 Thank you very much for being here. It's 4 o'clock already, I know it is a lovely day. You learned a lot this morning and it is 10, you're by the 10. So thank you very much for being here. I have a question for your enthusiasm. So I am a lecturer from the University of Bolivia and I'm going to present this workshop on the innovative category of bilingual education. So I'm going to do one thing and one component. This is what we are going to do. We are going to look on how to use suffice in English. How to use suffice in bilingual education. The tip we are going to do is how to use the resource products in a more efficient, motivating, interactive way. And we are going to do it in the following way. First I'm going to explain the basics, the natural words of suffice and how can we apply these two things. Second I'm going to report on some data and information from a project we conducted in secondary education. And then in the third part, do not look at the words. So this is going to be a hands-on workshop. I know you do not have computers or you have mobile phones, you have laptops and you have to then pay that. So no worries about it. Although that is about technology, it's about something else. So starting right in the beginning, let me tell you that I learned a little bit on translation. I was a professional translator and interpreted it for a while. And there were some techniques there, some things that I learned. And I thought that they could be applied into language teaching. So I thought it was a very good idea to bring translation into the classroom. I'm talking about teaching English as a foreign language and teaching competence through an additional language. However, when I joined the university, I started working with foreign languages. I eventually realized that translation is not welcome, usually, in language teaching. If they would say that translation has been stigmatized in language teaching, it is not considered as a positive practice, as best as you want. We could probably identify many elements, many reasons for that. But if I had to choose one on one, I would probably say that the most relevant responsible is the grammar translation. Why? Because it has a grammar translation method. Again, grammar translation method. For those of you who work in languages, you know that the grammar translation method wrote about very sharp times in language teaching. Do I mean that this? Very boring classes where you're translating from one language into another. No interaction, no student center, no nothing. Consider best practices today. So, think, close your eyes, you don't need to close your eyes. Think about translation during the class. Think. That was that kind of thing. They are very positive. Do what you have to do today. Think how you experience translation in the classroom as a student of any foreign language, not as teachers. If you were studying English, German, whatever, how was translation into the classroom? Think about it for 10 seconds normally. I drink water. Probably. If I ask now, we will have 20, 25 different things, but I'm sure that many of you, 10 or 15 of you, would say that it was something signal to this. Let me read it for you, because I'm not sure that you can see that from behind. Final obstacle. It was 8.30 in the evening. It was detective Lorenzo Fresnos and detective Lorenzo Fresnos and so on and so forth. You know what I mean. This brings to this. Absolutely. This is incredibly bold. This is something that you cannot use in the classroom. It doesn't matter whether or not students learn the graph. It doesn't matter whether or not students learn the structures. If they learn the language, they will hate the language. If they are not motivated, they will not speak the language. So when I started this project, I went to high schools and schools of primary education in Asturias. The response was quite similar to this. In other words, thank you. That is quite a lot of work. However, translation is not only parallel texts. Translation is not translating word to word. It is not rendering from one language into the other. Literal. Translation can be fun. It can be fun. And more importantly, translation can be useful. Translation can be useful in content and language-integrated work. That is the message I wanted to convey. Ten minutes. We are almost there. So, the question is really good. Yes, really good. You have to believe me on this. How can we learn something? What is the most effective way to learn something? Correct? First, what do we know about translation? Have you seen I mentioned something this morning about translation? What do we know about translation? Let me know things we know about translation. Anybody? As you said before, it cannot be written. You have to translate the idea of expression. Very good. There are more than one type of translation. You have literal translation, word-for-word translation. You have free translation. Is it the same? Is translation or are translation an interpreting the same thing? No. Why not? Because I mean, the information you use can make, like, the same sentence, can make two different things. Absolutely. Even more than that. What is the difference between translation and interpreting? The context. Yes, but... The meaning. Yes, the meaning of the context. Easier than that. It's just in front of you. The difference between translation and interpreting is what the channel, the meaning is. Translation is always written. You write translation. Translation means texts. You translate one text to the other. Interpretation is oral. Interpretation is what you've got in the European Union. It's what you've got when a famous football player is talking and then there is somebody there who is interpreting into the