The "Film and Creative Engagement Project": Audiovisual Accessibility and Telecollaboration

Authors

DOI:

https://doi.org/10.7203/realia.24.16744

Keywords:

competency-based teaching, short project-based learning, interdisciplinary curriculum, audiovisual materials, language education

Abstract

Globalisation and the advancement of ICTs invite the development of learners’ strategies and communication skills in higher education to participate fully in digitally networked societies. This paper analyses the results of a pilot study which is part of Film and Creative Engagement (FaCE), a collaborative research project between Manchester Metropolitan University (MMU), UK, and Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM), Campus Laguna in Torreón, Mexico. There were two main aims: (1) to create a short project that was inspiring, stimulating and enjoyable that could be transferable to other high education institutions; and (2) to provide a training that could help students shape their future, fulfill their academic potential and develop strong, social, international and professional relationships. Secondary goals included bringing Mexican and British university learners into contact via telecommunication to create contexts for interactivity and task-based collaboration. In the context of foreign language learning, the tasks were intended to develop participants’ skills on film analysis (such as cultural and intercultural awareness), and also, audiovisual accessibility (subtitles for the deaf and hard of hearing and audio description). This is a mixed study with 44 participants and the data was collected through pre- and post-questionnaires, student self-reflection reports and task evaluations. Particularly, the FaCE project helped students, regardless of their career path or specialisation, to enhance their language competence, collaborative work, critical thinking, innovation and creativity, management of information and communication technologies, and international collaboration in virtual environments.

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Author Biographies

Carmen Herrero, Manchester Metropolitan University

Dr Carmen Herrero is a Principal Lecturer in Hispanic Studies and Subject leader for the Spanish Section at the Manchester Metropolitan University. She has provided teacher training workshops on the use of film and audiovisual media for language learning and teaching in France, Germany, Ireland, Portugal, Spain and UK, as well and participating in online teacher training. Her research interests are language education and film and audiovisual media, new technologies and education, and Spanish film. Carmen is the co-founder and co-director of FILTA (Film in Language Teaching Association ( http://www.filta.org.uk  ). She is also the Director of the Research group FLAME (Film, Languages And Media in Education, https://www2.mmu.ac.uk/languages/flame/ ) at the Manchester Metropolitan University. She collaborates actively with the arts Centre Home HOME (Manchester) and the annual Spanish and VIVA! Latin American Film Festival. She is currently involved in AHRC Open World Research Initiative Cross-Language Dynamics: Reshaping Community with a project on Language Teaching Training and Transmedia Pedagogy ( www.transmediaineducation.com ). She is the co-editor of  Using Film  and Media in the Language Classroom  (Multilingual Matters, 2019) and has published essays in  Studies in European Cinema ,  English Language Teaching Journal , and  Romance Studies .  

Karina Valverde, Instituto Tecnológico de Estudios Superiores de Monterrey -ITESM

Karina Valverde Okón, Associate Teacher at ITESM Santa Fe, México. Department of Languages. MSc Teacher Training of Language and Literature by the University of Barcelona, where she conducted research on multimodal language teaching. Currently working on competency-based learning. Areas of interest film and intercultural issues.

Tomás Costal, Universidad de Vigo

Tomás Costal is PhD candidate at the Faculty of Philology and Translation of the University of Vigo. He holds two MAs in audiovisual translation from the University of Vigo and an MA in Teacher Training from Universidad Nacional de Educación a Distancia. His main research interests are audiovisual accessibility, learning disabilities, and the use of translation skills in English as a Foreign Language. He is co-author of Traducción y accesibilidad audiovisual (Editorial UOC, 2016).

Alicia Sánchez-Requena, Sheffield Hallam University

Alicia Sánchez Requena is a Lecturer in Spanish at Sheffield Hallam University. She is the founder of HolaCandela.com, Spanish e-learning resource. She read her PhD in ‘Audiovisual translation in teaching foreign languages: the use of intralingual dubbing to improve speed, intonation and pronunciation in spontaneous conversations’ at the Manchester Metropolitan University. She previously worked at the University of Chester, the Manchester Metropolitan University and the Royal Grammar School, Guildford (UK). She studied Translation and Interpreting at the University of Granada (Spain) and a Masters Degree in Linguistics Applied to Teaching Spanish as a Foreign Language at the University Antonio de Nebrija (Madrid).

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RESEARCH AND INNOVATION IN DIGITAL TECHNOLOGIES

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Published

2020-06-24

How to Cite

Herrero, C., Valverde, K., Costal, T., & Sánchez-Requena, A. (2020). The "Film and Creative Engagement Project": Audiovisual Accessibility and Telecollaboration. Research in Education and Learning Innovation Archives, (24), 89–104. https://doi.org/10.7203/realia.24.16744
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No. 24 (2020)

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THEMATIC ISSUES

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