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Article published In:
Audiovisual translation in applied linguistics: Educational perspectives
Edited by Laura Incalcaterra McLoughlin, Jennifer Lertola and Noa Talaván
[Translation and Translanguaging in Multilingual Contexts 4:1] 2018
► pp. 30–54

A pedagogical model for integrating film education and audio description in foreign language acquisition

| Manchester Metropolitan University
| Universidad de Sevilla
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.
Keywords: Film Literacy, audio description, language acquisition, pedagogy
Article outline
  • 1.Introduction
  • 2.Methodological foundation: A literature review of the principles
    • 2.1Literacy-based approaches and multimodality
    • 2.2The use of audiovisual texts for language learning and teaching
    • 2.3Audiovisual Translation applied to FL teaching and learning
  • 3.An inclusive pedagogical proposal
    • 3.1Pedagogical approach
    • 3.2Strategies and competences in AD
    • 3.3Film Literacy and AD in FL acquisition: a model
  • 4.Implications of the framework and conclusions
  • Notes
  • References
Published online: 24 April 2018
DOI logo
https://doi.org/10.1075/ttmc.00003.her
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