 Hi, gweithio. Yn Gweithio, Alberto Fernandedd yng Nghymru, Ffobieddol. Fy oeddwn i'n ddod i'r ffawr i'r ffordd yma. Mae'n 11 july 4 o'n oed, mae'n Cwenca. Fy oedden i'r ffawr i'r asturiau, felly rwy'n gweithio yma, ac mae'n fawr i'r ffordd. Felly mae'n golygu i gyfathio ac yn unrhyw boll yn ei funud hyn. Felly, nid oedd y cwestiynau gyda'n siarad ddiwrnod ddim yn un darlofodfod ddiwrnod. Felly, rwy'n gweithio i'r gweithio gyda'ch meddwl sy'n un roi. Rwy'n gweithio'n gweithio ar gyfryd, rwy'n gweithio'n gweithio. Mae hynny, dyna'n gweithio'r ddiwrnod o'r Readucation Cymru. Rwy'n gweithio hyd yn ei ddod. OK. I have been thinking about this presentation for the last weeks. When I was preparing this talk, I was very happy because I thought I was going to be with teachers. When you prepare these things, I was thinking about something which was new for you, something which could be useful for you. Ne gasgwch fy fidesgwedd, gy→der, ryefoddiad na ddeachel bassiau mae yma eich bilgo buralau Fewf dyn amlwyr, fell broadbandu hyد yn cyfligio. Y holl fyddwch wedi nawblygu, yy momentumau gyda bod y pleiddiad i pellcau iaol bydditatw yng Nghyl Herm. That means how to use, how to apply Audio-lingual translation in language teaching, okay? And I'm going to divide this talk into three parts. Very simple parts. Oops, sorry. First I'm going to talk to you about subtitling and clip. Then we are going to have an example. I'm going to show you a project we developed a couple of years ago. And finally, we are going to have some hands-on activities. So practice, okay? Now, before that, I would like to start with a story. I'm going to tell you a story about translation and language teaching, okay? Which is not exactly a love story. I worked in translation for some years. I was a conference interpreter and a translator. So translation is fascinating, believe me. You have an idea, but you have a message, and you have to transfer that. You have to convey that message into another culture, into another world. That is really interesting. So when I was working in translation, I got many interesting ideas. Many inspiring techniques and strategies and things and insights. And I thought that perhaps these could be used and applied in the classroom, in education. In primary education, in secondary education. However, when I joined the university and I started with language teaching, CLEAL, bilingual education and all these things, I very soon realized that translation, bless you, wasn't at all popular. Translation is not popular in language teaching. In fact, it is very, very stigmatized. It has a bad reputation. Most teachers do not like translation. Probably there are several reasons for that. But I think one of the most important is, I think, the influence of a very old friend of ours, which is the grammar translation method. It has grammar translation method, okay? The grammar translation method, as you know, is one of the oldest, and everyone hates the grammar translation method, because it led to very dark times in language teaching. No interaction between the student and the teacher. No interaction among students. No nothing. No use of the language. No language to learn. No nothing, okay? Now, if I ask you now, think about translation in the classroom. Perhaps you have had some experience of being a student, perhaps a teacher at one point he or she used translation in the classroom. If you close your eyes, you don't need to do that, okay? But if you closed your eyes and you thought about translation in the classroom, what would you think about? Think about it for a moment. You would probably translate in songs. Yes? Okay, well, that's okay. But I was thinking about you. When you were studying on the teacher's years' translation, you would probably visualise something like this. Probably you cannot read it very well, but this is a typical text. So you've got final absurdo, absolute ending. And it says, era en las uchu media de la tarde, it was 8.30 in the afternoon. I el detectivo y Lorenzo Fresnos, and detected Lorenzo Fresnos and so on and so forth. This has been so for many years. So this was the use of translation in the classroom. This, inevitably, leads to that. It is almost impossible not to fall asleep with that kind of thing. And this, as you know, this is the worst thing we can do in the classroom. So when I started thinking about translation in the classroom, and I went to some schools of primary education in Asturias, and I contacted friends of mine and I told them, I have a project. Would you like being part of it? Would you like to try something about translation in the classroom? They told me, no, thank you. Because it has such a bad reputation. However, translation in the classroom is not only parallel texts. This is what we know as literary