other language. Translation is written. That is the most meaningful difference. This is important. Have you ever used translation in your classes? Yes. And good results? Outstanding results? Wonderful? Good. Starting from the other side. Bad experiences when using translation. You said, scary. Any bad experience? There is not such a thing. There is something absolutely good right to a rock. It depends on how you exploit it. Translation is not good or bad. The way you use it changes everything. Have you any experience using translation? We or our students? Both. With my students, for example, when they have to do a presentation, sometimes some of them didn't feel enough confident because they used to look for the information in Spanish and they translated. And the translation was so literal that at the end it was very artificial. Keep this in mind. That is so paramount importance. Keep this in mind. Translation means rendering one message from one culture to the other. From one language and one culture to the other. That is not literal translation. You have to translate something. You have to transfer the message from one language and one culture from one language and one culture to the other. So forget about that. We will discuss that. From my view, from my experience, what I have known is that, for example, if we are inside the class, maybe you can say the word straight away. You say the translation of the word and that's fine because you say and they understand straight away. On the other hand, I think it would be nice if you give a full definition of the things that it means. But it's absolutely important. Absolutely. At the best, the words of all, if you find, for example, that they experienced, you say you have to write about something. They go with the translator and they do the composition here for you and you see straight away that they have used the translator. Yes. Let me mention a couple of ideas that are very important. First, translation is not prohibited. If you know there is something that is called cold switching or translation. In the 70s, he taught in English and he used bishoxing words. No problem. This is bilingual education. This is not a monolingual education through English. So if our students in primary and secondary education know how to say in English sorry, in English and they don't know how to say that is quite a ridiculous example. But you know what I mean. So if they know the vocabulary, the technical stuff in English and they don't know it in Spanish, that would be fail. So translation from time to time is allowed to clear. Nobody says the opposite. I do it very often in my classes at university. Sometimes, how do you do that? Cold switching is very important. Theoretically, and I don't want to go too much into that, the best thing is explaining in English and then rephrasing in Spanish not the other way around. So theoretically, the best approach is explaining in English first fixing the concepts first in the foreign language and then you can repeat in Spanish. Or, as you said, rephrasing is something that we have to practice as teachers. Because if a student says asks for a definition you say to provide him or her with a definition and he doesn't understand it. If you keep on saying the same thing, the same definition he will not understand. This is something that we do not suffer in our modern time because this is our modern time. You are not native speakers of English. You will never be a young from home. You will never be a native speaker of English. So watch. There is not a problem there. So, before you mention something very important, how do you learn by something said practice? So with them, by doing. This is what we have to do now. Okay? I am going to interpret because you are not native speakers. I am going to interpret because you are not native speakers. I am going to interpret because you are not native speakers. Okay, okay. What you are going to do in the next ten minutes is one activity in which you are going to interpret one word. Remember, you are not translated I know this sounds a bit a little less academic but you are not translated because you are not in European Union. You are going to do one word and you are going to do the other. That is the key here. I am going to explain why at the end of this session it has some scientific and clinical evidence that you are not native speakers. Okay, from this side. What did you eat? No. No. In a party. In a party. In a party. In a party you are not native speakers. In a party? In a party. In a party? In a party. To a party. Why? Because, well, I had to go to many people's restaurants. And then I had a coffee. Why are I asking you this? start talking about clay, I'm sure that Maria is going to be very, very coffee. But if you ask about the footballers, I think it's as far as you're going to go. So this is what I want to know. I would like you to talk five minutes, well not three minutes, maximum, about any topic which is not academic. Well, I'm not going to be too strict here. You can talk about this talk, but you can talk about the World Cup, you can talk about the wincores, you can talk about politics, whatever, as funds, rights, fees, anything at all. And we are going to do it in the following way. One of you is going to speak in Spanish. The second person is going to interpret everything into English. And the third person asks questions to the first one. Whether, I mean, in English or in Spanish, it doesn't matter. Another thing is that one of you speaks in Spanish, and there is somebody there who is interpreting into English. I will not be watching you. I will not be recording you. Don't worry. What I would like you to do is to do that for three minutes per person. Again, we know this