • 157. Questions? Thank you! Dr. Jennifer Lertola jennifer.lertola@gmail.com www.europass.it
  • 158. 31/07/2014 1 THE USE OF INTERLINGUAL SUBTITLING TO IMPROVE LISTENING COMPREHENSION SKILLS IN ADVANCED EFL STUDENTS Noa Talaván & Pilar Rodríguez Universidad Nacional de Educación a Distancia (UNED) Table of contents ` Introduction ` Theoretical framework ` The study ` Participants, resources and procedures ` Analysis and discussion ` Conclusions Introduction ` Audiovisual Translation in foreign language learning ` Subtitles as a support (Guia, 2012) ` Subtitling as an active task (Talaván, 2013) ` Other modalities ` ICTs and blended learning ` Our proposal: independent+non-independent learning through interlingual subtitling (with C1 students) Listening comprehension—audiovisual language CLIPFLAIR Theoretical framework ` TRANSLATION in the L2 educational framework ` From ‘outlaw’ to recent ‘acceptance’ ` Appropriate guidelines and further reasearch needed ` AVT & language learning ` Subtitling: software development, vocabulary acquisition, intercultural awareness, listening comprehension, integrated skills, writing skills, and teacher training ` Revoicing: dubbing for oral production and the introduction of audiodescription. ` Autonomous learning and audiovisual language The study Interlingual subtitling (from English into Spanish) to improve listening comprehension - advanced Spanish students of English - blended learning scenario ` Short video clips (1-3 minutes) ` Selection criteria: relevance, interest, the number of characters involved, the type of situation contained, the type of language presented… ` Clipflair activities ` Activity 1 (Dinning Car scene): http://studio.clipflair.net/?activity=beforesunrise_train.clipflair ` Activity 2 (Train scene): http://studio.clipflair.net/?activity=beforesunrise_train3.clipflair Activity 3 (Bridge scene): http://studio.clipflair.net/?activity=beforesunrise_bridge.clipflair ` Participants (10) English C1 course at the University Language Centre (UNED) Participants AVT PREFERENCES Dubbed audiovisual material 0 0% Subtitled audiovisual material (Spanish) 5 50% Subtitled audiovisual material (English) 5 50% Foreign audiovisual material without subtitles 0 0% ICT PROFICIENCY Very good 2 20% Good 2 20% Average 6 60% Poor 0 0% Very poor 0 0% 1 Very bad 0 0% 2 2 20% 3 2 20% 4 1 10% 5 2 20% 6 3 30% 7 0 0% 8 0 0% 9 0 0% 10 Excellent (almost nativ e) 0 0% LC PROFICIENCY
  • 159. 31/07/2014 2 Methodology, resources, procedures ` Quasi-experimental design/ triangulation: ` LC assessment tests, questionnaires and observation ` Resources: ` Computer lab ` Clipflair ` Before Sunrise (Linklater, 1995) ` Language tests ` Google forms ` Procedures: ` One month- pre-test+pre-questionnaire activities (computer lab-home) post-test+post-questionnaire Analysis and discussion Pre-test Post-test Improvement Average mark 5/10 6.2/10 + 1.2 Standard deviation 1.76 1.75 LISTENING WRITING Other skills/ Grammar & voc Analysis and discussion… ` Post-questionnaire ` satisfied with Clipflair (70%), with the selected clips (100%), with the duration of the activity (80%), with the activity of subtitling in itself (90%). ` 100% - willingness to subtitle again, 100% - more motivated to watch English audiovisual products in the original version, 100% inclined - this type of subtitling activities -in their English classes (50% thought twice a year, 20% once a year, 30% once every two months) ` Observation: ` Direct increasing motivation/positive reactions/ +blended- CLIPFLAIR ` Indirect activities’ assessment –marks improvement CONCLUSIONS ` Hypothesis- confirmation (int. subt- LC- blended- C1) ` Subtitling (in FLL) has still a lot to offer ` Other skills ` Other language combinations ` Long-term results ` Different levels (beginners?) ` In an audiovisual world…AVT rules ` students are more and more familiar with subtitles and know what needs to be done, they don’t consider it learning: it is about performing real tasks that you can use and ‘share’ in the real world (learning and living on the move) THANKS - ntalavan@flog.uned.es prodriguez@flog.uned.es