translation. Word for word translation. You take one text and you translate that into another text. That's where when I studied Latin in high school, that is terribly boring. And if I may, I'm useful. I'm not exactly useful for communicative purposes, for the language we need today, for the kind of language that your students need. In any case, translation, believe it or not, can be funny. It can be funny. You're looking at me like, no, no, it can't. It can be funny. It can be funny. I mean funny, you follow me. I'm not suggesting that you are going to do this on Saturday night. I'm suggesting that this can be used in the classroom. That's funny as this can be. And more importantly, translation can be useful in Clil. OK? 15 min. Rapidito, ia casi a cabes. OK? Not really, not really. Now, think about the following things. I'm going to ask you two questions. And I would like you to tell me first, what do you know about translation? Do you know anything about it? This is something you have used in your lessons? No? What else do you know about translation? Anything else? OK, no problem. Have you ever used translation in the classroom? Yes, no, only on Thursdays. Tell me. Have you ever used translation in the classroom? OK, so yes. OK, so drills, so translating drills. OK, that is translation, yes. What else? And you use Spanish for that? I'm just checking, OK? Because you know, why do you regret about it? OK, but yes, we are as teachers, we are asked to translate in many occasions, aren't we? OK, you are translating all the time. I'm going to do a very simple activity. Because you know that this is one of the best, one of the most relevant principles in Clil. You learn by doing. OK? In Clil you have to do things by yourself to learn how to do them. So this is what we are going to do. Activity on translation. OK? Now, this is going to be the first one. For this I'm going to... Which was your name? Mariangeles, Mariangeles, me bai yw dda? Si, si, si, si. Mariangeles is hyperventilating right now. OK, I'm sorry about it. I'm really sorry. OK. Well, that's it. What was your name? Antonio, would you help me for a minute? It's very easy, very easy. I'm going to explain it to you. I'm going to explain the activity in Spanish. Antonio is going to translate it into English. Very good, very good. You could put it the other way. Alberto is going to explain the activity and I'm going to... OK, very good. Sorry, I said I was going to speak in Spanish. Is it difficult? Why? I can't... I can't promise. I haven't thought about that answer. It is not good to believe me. Very, very good. Now you are going to ask all the teachers because you play. You know that the worst thing a student can do is to somehow, in any way, call the teacher's attention because then he is going to ask you. No, I'm not. I'm not. This is a very stupid thing, I know, but it works. I have tried this with many people, believe me. So this is what I would like you to do. I would like you to work in small groups, three, four people, no more, no less. OK? One of you is going to talk in Spanish for one minute. The second student is going to interpret everything into English. Everything the first one says. He has to interpret into English. And the third one can just be a mediator, if you want. He or she can ask questions. You can talk about anything. Quenca, Clil, the weekend, Game of Thrones, Donald Trump, anything. In fact, believe me, the less academic, the better. I mean, if you are talking about your hobbies, your husbands, whatever, it would be great. I would like everyone to interpret for one minute. This is, by the way, for those of you who don't know it yet, this is the difference between translation and interpreting. So translation, sorry, is written. Interpreting is when you transfer the message orally. You have consecutive interpreting, which is what we were doing now. You talk, you stop, and the person renders the message. And you have simultaneous interpreting, which is when you need, of course, a headset for that, and you are listening to the person. So just relax. This is just a game. I'm not going to ask anyone to bring. You can relax. I just want you to talk. In Spanish and in English. Three, four people, right? Five minutes or so. Have you finished, more or less? Thought off. This simple exercise was just an icebreaker. I just wanted you to relax a little bit and use it. So tell me, how was it? Was it easy, difficult, boring, extremely boring? Extremely boring, you say? No, difficult, difficult. How many of you think it is difficult? The rest, you don't think it's difficult? I mean it should be, it should be. And it does not relate to your language competence in English. You can have a very good level of English. You can command English and still find it very