is just transferring the message. If you don't know a word, you can draw it. You can try to explain that. We must try not to use Spanish when we enter. If it's clear, ideally you could be grouped in groups of three, four people. No more. No less. Three, four people. Perhaps even in groups, it doesn't matter. Three, four people. Four people. Right now. Let me ask you one question. It's very important. And I need to have no answer please. Would you like to ask a question? You don't need to focus, but it doesn't matter. We are going to ask you one thing. How can we say in English, BGMs? BGMs. BGMs. BGMs. BGMs. BGMs. BGMs. Looking forward. Right. Now most of you are here. How was it? Yes. This is something that you can do that you know of many facts. If this is an activity that you don't need, if it's not a group, it is fast, it is easy to organize. And it takes just five minutes. I do not recommend you do this for a longer period of time, because this is very exhausting. Really. You do this for 10 minutes, 20 minutes, you get tired. But three, four minutes is a very difficult struggle. And again, this is very easy. I'll give you the meaning of the class. Why the meaning of the class? First, this is a classical warm-up exercise. Second, and I heard this when I entered. Sometimes it will happen to you. You are living your life. You go to your class and you have to change. Sometimes my English works very nicely. Everything goes smoothly. But sometimes it doesn't. Sometimes I don't. Today my brain doesn't think things. It happens the same to your students. So before going there with the drama, or with the technology, or the science, or whatever, in English, let them give them some room to accommodate if you want to transfer into English. So these five minutes can be a good starting point for them. So the point here is that translation can be fun. I mean, as funny as translation can be. It is one exercise to be done at the school. But this is something that I heard some laughter. I mean, the position between you and me is relatively fun. I mean, it is funnier than friends or girls. It is funnier than colleagues. So translation can be relatively fun. When it comes to subtitling, I know you know what subtitling is. You are probably more used to that drama than subtitling. But in any case, you know already what subtitling is. If you wanted to have an academic definition, here you have one. You can make it directly on screen. Subtitling is simply presenting the message of a dialogue in the local part of the spectrum. This definition is important because it implies that you don't need to translate word to word. This is rendering the message. If you watch a film with subtitles, if you're in a version with English subtitles, you will realize that it is not a literal translation. They change things. This is a lot in subtitling. By the way, this is an opportunity, I think, for those of you who know small, probably in the world of subtitling, and it is from a lot of people. So we're all seeing a lot. If I had to read one book, only one, in my life about subtitling, I would strongly recommend this one, by Noa Tarrar, from the University of United States. Because this is a book in Spanish, 78 is no more, about the dialectic use of subtitling. How do you use subtitling in language teaching? This is very dialectic, with some examples, and nicely written. Now, What's the name of your book? Tarrar. Noa Tarrar. Noa Tarrar. Noa Tarrar. Now, I cannot brief you on subtitling here, but I'm going to give you three or four key ideas before you do the activities that we have programmed for today. First, we have intra-lingual subtitling. What is intra-lingual subtitling? I just want to use this. As you can see there, it is from the same language. So you translate from English into English, or from Spanish into Spanish. In plain English, you watch films in English with English subtitles. You watch films in Spanish with Spanish subtitles. That is intra-lingual, with the same language. And then you've got inter-lingual subtitles, which is the standard subtitling we all know. You have to film in English, and you put the subtitles into your mother tongue, or the other way around. You can have the film in Spanish and the subtitles in English. These are the two standard ways of subtitling. There is a third one, which is not that common, but it's equally important. Subtitling for the very part of filming should be developed as such. Why is it different? Because in this variety, you have what YouTube calls close caption. Slam. So they, with the subtitles, you will capture, not only the dialogue, but the page should speak. Why? Because people cannot listen to anything. Think about one thing, accessibility. This is something that you can also use to promote accessibility in your classes, in case you have somebody with human intelligence, for example. Now, just for you to know, this is the map where you have double countries and suffocating countries. There are statistics for this, provided by the European Union. We know that suffocating countries traditionally have better command of foreign languages. Where double countries, such as Spain, or Italy, have traditionally been weaker in languages. There is some exception there, which is Germany, which is... But German people are German, and we say German. Now, there are a lot of things. This is just one of the reasons. The second reason, obviously, for the poor command of the English and the Spanish population is that they have a very, very powerful language. In Spain, you can go to South America, you can go to Central America, you can go to New York, you can go to Miami, you can go to many parts of the world. You use the Croatian. The more powerful the language, the less