The use of AD as a tool in
ELT
Reis da Silva, J.R.,
Ferreira da Silva, R.
Araújo Vieira, P.
Universidade Federal do Ceará - Brazil
Agenda
1. Context of the research
1. Overview
2. Objectives
3. Rationale
2. Theoretical background
1. AD as a didactic tool in language teaching.
2. Images on Schools textbooks
3. Cooperative Learning
3. Methodology
Overview
• AD in English Language Teaching
• Public Schools
• Free language manuals
• Unexplored use of images
• BNCC – National Basic Curriculum – 2017 2023
• Cooperative Learning
Objectives
1. Verify the production of AD scripts in English to improve
communicative skills in English;
2. Compare the production of AD scripts before and after an
experimental mini-course;
3. Analyze the development of textual competence with the aid
of AD tool;
4. Find out how cooperative tasks enhance the development of
language skills in AD tasks;
AD as a didactic tool in language teaching.
• Lertola (2019)
• Talaván, N., & Lertola, J. (2022)
Audiovisual translation as a didactic resource in foreign language education. A
methodological proposal.
• TRADILEX Project
AD as a didactic tool in Brazil
• LEAD – Subtitling (LEgendagem) and AD
• TRAMAD – Translation, Midia and AD.
Media accessibility;
AVT training;
Biology, physics, Chemistry, etc.
Images in School textbooks
AD parameters for School teachers
(OLIVEIRA, 2018)
Cooperative Learning
• LEARN TOGETHER (JOHNSONS, 1987)
• JIGSAW (ARONSON, 1978)
• JIGSAW II (ROBERT SLAVIN, 1980)
• STRUCTURES (SPENCER KAGAN, 2015)
Methodology
• Workshops (60 hours)
• Centro Cearense de Idiomas – Baturité (Language Center of
Ceará)
• 25 students
• Level A2 (CEFR)
• Data collection: pre-workshops test and post-workshops test;
on going workshops observations; interviews (in the end)
Tests model
Workshops plan
UNIT THEME TIME
0 Introduction to the workshops and Pre-testing 3h
1 Introduction to AD 6h
2 Black Young Lives Matter 6h
3 Street Photography 6h
4 Shopping for clothes 6h
5 How to organize your studies 6h
6 Women in Science 6h
7 Languages and English around us 6h
8 The power of art 6h
9 No pain, no gain 6h
10 Post-testing, Interviews, Farewell 3h
Lesson plan
TITLE BLACK YOUNG LIVES MATTER – Part 1
CERF A2
HOURS 3
FUNCTIONS Listening strategies: locating information, inference and global understanding
Vocabulary for describing people
AD GENRE Photography and vídeo
LANGUAGE SKILLS Listening, speaking, Reading and writing
GOALS To activate prior knowledge about the webseries genre; to formulate hypotheses about
the text to be heard from the photograph; reflect on the leadership and protagonism of
black youth;
MATERIAL Pages 58 to 62 - Moderna Plus Inglês (School book)
PHASES Task1 (Engage)
Think-pair-share discussion to reflect on the leadership and protagonism of black
Lesson planTask 2 (Study)
youth relating films and series to real life.
Pre-listening: Formulate hypotheses about the audio based on the image.
Task 3 (Study)
Listen and answer questions
Task 4 (Activate)
Creation, editing and review of the audio description of image 2 used in the
cooperative group activity. (Learn together)
Task 5 (Engage)
Presentation of audio description texts. (Fluency circle)
ASSESSMENT The assessment of this meeting will be collectively conducted through comments on
the groups' production (Group Processing)
CHALLENGE Audio describe a scene from the video used.
Vídeo: https://www.youtube.com/watch?v=puIIK9hcnaA
REFERENCES ALMEIDA, R L T. (2020) Moderna plus: inglês: manual do professor / Ricardo Luiz Teixeira de
Almeida. 1. ed. São Paulo: Moderna.
Tasks
Analysis
• Sentence strucuture complexity: single clauses x
complex clause;
• Number of meaningful words (verbs, nouns,
adjectives);
• Motivation during the process towards AD and
CL.
Results so far...
Final words
“A educação, qualquer que seja ela, é sempre uma teoria do
conhecimento posta em prática.”
“Education, whatever it may be, is always a theory of knowledge
put into practice.”
Paulo Freire
References
• Branco, S. D., & Santos, L. S. (2017). O USO de atividades de tradução intersemiótica E interlingual Em Uma sala de aula de
lingua inglesa Como Le. Revista EntreLinguas, 3(2), 203- 226. https://doi.org/10.29051
• Fryer, L. (2016). An introduction to audio description: A practical guide. Routledge. 71 Lertola, J. (2019). Audiovisual
translation in the foreign language classroom: Applications in the teaching of English and other foreign languages. Research-
publishing.net.
• Lertola, J. (2019). Chapter 5. Discussion. Audiovisual translation in the foreign language classroom: applications in the teaching
of English and other foreign languages, 75-79. https://doi.org/10.14705/rpnet.2019.27.863 Matamala, A., &
• Lertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of english and other
foreign languages. Voillans: Research-Publishing.Net, 2019. 108 p. Disponível em: https://doi.org/10.14705/
rpnet.2019.27.9782490057252.
• Melnichuk, M. V., & Osipova, V. M. (2017). Cooperative learning as a valuable approach to teaching translation. XLinguae, 10(1),
25-33. https://doi.org/10.18355/xl.2017.10.01.03
• Olivera, G. T. L. (2012). Proposta de Cartilha de Audiodescrição didática para professores de Educação Básica [Dissertation]
• Talaván, N., & Lertola, J. (2022). Audiovisual translation as a didactic resource in foreign language education. A methodological
proposal. Encuentro: Revista de Investigación e Innovación En La Clase de Idiomas, 30, 23-39.
http://www3.uah.es/encuentrojournal/index.php/encuentro/article/view/66 Taylor, C., & Perego, E. (2022). The Routledge
handbook of audio description. Routledge
• Johnson, D & Johnson, R. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. 6th ed.
Boston: Allyn & Bacon