This article describes a project for Italian classrooms in upper secondary schools with German as foreign language and combines three didactic tools which are attested to be relevant for the success of young learner’s language curriculum: the use of technology, the intralingual and interlingual mediation (according to CEFR) and the cultural dimension. Aim of this project is to show the success of a technological hands-on translation activity like subtitling in a formal teaching context like the secondary school and to exploit its potential as motivational tool for developing listening and writing, translation and cross-cultural skills among language learners. Motivation plays an important role and it is based on the pleasure of engaging in the use of a realistic subtitling program and on the challenge of meeting the constraints that a real life/work situation might imply. The activities proposed involved therefore the use of a professional subtitling software called Aegisub and culture-specific films and videos. The workshop includes a lesson where the pupils watch the film and videos and then three major parts for a total of twelve hours work: (i) An introduction where the learners are opened up to the concept and constraints of subtitling and provided with few basic rules on spotting and segmentation. During this session learners have also the time to familiarize with the main software features. (ii) The second part involves three subtitling activities in plenum or in groups. In the first activity the learners experience the technical dimensions of subtitling. They are provided with a short video segment together with its transcription to be segmented and time-spotted. The second activity involves also oral comprehension. Learners are expected to understand and transcribe a video segment before subtitling it. The third activity embeds a translation activity of a provided transcription including segmentation and spotting of subtitles. (iii) The workshop ends with a small final project. At this point learners should be able to master a short subtitling assignment (transcription, translation, segmenting and spotting) on their own with a similar video interview. The results of these assignments can be evaluated in the regular classroom together with other students who did not take part to the workshop and also do not have German as foreign language.
|Titolo:||Laboratorio di sottotitolaggio per il triennio. Una proposta didattica motivante in grado di coniugare mediazione linguistica, nuove tecnologie e materiale audiovisivo.|
|Data di pubblicazione:||2016|
|Appare nelle tipologie:||01.01 Articolo in Rivista|
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