mean. There is a statistic, and it's talking about this. Spain is the fourth country in the European Union. The fourth country in the European Union with the weakest command of foreign languages. So the rest of the countries speak better languages than we do, which are one of the three countries with the worst figure, with the worst statistics. England, Malta, Ireland. What do these three countries have in common? The more powerful the language. And there is another thing, historically, you have books on this. In Italy, Germany, Spain. There were three damn countries, so this one, one. Where do you come from? The English ones. In Italy, they doubt everything. In Germany, they eat, but in Germany, they go to the Netherlands. This is just for you to know. Now, if you ask me about the basics of subtitling, things that you need to know in order to subtitle a video game, it's very, very easy. First, you have two symmetric lines. Maximum. The program, the software, is going to read for you. But if you download the video, films, or movies, or whatever, you will see that there is no material translation. So from time to time, you will see a subtitle which is hiding part of the image, which is very inconvenient. So traditionally, professional subtitles are two lines maximum. Okay? Four to six seconds. It depends on if you are working with teenagers, they read slower. Okay? So I would say it's been five to seven seconds on the screen. Obviously, depending on the subtitle. In the subtitle, it's yes. Okay? But we must subtitle it in four and six seconds. On average. On average. Three minute video. There is a lot of research on this. When you use videos for teaching foreign languages, they shouldn't exceed three minutes. This is the suitable time. It doesn't mean that you can watch, or you can play a movie or whatever. But if you are doing listening comprehension, if you are in subtitling, if you are using video as a didactic tool, more than three minutes is too much. If you want to subtitle something, choose very, very short clips. Because subtitling, I think, is very complicated. It is very soft. Okay? So, thirty seconds is more than enough. You cannot subtitle ten minutes. That is too much. It's a one-year project, if you want. Why are there taxes? Not on you. Yeah. Why are there taxes? Why are there taxes? So, look for contrast to your screen. You cannot use what great subtitles you are showing an Irish movie with green fields. Okay? And do not skip sentences. That means that the monster won't get to leave. Because you cannot do that. You can't remember. There is something which is not right. Okay? Very simple. You need, I mean, you can have more and more rules. But with these basic rules, you can already subtitle them. So, subtitling, I'm clear. So, subtitling in bilingual education. If you ask me, why on earth should I use subtitling on a bilingual section, on a bilingual stream, on a bilingual class, I could give you many reasons. Many reasons. There is research on that. But I'm going to give you five. Only five. First. I'm probably the most important in my opinion. This is motivating. Your students will enjoy it. Really. When I say they enjoy it, I mean it. They can go home and try to subtitle by themselves. For me that is already as much. They enjoy it. It is something that they lack. Second. In clear, in bilingual education, there shouldn't be code switching. There has to be trans language. We have to make sure that they command the both channels, the both codes. English and Spanish, which is a standard of whatever language it is. Basque and Spanish, it doesn't matter. They have to command both languages in the classroom, used to languages. There is no problem with that. They will have the standard of only language sessions. Even with only language sessions. Know that nobody is listening to us. You can use code switching from time to time. It is not a problem. Code switching is a good strategy. Okay. Third. They will develop subject-specific literacies. If you are using a video on electricity, obviously, you are going to be working with technology that will have your own electricity. So, science, history, whatever. Visual support is fundamental. It is critical in developing and in fixing vocabulary. They will develop specific subject literacies with type. It is, again, of paramount importance in clear. The forces, content, obviously, whatever you are working with, science. You are telling a video on the water cycle. Communication. This is important. This is a very personal thing in my beliefs and technology, in my design. But if you are using technology in your classes, at least with subtitling, I strongly recommend that you do not do it individually. I strongly recommend that they do it vertically or vertically. They have learned the technology at home. They are going to learn the technology but for this, I strongly advise that they do a group work study. Why? Because if not, there will be no communication. There has to be communication. They have to stick. In English. So we say content, communication, cognition. Why cognition? Because they have to be thinking in the foreign languages. Thinking in English is difficult. We know these because of all the interviews, the critical stuff. Do you have any promises? Yes, I do have promises. So do you play in this way? If you are a student, how do you learn the language? Not because of the topic. Because creating, thinking in the foreign languages is always more challenging. So we are going to be working with higher order skills. They have to hypothesize, they have to predict what is going to be happening and we will show it to you in a minute. And accessibility. Think about people with any human encounter. Okay? So motivating, coaching, the forces... The forces themselves, the forces where content, communication, and culture. I didn't mention culture. And culture, obviously. Culture is a sensor in film. And sometimes, I forgot about it. Sometimes we forget about it. Where is culture and subjectivity in the video? Videos for me are an obvious way to reach. Not languages. They are to be very, very patient. But the other day, I got very impressed because I used a kid from Indiana Jones. 