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For language teachers

Are you a language teacher and use video in your class? This blog is for you!

rociobanos

What is revoicing and why should you use it when teaching languages?

5/12/2014 - rociobanos

What is revoicing?

One of the main aims of the ClipFlair Project is to promote Foreign Language Learning (FLL) through revoicing and captioning/subtitling. Most people are familiar with subtitling/captioning but, what is revoicing?
When it comes to the translation of audiovisual material, we normally distinguish between two types of translation modalities: subtitling/captioning & revoicing. In subtitling, the original to be translated (e.g. dialogue, text on screen, music, etc.) is rendered in writing. Thus, there is a change of mode (from spoken to written). However, in revoicing, the original to be translated is rendered acoustically and therefore there is no change of mode. In the same way that there are different types of subtitles (for the deaf, for language learning, etc.), there are different revoicing modalities such as dubbing, voiceover, audio description, free commentary, etc. (I will talk about these in a different post).

Within ClipFlair, we understand revoicing as adding speech to a clip through dubbing, voiceover, audio description, free-commentary, etc., with the purpose of learning a foreign language.

Why use revoicing to teach/learn a foreign language?

Some authors and FLL teachers have highlighted the advantages of revoicing activities to improve pronunciation and prosodic features. However, revoicing enables working on a wide range of skills when learning a foreign language:

1. Speaking
. By revoicing a clip in the L2, students can work on phonetic competence, rhythm, stress and intonation. The clip to be revoiced could be either mute, in the mother tongue of the learner, or in the same L2. This will all depend on the activity we want to design (do we want students to repeat what they hear? Do we want students to practice what they have learned in class? Do we want students to learn how to say new things?, etc.), and the level of our students.

2. Listening. If the clip we want students to revoice includes audio in the L2, we can tailor our activity so that students work on listening. They might be asked to revoice the clip in the end, but first they will have to listen to the audio and work on their understanding of general and/or specific information.

3. Writing. We could ask students to transcribe the whole dialogue or to fill in the gaps before revoicing it. In this case, they will also be working on writing skills. If the clip we work on is in their native language, students could be asked to translate the dialogue into the L2. If the clip is muted or has no dialogue, they could narrate or comment on what is happening on screen, or describe the images as audiodescribers do for blind and partially-sighted audiences. In any case, they will be working on register, style, cohesion, grammar, etc.

4. Reading. What if we provided students with a muted clip and the script to be revoiced in writing? In this case, they will also have to work on reading comprehension before actually producing their speech.

In addition to these traditional skills, revoicing activities can promote inter-cultural awareness not only through images, but also through paralanguage, intonation, etc. Revoicing activities also promote audiovisual literacy, which encompasses a complex set of abilities, especially the ability to understand a wide range of forms of communication, be it body language, pictures, maps, or video.
So, isn’t revoicing a great way to teach/learn a foreign language? For ideas of revoicing activities to use in your classes, visit ClipFlair gallery at http://gallery.clipflair.net/activity/ and filter the activities by selecting any of the categories under Tasks – Revoicing.  

Rated 2.20, 10 vote(s). 
rociobanos

Using ClipFlair to teach Sign Language learners and improve English language skills

5/5/2014 - rociobanos

This post includes some suggestions of ClipFlair activities for sign language and deaf and hard-of-hearing learners and thus highlights relevant aspects to be considered when designing such activities. 

Rated 3.00, 2 vote(s). 
Stavroula

Ed2.0Work European Competition

4/15/2014 - Stavroula

Language teachers could enter the Ed2.0Work European Competition using ClipFlair!

How do you use technology, apps, games or Web2.0 tools in your teaching?

The idea of the competition is to share the best ideas of the use of free Internet and mobile technologies across education globally.

This is your chance to show your great ideas for teaching to the world, we can’t wait to see what you are doing.

The competition asks teachers to make short (2.30 minute) videos about the practice and technology they use.

There are prizes in the form of Amazon book vouchers and the overall winner will have an expenses paid trip to present their idea at the Ed20Work final conference in Glasgow on November 20 and 21 2014. There are also Logos that you can include on your websites, or blogs and all correct entries will receive a Certificate of Entry.

The video results of the competition will be added to the repository of resources of the Ed20work project and also saved on YouTube.

Entries can be made until the deadline on 12 September 2014 at 12.00 noon Central European Time.

Read more

Rated 5.00, 1 vote(s). 
Stavroula

ClipFlair conference: Early bird registration extended

4/9/2014 - Stavroula

The early bird registration for the ClipFlair conference has been extended until 15 April!

