ClipFlair Publications

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

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

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

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

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

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

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

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:
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

participants
P4. ICL
Jorge Díaz-Cintas
La traducción audiovisual:
imagen y creatividad
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

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

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
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

participants
P10. NUIG
Laura McLoughlin
& Jennifer Lertola
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

participants
P10. NUIG
Laura McLoughlin
Clipflair, foreign language
learning through
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
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

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
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

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:
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-
Expanding Borders
Paper 26/09/2013 Croatia -
Dubrovnik
200
July-2014 Page | 25

participants
P4. ICL
Rocío Baños &
Marga Navarrete
Learning Foreign
Languages via Revoicing
Media for All 5:
Expanding Borders
Dubrovnik 200
NUIG & UNED
(Associated
partner)
Noa Talaván &
Jennifer Lertola
Audiodescription and
foreign language
education:
new approaches
Media for All 5-
Expanding Borders
Dubrovnik 200
P8. UW
Elżbieta Gajek &
Agnieszka
Szarkowska
Learning through
Interactive Captioning and
Revoicing of Clips
Annual Conference of
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
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

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

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

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
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
Subtitling and
Intercultural
Communication:
European Languages
and beyond
Invited talk 27/02/2014 Italy - Siena 100
July-2014 Page | 29

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

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
on Didactics of
Invited talk 27/03/2014 Bydgoszcz –
Poland 90
July-2014 Page | 31

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

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)
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

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

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
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

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
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
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

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
sobre traducción
para el doblaje
In R. Baños (coord.),
Últimas tendencias
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

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
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)
a coursebook +
internet (135)
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
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
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

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

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

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.

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.

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.

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

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
• 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).

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

Movies for Vocational Education and Training
• 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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