10 of my students in the first year of primary education. They didn't know Indiana Jones. They didn't know how to say it. No, no, no. They didn't know how to say it. So, content, communication, communication, and culture. And I think it also helps to reflect on how things are written and pronounced. Because sometimes in the international they make it, they speak some letters, and when you have to write down what they said, you can reflect on on which letters are not pronounced, or which letters are not pronounced, where the stress is to come. Then you have the phonetic, the phonemic, the prosodic features of it. You didn't want to go into the linear style, but yes, of course. I mean, it depends on what is your approach. It depends on what do you see. Okay, so what can I do with this? So pick up the things which are interesting for your context and for your case. How do you do it? Which are the tools? There are many tools, but I'm going to show you two. All the two. Why two? Because these are the two that I have been working with for the last years, and they comply with a set of criteria. They are simple, very easy to use. They are free. You can download them right now for free. And that's it. Yes, I agree with you. That's the first one. The first one is called subtracting words. This is from rule one. It is open source. You can download it. It is so simple. You don't even need to install it in a computer. It is a file. You can open it and you can execute it from a USB. So you don't need to do two. Why can't I delete it? For example, in my university, I do not have access to installing proverbs. So I bring these in my advice. They flag it with words. Okay, subtract the words. This is how it looks like. So you have the screen here. You just upload the video. Any format, normally. And you play the video, okay? And here, in this part, you add your subtitles. The only thing you have to do is to add the subtitles and write them. That's it. Then, this is the most difficult part. You have to adjust it. Okay? I'm not talking about synchrony, because this is a bit more complicated, but you can say, okay, this is going to appear in second two, and this is going to go off in second four. Okay? And then you move on. I'm going to explain it to you. This is a very simple software. The only problem is that it is not a multi-platform. It only runs in Windows. That's the way it's done. And this is probably for PC, not tablets, no mobile, no backpacks. The second one is the one I'm going to be using today. It is exactly the same, but it runs on macOS. Here we have Apple, and also on PC. Okay? It is very similar to the previous one. Perhaps a bit more intuitive, if I may. You have the screen here. You add the subtitles here. You put the name. Yeah. iXSAP. In any case, I'm going to give you a handout where you have all the software. Okay? Okay. iXSAP. It is available for Mac, PC, and this is how it looks like. The one? This one? Yeah. Okay. This is open source software. You can download them. And you can watch them. Yeah? I have it there. I have it just there. So this is how it looks like. The original one. Okay? This is the problem. Here you've got the video, which can be, obviously, you just add your subtitles there and then you move them. Okay, the only thing you have to do is to select one subtitle and then you move it through the screen. I mean, you drop there and it works. I chose, I chose this one because I did it this morning. I'm sorry. I was just, but I don't know. For no apparent reason, they love frozen. Everybody, I haven't watched it. I'm sorry, but. I did it this morning. I'm sorry. But this is very, very easy to use. So the only thing you have to do is to insert here and then you put it there. I mean, it is very, very simple to use for students. So you just drag and drop. Take the subtitle and you put it where you want. I want to write. Sorry? I want to write. I'm sorry, I just. Then you add the video. I mean, you don't need to upload the video. You write the subtitles. Then you add the video and the most challenging part is to obviously synchronize the web. That's every part good. Okay? Very good. If you asked me about all the tools, as I said, that have been made for mobile and for tablets. I'm going to mention three, but they are probably the most popular and they are free as well. This is extra points and videos. It is an app for, I think, give me a role, I think it is for iPhone and Android. I'm not sure. I think it is multi-cable. So you can just, your mobile, you can check it now, add subtitles to photographs, videos, and so on. Text on photos and videos. Another one is multi-text on videos. Exactly the same. Video there, you can just add. Do you record yourself? I'm sorry, those two. I don't know. The first one, I'm sure of all that. The second one, I'm not sure. I'm going to check it now, okay? If we can download it right now. So you can record yourself and add some subtitles. This is something that kids like, okay? And the third one is text on video. You will have this presentation available for you, if not I will send it here. No worries about that. The third one is text on video. Again, it is music and text on video. If you write subtitles in Android, in iTunes, you will find them. Most of them free. The question is, paper, no content, of