ClipFlair: Foreign Language Learning through Interactive Revoicing and Captioning of Clips Laura Incalcaterra McLoughlin NUI Galway

New educational tools and ideas for foreign language learning Active ways to work with audiovisual materials such as films Authentic tasks to enhance authentic materials 2 Learner and teacher needs

Because the audiovisual mode: offers variety and flexibility contextualizes linguistic items provides exposure to cultural and nonverbal elements is closer to natural ideal communication than the written or oral modes 3 Why Clips?

Learning by doing ▫ more effective than learning by watching Active approach, hands-on experience ▫ increases motivation “Tangible”, shareable result: the captioned or revoiced clip ▫ as opposed to e.g. note-taking while watching 4 Why ClipFlair?

What is ClipFlair? A web platform for foreign language learning through interactive revoicing and captioning of clips A community of learners and teachers who are interested in using audiovisual material for language learning in an active and motivating way Watch this one minute animationone minute animation 5

6 The Gallery: for uploading, accessing and sharing activities, clips and other materialsGallery The Studio: for creating and using activities through revoicing and captioning toolsStudio The Social Network: for interacting, collaborating etc. in forums and groupsSocial Network The ClipFlair web platformClipFlair

The Conceptual Framework establishes:Conceptual Framework fundamental principles and factors involved in language learning educational specifications for the web platform guidelines for activity creation clip selection criteria evaluation criteria 7 Conceptual Framework

8 ClipFlair basics Click here to watch a three-minute videohere

To add speech to a clip ▫ Dubbing: a new sound track and especially dialogue in a different language ▫ Voice over: words that are spoken in a movie or television program by a person who is not seen ▫ Audio description: description of what is happening in the film - for the blind and visually impaired ▫ Free commentary, karaoke singing, reciting 9 What is revoicing?

To add writing to a clip 10 What is captioning? IntertitlesForeign film subtitles Also: subtitles for the deaf and Hard-of-Hearing, annotations, speech bubbles, comments

Al bar For ClipFlair beginners Does not require subtitling knowledge 11 Subtitling activity example

12 Audio description activity example Nottetempo Raises awareness of accessibility issues Promotes audiovisual literacy For practicing speaking skills

Intralingual: activity developed (from) and carried out (to) in one language only. Intralingual has no interlinguistic transfer (e.g. translation). Interlingual: the clip (from), is in one language; the learner’s production (to), is in another. A translation exercise or other interlinguistic transfer is typical, but our methodology is not rooted in traditional grammar-translation. We wish to highlight the rich possibilities of combining the intra- v. interlingual variable with repeat-rephrase-react options. ▫ L2-to-L1: for beginners, emphasis on understanding ▫ L1-to-L2: for advanced learners, emphasis on producing speech 13 Multilingual combination

Repeat/verbatim: essentially, the same message in the same words (or quite closely followed), “faithful” lexico- semantic rendering, paraphrase, or translation. Rephrase/gist: a noticeable, deliberate change of wording; “loose” paraphrase, free rendering or account; a report; a summary, “free” translation. React/respond: a new communicative contribution (e.g. utterance) prompted or elicited by a previous one. Including diglossic, multilingual (contribution to a) conversation. 14 Types of learner response (to-Y)

Read-to-speak: (a) repeat/verbatim: read aloud e.g. also interlingual “sight translation” (b) rephrase/gist: e.g. oral report or summary; (c) react/answer: e.g. answer, analyze, criticize, agree, etc. Listen-to-speak: (a) repeat: intralingual or interlingual (more or less verbatim); e.g. traditional “listen-and-repeat” exercises. Liaison and consecutive interpreting (b) rephrase: also intra- or inter-lingual; e.g. simultaneous interpreting, relay, or paraphrase, or report (e.g. reported speech) (c) react: answer questions, turn taking in spontaneous conversation or debates. Dialogue would involve minimum two instances of “listen to speak” by two people to each other. 15 Combinations between skills

Read-to-write: Reading prompts, elicits writing: (a) repeat: intra- or inter-lingually (translation); intertextuality (b) rephrase: summarize; report; adapt; (c) react: e.g. book review. Film analysis. Listen-to-write: Listening prompts, elicits: (a) repeat: intralingual dictation, also possibly on-the- spot translation, transcription. (b) rephrase: e.g. intra-/inter- lingual note-taking. (c) react: radio-listener’s letters to the editor or program, viewers’ texting during TV or radio program. 16 Combinations between skills

Learner feedback One year 1213 users The questionnaire is available here:

The ClipFlair activity was… (1/2) 18

The ClipFlair activity was… (2/2) 19

The ClipFlair Studio is… 20

About the learners (1/2) 21

About the learners (2/2) 22

23 The Partnership

Arabic, Basque, Catalan, Chinese, English, Estonian, Greek, Irish, Japanese, Polish, Portuguese, Romanian, Russian, Spanish, Ukrainian 24 Languages targeted in the project

clipflair.net facebook.com/ClipFlair twitter.com/ClipFlair More info?