The veiled syllabus : cultural dimensions in College English education.

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Audio description for all : a literature review of its pedagogical values in foreign language teaching and learning

In 2003, the European Union identified access to information as a human right. Ever since, specific efforts have been made to ensure the accessibility of all kinds of products to all kinds of people. Initially, audio description (AD) was added to cultural events (theatre, opera, film, television, museums, etc.) to meet the needs of the blind and visually impaired people. In this contribution, we reflect on the status of AD as a translation mode in its own right, and also on its flexibility in, and applicability to different contexts and for different purposes. We base our arguments on the analysis of current audiovisual translation (AVT) research, mainly focused on AD studies conducted in recent years. We argue that, as a new, but legitimate translation practice, it can be very useful not only to enhance accessibility to cultural events for visually challenged people, but also for people who are cognitively challenged or for audiences of different ages, different social backgrounds, different cultures and even for those who those who study a foreign language (FL), by helping them develop their linguistic and intercultural competences in several ways

A Review of the "Digital Turn" in the New Literacy Studies

Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century

A Pedagogical Model for Integrating Film Education and Audio Description in Foreign Language Acquisition

Films are particularly powerful pedagogical tools that can help improve the linguistic skills of foreign language learners. Audio describing tasks can provide additional benefits. However, for an efficient use of feature films, learners need to be trained on how to elaborate audio description texts and develop active viewing strategies. This article discusses a language teaching approach that advocates the addition of Film Literacy education and audio description tasks to the language curriculum. It focuses on the application of audio description, in both oral and written form, to the acquisition of Spanish as a foreign language in Higher Education. It presents a pedagogical model designed to help students develop linguistic, cultural and intercultural competences while encouraging the aesthetic appreciation of films as cultural objects that can be evaluated through a wide range of critical approaches

Can We Speak?: Approaching Oral Proficiency in the EFL Classroom

A oralidade tem vindo a ser progressivamente promovida em programas e currículos, tanto nacional como internacionalmente, como um dos grandes objetivos do ensino da língua estrangeira. No entanto, as características únicas desta competência fazem de si a mais difícil de abordar em contextos de sala de aula. Apesar de toda a relevância dada à oralidade, bem como a todos os seus constituintes na maioria dos documentos oficiais nacionais e internacionais, como as novas metas de Inglês para Portugal, as Aprendizagens Essenciais e o Quadro Comum de Referência para as Línguas (QECR), os professores portugueses parecem debater-se para conseguirem aplicar procedimentos adequados para desenvolverem tais competências na sua plenitude. Assim, este projeto inclui uma análise da teoria e da prática do ensino da língua inglesa nas salas de aula portuguesas, considerando a abordagem à oralidade no geral e à inteligibilidade em particular. Na realidade, o conceito de inteligibilidade está hoje firmemente enraizado na área da linguística aplicada como um dos fatores determinantes para explicar o sucesso, ou não, da comunicação entre interlocutores de diferentes origens culturais e linguísticas. Este estudo está dividido em duas partes distintas, uma primeira parte de cariz teórico e uma segunda parte de cariz prático. Nos capítulos da parte 1 são postos criticamente em perspetiva os conceitos globalização, comunicação e mudança, como base para uma reflexão acerca dos fatores históricos e antropológicos mais influentes para a disseminação e estatuto da língua inglesa. O foco é então direcionado para o papel do Inglês na Europa, bem como em Portugal, atendendo aos contextos de ensino-aprendizagem de ambos para irem ao encontro das necessidades linguísticas dos alunos coevos. Numa tentativa de clarificar os complexos desenvolvimentos da língua, este estudo examina os fundamentos que subjazem a conceitos-chave de proficiência linguística em ambiente educacional, assim como as premissas teóricas que os norteiam. Logo, serão igualmente reavaliadas algumas das compartimentações habituais no mundo anglófono, de acordo com a mudança do “centro de gravidade” que está a ocorrer no uso da língua inglesa. Como afirmado, a parte 2 do estudo é eminentemente prática. O plano e o método através dos quais o estudo se desenvolveu são apresentados, detalhando-se a abordagem metodológica da investigação em relação à informação quantitativa e qualitativa recolhida (questionários / observações em sala de aula / entrevistas / gravações áudio). O propósito é perceber o que está a ser feito pelos professores em sala de aula em termos de oralidade e quão inteligíveis são os alunos de inglês do 9º ano de escolaridade. A partir da informação recolhida, é feita uma análise dos resultados mais pertinentes, que por sua vez conduzirá às implicações e conclusão do estudo. Estas duas últimas secções discutem os potenciais efeitos dos resultados obtidos no processo ensino-aprendizagem da oralidade e a sua influência na inteligibilidade dos alunos, enquanto falantes e ouvintes.Speaking has been increasingly promoted in language syllabuses and curriculums, both nationally and internationally, as one of the major aims of foreign language teaching. However, the unique features of this skill make it the most challenging one to address in classroom-based contexts. Despite the conspicuous importance given to speaking and all its subsets in most national and international official documents, new English targets for Portugal, the subject’s core curriculum and the Common European Framework of Reference for Languages (CEFR), Portuguese teachers seem to be at odds with suitable procedures to fully develop them inside the classroom. Thus, this project entails an analysis of the theory and practice of classroom English language teaching (ELT) in Portugal concerned with speaking in general and intelligibility in particular. Indeed, the concept of intelligibility is now firmly established in the field of applied linguistics as one of the key factors in explaining success or otherwise in communication between interlocutors from cultural and linguistic diverse backgrounds. This study is divided in two overarching parts, part 1 is a more theoretical one, whereas part 2 is a more practical one. Throughout the chapters of part 1 globalization, communication and change are critically put into perspective, laying the foundation for a reflection on the most significant historical and anthropological factors for English’s global spread and current status. The focus is then narrowed down to the role of English in Europe and further on in Portugal, bearing in mind the language learning and teaching contexts of these settings to meet the needs of students’ present-day reality. In order to shed greater light on these complex language developments, this study examines the rationale underlying some of the core concepts on educational language proficiency, including their definitions and key characteristics, as well as outlining the theoretical premises on which they are grounded. Thus, traditional divides in the English-speaking world are here reexamined in accordance with the change taking place in the ‘centre of gravity’ of the English language. As stated, part 2 of the study is eminently practical. The design and methods on which the study is carried out are delineated, detailing the research methodological approach of quantitative and qualitative data collection (questionnaires / classroom observations / semi-structured interviews / audio recordings). The goal is to understand what teachers do inside their classrooms in terms of speaking ability, as well as how intelligible 9th grade English students are. From the set of gathered data stems an analysis of the major findings, which in turn lead to the implications and conclusion of the study. These two last sections discuss the potential effect of the findings to the teaching and learning of speaking and its influence on the students’ intelligibility, either as speakers or listeners