For more details have a look at the conference site

This content has not been rated yet. 
Stavroula

Open videos

4/7/2014 - Stavroula

Javiera Atenas, an expert in Open Educational Resources (OER) has provided us with some repositories and initiatives where we can find OER videos that can be cut and adapted

The CEELBAS Language Repository http://digitool-b.lib.ucl.ac.uk:8881/R/36MTQ22X48EJQI847E9FSNPIMH2XSBV1EB2XXIIDJSLY47SAUE-03810?local_base=CEELBAS 

Orwell archive http://digitool-b.lib.ucl.ac.uk:8881/R?RN=84211540#orwell
Jorum http://www.jorum.ac.uk 
OER Commons http://www.oercommons.org (User only those Remix and Share and no strings attached)
Loro Open University http://loro.open.ac.uk/ 
Xpert http://www.nottingham.ac.uk/xpert/ (browse by type [video] and rights [creative commons])
Europeana http://www.europeana.eu/ (browse by type [video] and rights [creative commons] under can I use it?)
Skolresurser http://skolresurser.se 
NDLA http://ndla.no 
World Lecture Project http://www.world-lecture-project.org 
OER Africa http://www.oerafrica.org/findoer

The recommended license both for browse and produce resources that can be reused and adapted by others are:

Attribution-NonCommercial-ShareAlike 
CC BY-NC-SA
This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.

Attribution-NonCommercial 
CC BY-NC
This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

To review other repositories across the globe, please see the map on Javiera's blog http://oerqualityproject.wordpress.com

Rated 5.00, 1 vote(s). 
Stavroula

The Expert (Short Comedy)

4/3/2014 - Stavroula

A hilarious short film about a business meeting illustrating how hard it is for an engineer to fit into the corporate world.

Any ideas for a language learning activity?

This content has not been rated yet. 
Stavroula

Increase your students' motivation

4/2/2014 - Stavroula

Interested in expanding your range of language learning activities? Join ClipFlair. It's free and we will help you design activities depending on your needs.

www.clipflair.net is a EU-sponsored project to facilitate foreign language learning through interactive captioning and revoicing of clips. It is a platform containing activities for many languages and various levels of fluency.

Cooperate, exchange ideas, ask questions and watch tutorials through the ClipFlair Social Network. In its Gallery you will find language learning activities that involve revoicing (i.e. dubbing) and/or captioning (i.e. subtitling), as well as other material for creating activities, such as clips and images.

We are looking for teachers in all levels of schools willing to try out one or more of our ready-made activities and fill in a very brief pilot feedback form. You can also become an Associate Partner and have your name/your school's name mentioned in the project.

For further information please contact Stavroula Sokoli: clipflair at cti.gr 

Rated 5.00, 1 vote(s). 
Stavroula

Programa de Radio sobre ClipFlair

3/1/2014 - Stavroula

¿Cómo se puede utilizar la traducción audiovisual para el aprendizaje de idiomas? ¿Tienen más facilidad para aprender una lengua los habitantes de países en los que el subtitulado es la modalidad de traducción más habitual? ¿Y qué herramientas informáticas se pueden utilizar para aprender idiomas a través del subtitulado, el doblaje o la audiodescripción, destinada a espectadores con algún tipo de discapacidad visual? En este programa de radio, miembros del equipo de ClipFlair dan respuesta a estas y a otras muchas preguntas sobre enseñanza de lenguas extranjeras y Traducción Audiovisual.


Escucha más aquí:

 

This content has not been rated yet. 
Stavroula

An ideal ClipFlair activity

3/14/2013 - Stavroula

By Patrick Zabalbeascoa.

An ideal ClipFlair activity:

(1)     Has an ideal clip, i.e. audiovisually “rich” and pedagogically multifunctional and recyclable
(2)     Is engaging (makes you laugh, cry, think, talk, remember, associate, feel, etc.).
(3)     Involves ideas that are mostly or partly recyclable for other clips. The activity contains a didactic proposal that can be adapted to other learner-profiles, languages, clips, levels, or for I-learners.
(4)     Has clear instructions, user-friendly and straightforward. The language used in the instructions component is simple and repeated (where possible), over many activities, so that a learner can get used to it, and not have to become familiar with an activity's specific jargon every time anew.
(5)     Can be sequenced with others or totally independent. An activity is particularly ideal (if it sequential) if it can also function independently.
(6)     Is focused on the clip, and requires the learner to watch and do things with the clip more than anything else.
(7)     Falls within the scope of (a) repeat, (b) rephrase; or (c) react and (a), (b) or (c) can be done by revoicing or captioning of some sort.
(8)     Inspires other similar activities than can be generated by simply changing a few parameters of the original proposal. 
         Works on audiovisual literacy integrated skills and semiotics. It requires the learner to think of or work with issues of narrative, discourse, speech acts, communication events, etc.
         Is learner-centered and can be accessed and used by I-learners in the afterlife of the Project.    
   

A non-ideal (but acceptable activity) is lacking in many of these features. Non-ideal activities are in certain cases acceptable, and may be well suited to ClipFlair.

An example of a perfectly acceptable non-ideal activity is: an activity that is good for only one language, only one level, only one type of learner, only one clip, i.e. it is very much a once-in-a-life time, unique exercise, which does not allow the learner the option to think, "Ah! I would now like to do this with other clips!" 

Rated 5.00, 1 vote(s). 
Stavroula

Sources of clips and materials

3/6/2013 - Stavroula

We have been gathering links to sources of clips and materials which we can use to create revoicing and captioning activities for foreign language learning.
Here is a first list with some information on copyright issues and languages of the websites listed. 

Rated 1.00, 1 vote(s). 
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