course, we create, you have access to no computer, you can do it on paper. They can sing the subtitles, I mean, there is not a problem. If you have no time, if you have no time, we can do it before, okay? And you are going to do a subtitling activity now. Probably without technology, because we have no computers, okay? So we create it with that, with the message that you have to keep in mind. I'm going to show you an example and then you are going to do it for the rest of the time. So this is something we did in two courses. First, this is about technology. Technology in the first course of secondary education. And you have also used it in science, in the sixth course of primary education. I don't know if you have watched this one from England. Everyone, would you, those of you who haven't watched it, would you make a review of 30 seconds? What is it about, front and back? Like, we need to go back. I remember it was, it was about gas, and... Okay. Yeah. But it's like a new version of practicing, okay? Okay? But I did focus on a dog, and I think it's a, it's all right, okay? It's a short film, very fun, and it's part of becoming a practice thing. Very good. This is an animation movie by King Barton. He did the one with the real character, I think it was in the 80s, I don't remember. He launched this 2004, I don't know. I think it was really, it was first of all. This is a version, a new version of Frankenstein. Okay? So it's a real monster that you have as a dog. Why did we do this? Don't focus on the Frankenstein. So we told them about the real book, which is great. Okay? Dracula, I don't like it at all. I don't understand what's great. Dracula was very boring, but this one is not about a monster. Frankenstein is about being different, about solitude, about a lot of things. It was written by Mary Shelley, a woman, she was betting with Lord Byron. Well, you cannot do this. I do, because you don't, but she won. A little sad, but good work, okay? In addition, it has a lot about silence and technology, because of electricity. Really, the dog's life is the same, okay? So, what did we do? First, as I said, this is about technology. So we were working, in particular, with ICTs, obviously, and electronics, electricity. What did we do? This is classic, classic, past days, right? There is no innovation there, obviously. So, we normally have a pre-watch, five minutes, maximum, with, without sounds, with without sound, English, Spanish, it doesn't matter. The important thing is that you do, some people do it without sound, so they ask students, what is going to happen? Will you stop the video? Is it a good place? You're working with hypotheses, predictions, forecasting, and so on and so forth. Then you play the video, full video, and then you ask them to subtitle. As I said before, we prefer to do this in first or in group work, not individual. So there is communication. They can subtitle if you have access to a computer room. They can subtitle if you are, if they are allowed to use their mobile in your school. They can subtitle using a paper, okay? And then you can do it in your computer. You can ask them, this is what we have here today. You can go there and upload or write your subtitle, which you can't go to computer to see. Okay, so this is a possibility. And then, obviously, the post-watch. You can ask questions, you can work with them, specifically about competence. Another possibility. Warping up, predicting, hypothesizing, and making an opportunity, so on and so forth. Working with trans-language and interpreting, as we did at the beginning of the lesson. Watching the video with or without the audio. Samurai the main content of the video. Working with the characters, how they look like. This would be more for the, obviously, for the language sessions. And any content activity. Forget about graphics. Of running with. Think about any videotape. The instructor could be the same. The mobile can be the same. We have worked with this and it worked pretty well. This, by the way, is no longer available on full-time. This was a charity in the United Kingdom. The medication.org team, but you still can't find contents in some places. This was an organization devoted to promoting learning through artificial resources. So, there are resources for this movie, and for other ones, which are incredibly well-developed. These haven't been, this is not mine. This is my field medication. So, for example, talking about Frankenstein, it is about electrical conductors and insulators. So, you have here a pineapple, a key, a rubber, a fork, and so on. So, metals. So, children understand. Kids understand how electricity works. You have a lot of activities, but these movies are from other ones, okay? They also, more importantly, you have the teacher's book with this, okay? You have the solution for everything, which is also important. You have something about science. How to make your own hairstyle in the fashion of Frankenstein. So, it gives instructions, which is very, very clear, okay? So, how to do this step by step. And it is available through the web. We haven't done anything illegal, okay? This is there for you to download. And this is the last one about balanced and unbalanced forces. How forces split? What are the advantages? So, we did this in secondary education, also in primary education. And what are the main advantages? What can you get with such type of activities or with this project? First, as I said before, the forces are clearly free for us. We have permission. They are thinking in the foreign language. They are thinking in their own language. So, they are thinking in both colors. Culture, in our case, it was Frankenstein. It was a book about an animal, a monster. Maybe, see, we told