A pedagogical model for integrating film education and audio description in foreign language acquisition
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Carmen Herrero
Abstract
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.
Abstract
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.
Chapters in this book
- Prelim pages i
- Table of contents v
- Audiovisual Translation in Language Education 1
- Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI) 9
- A pedagogical model for integrating film education and audio description in foreign language acquisition 31
- The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL) 57
- Exploring the possibilities of interactive audiovisual activities for language learning 79
- Intralingual dubbing as a tool for developing speaking skills 103
- The use of audio description in foreign language education 131
- Why is that creature grunting? 153
- Studying the language of Dutch audio description 181
- Index 206
Chapters in this book
- Prelim pages i
- Table of contents v
- Audiovisual Translation in Language Education 1
- Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI) 9
- A pedagogical model for integrating film education and audio description in foreign language acquisition 31
- The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL) 57
- Exploring the possibilities of interactive audiovisual activities for language learning 79
- Intralingual dubbing as a tool for developing speaking skills 103
- The use of audio description in foreign language education 131
- Why is that creature grunting? 153
- Studying the language of Dutch audio description 181
- Index 206