difficult. Why? You interpret and get the idea, but if you want to translate every single word or every expression, that's the difficulty in the expression. Remarkable. That's very interesting. When you translate, when you interpret, like the exercise you have just done, you do not have to transfer every word. Word for word. You have to convey a message. You can change things. It doesn't matter. You are not professional translators. You are not going to be translating a book. So you can change things. The important thing, the objective, is that you convey, you transfer the message. It should be difficult. Because we are not used to it. So you are not used to this code switching. Perhaps if you have experienced the typical situation where you've got some foreigners in your city, you have to go to a restaurant, you have to order the menu, that is exhausting really. If you spend one or two days with people from abroad at the beginning, that is very tiring. You feel tired because English is not your native tongue. It will never be. So you have to change and you have to translate. Now, when we go into audiovisual translation, which is what I wanted to do today, you would probably think about this, a television set, audiovisual translation. But this picture is no longer useful. Because audiovisual translation today is more like this. So you have computing, you have tablets, you have phones, et cetera. You have digital information. In audiovisual translation today, you do not translate films, you translate everything, video games, Netflix, everything. And this is the world of your students, as you know. The other day, let me tell you, it has nothing to do with it, but I want to tell you this story. The other day I was at the faculty and I listened to girls, they were talking. One told the other, es que seros tan del 2013? So yes, films and all that things, they live in a different world. They live in a different world. So they use, we are dealing with audiovisual multimedia products. This is nothing new to you. It shouldn't be. It's no surprise for you. We should use audiovisual multimedia products. Why? In the classroom, why? First, because they are motivating the video. But all these things, they are very motivating for your students. That is the first thing. They love it. They like it. And Donnie Tromsky, many people said that. A teacher has to keep motivation. That is our primary goal. If they are motivated, they learn. If they are not motivated, they don't. So motivation. Second one, they are close to the students. They love these frozen and all these things. They love it. So it is very close to their world. Third, it is real language. Yes, it is an adaptation and all that. But it is real language. Videos and all that. And something which is close to CLIL, it is full of cultural elements. Bless you. Full of cultural elements. OK? Now, when we come into subtitling, I'm going to show you a definition which is provided by Jorge Diazintas, who is from Albacete, very close from here. He's the most. Are you from Albacete? OK. That's right. I'm not going to read that. But the thing is that subtitling is a written representation, representation, not the actual thing, but the word, of the dialogues in a film. OK? So you have to try to capture the message. And you, as you know, use it normally, you place it on the bottom part of a screen. OK? Now, if you want it, if you become crazy one day and you want it to know about subtitling, there are two books that you have to read. One of them, you don't need to copy anything because you will have this available in five minutes. One of them is Translations, Subtitling by Jorge Diazintas and Alain Remael. And the second one is probably more didactic is by Noah Dallavan from the UNEF, OK? Who used subtitling for teaching purposes. OK? So you can just read these two books and you will know a lot about translation and subtitling. But I'm going to tell you a couple of things that you need to know. First, you know that there is a split, there is a separation between subtitling and dubbing, OK? We have been a dubbing country. Everything in Spain was dubbed, OK? Doblaje, just in case. In Spain everything is dubbed, OK? Subtitling countries, for instance, Sweden, the Netherlands have normally a much better command of foreign languages. Dubbing countries don't. That's a problem, OK? Nowadays they do not have an excuse. They do not have an alibi. They have Netflix, they have YouTube, they have everything. When I studied, I didn't have such a thing. I didn't. You needed to go to England and, yeah, well, speak up. Yes, yes. Or you had to go to the UK. Many years, well, not many years ago, a few years ago, OK? So dubbing versus subtitling countries. Which countries you think are dubbing countries? Apart from Spain, Italy