them a lot of things about Frankenstein. Communication, they have to speak to each other. And, I think I did it the other way around. Content, electricity in this case. Insulators, and so on. You are really, which is the most difficult part of credit, integrating content and knowledge. Content is in the middle, okay? And language is obviously what you are going to do with the subtype. You are working with the other one and the other one. You are working with the foreign language and their mother. So, you are integrating both things at the same time. I'm not going to be talking about collaborative work because Elena explained yesterday. But, this is something that can be already connected to this program. As I said before, you stimulate cognition in the foreign language. They have to think how to make a subtitle in the end. So, it is not only answering questions like these. It is not only filling the gaps. They have to do something which is creating the foreign language. Which is something extremely difficult to do. Obviously, they are going to be using ICTs for activity. Whether mobile phones, tablets, software, or whatever they use. But they are going to be using ICTs. I'm not going to be going into these very much, but this is probably the most interesting part, okay? Although I don't want to get technical. You know that there is a difference between what kind set, basic interpersonal communication skills. The type of language we need for everyday conversation. Day-to-day language. And cognitive academic language for physics. Language for education, stuff, okay? When you're working with a language application, when you're working with Clip, it's extremely important that you take these things out into account. You can just go globalize and do half. When you introduce a concept, a new concept, in history, geography, music, drill, science, etc. Language should be easy. I will raise no worries, but work at the same time with difficult language and difficult comments. When you introduce new things that they don't know, language has to be known to them. Progressively, when they, or when you call one of the comments, then you can, and we have an extra there on this, and we're going to talk more about something a bit different. But really, regardless, our brain is limited. We have two gigabytes of power that you want, okay? So you cannot ask students, you cannot ask anybody to start working with difficult language and difficult comments, okay? So the best thing is you're starting with new concepts and easy language. By easy language, and referring to language, they know or they should know. How you make sure you can get them handouts, you can prepare them with vocabulary, or glossops, etc. But take this into account, because in many cases, we have seen that classes fail because of this. This, again, is the second time I use it, be creative. I'm telling you this because my own experience, when we did this experiment, we failed reasonably because of failure. Why was there failure? Because children do unexpected things, always. They do things that they are not supposed to do. We started with this problem. We asked students of first course of secondary education to subtitles, okay? They had to be subtitling from Spanish into English and from English into Spanish. They had to subtitle the video. What the video said, they had to transform it into subtitles. And we learned that they were not doing that. They were misbehaving. What do I mean? Please. I'm sure you have watched Bruno Hanks doing his exam for many times, all during a pizza, asking about face-to-face information and taking about alcohol, whatever. What were the kids doing? They were creating until this happened. Not until. My colleagues were just saying, they thought that we are a thing. It is true. But this was something. It works. This was not our intention. Some of the teachers were even angry, believing it works. Why? They were creating, they were misbehaving. They were creating subtitles. But they were doing that in English. They were communicating in English. And they were doing some, they were practicing their creativity in English. That is extremely difficult to get. Believe me. This is what we call mash-ups. Okay? You have Bruno Hanks in town for your love. Sorry for not the other, for no academic reference. The sickness, never had a pineapple. Go to Google and you will find a lot of that. So they can take a video from, any politician is never a model of what's happening. Talking and subtitling in three weeks. What is the problem? Yes, it is not subtitling. It is something else. I regret it pretty well. In fact, we need some research on that. This was the most beneficial activity in terms of motivation, or cover-up, or cover-up administration, and even funds. So this is the one that works better. So what do we do? There is no problem there. Let them be creative. Okay? Now, for the rest of the time, we are going to work on two activities. Let's see how we handle this. The most important is the second one. The first one is just a test. The second one is the main thing today. But I just wanted you to try this subtitling thing. What is the problem? I know, we have no computers, okay? So you can do it on paper, you can do it using your mobile. You can just, for the next 10 minutes, try to download some of the applications and see how they work, play a little bit with it. But this is what I would like you to do. Practice subtitling some. This is free style. So you can do intralingual subtitling from English and Swedish, not from Spanish into Spanish, that is all. Okay? Intralingual subtitling from Spanish into English and the other way around. You can even download things. I will not talk about that. Because it's slightly different, but there are also very good applications for that. Okay, we're talking things. It is up to you. So what I would like you to do is to work in small groups. You can work in the groups, you are working half an hour a day, once you work this morning, it's up to you. And you have 15 minutes to try to subtitle them. Try to subtitle them. So just watch a video and try to subtitle them. Okay? Is it there? Let's say 20 minutes. That's the question I wanted to work before. I always wanted to do that. I'm going to stop this activity right now. I'm sorry, Chris, but you won't be able to move to the next one. I have seen it to you and I've done it. When it comes to the top five, it has several reasons. I didn't mention it, but this is an interesting alternative for you. So in this video, you have no dialogue. No dialogue, okay? We are boys, okay? We have music. So what is the point there? You can't play with the story itself. Either raising it with boys or subtitling it, but they do not have to translate or subtitle dialogues. It is absolutely free, creativity. These videos are the representation of a colleague of mine who is an expert in storytelling. I think they work very well. Most of them are from pizza. I think I have watched them before. Below, you've got the references for the software that have been used. As you have already seen, well, there is a problem with the bifurter that is the first thing you have to notice. And second, in mobile phones, in portable devices, it's probably damning applications are better. I mean, subtitling is more intuitive on laptops and PCs than a mobile phone. So mobile phones, damning is going to be better, okay? Now, we are going to go to the last activity. For this one, you don't need computers, okay? You just need to think. This is what I would like you to do. What I would like you to do right now is to think about how could you, as teachers of secondary education, how could you implement this into one software? So I want you to design a task, an activity, or a project, that you need to come up with after 20 minutes, okay? So you can choose the subject. It doesn't have to be in technology. You can't take the subject you want. Why? Because this is a technique. I mean, this subtitling thing, this translation thing, you say in technology, this is a technique, which is cross-track, this is transversal. It can be used in any subject, that is the abundance. This abundance is that you need technology, and sometimes it will let you down, okay? So what I would like you to do right now is to think about an activity in which you use subtitling for any subject. That's it. You have to think about the possible medium. You have to think about how could you subtitling English, Spanish, creating subtitling? You can think about the contents that would like to associate to this task, okay? Is it more or less clear? You've got the information. Think about any active degree. I know that you are working now probably in non-convert roles with people from... So you will have to reach an agreement, okay? What subject would you like to choose? Any subject? You have 20 minutes on that, okay, no more. So would I, some of you to come here and present what you have come up with? Is that okay? Do you need no computers for that? Okay? I'm sorry, I have no more time. I'm sorry. Please fill the bucket in. Okay, so some of you were looking for the... You were looking for the way of thinking, okay? This is just the technique. Okay, this is one possibility, one prerequisite of possibility. But this is not the, this is just a message. I mean, as long as the students work with competence and language, as long as you need something... I would like to play with the... For the most part, I think... Well, as long as it's language and language, it works, okay? Now, the question is, are there any volunteers? If there are no volunteers, would be volunteers. I don't need to... I don't need to... Are there volunteers? I know that a couple of groups are doing it anyways. What is your idea? Any idea, could be simple, okay? I don't mind. I don't mind. I'm sure you will confide that you will be able to do it later. Yeah, well, because I'm a teacher in economics, so I am teaching for administrative students. So we were thinking, integrating all the activities that have been listed here today. So we were thinking, maybe we could do something about customer service. So we were planning to have the groups where we have to create a customer service situation that is a role-playing, that afterwards they record it, and they give the subtitles. The idea is that we introduce drama, because they have to do it... Because a lot of moms can hear subtitles, the ones that we have been recording, and we have to be very expressive in order for the other ones to understand what is going on. So that would be the final product. It would be a video with subtitles that we have recorded and we have role-playing themselves. And the idea is that... In the groups, there will be different roles. There will be one person that is going to be in charge and looking for the key words and expressions. In this topic, there is a very concrete expression that should, no. And it is a way to reinforce some of them to memorize very well. So some people will be working with a key expression, some people can't read. Other ones are going to the others. They can work together with the people that want to write a script on what is the possible dialogue. And they are going to introduce the key words. And then when they have the final product, that is the video, we have loaded, the other ones can watch it, or they can't have it, and they can use it to write what they think they are doing. So what is going to be the complaint, how they are going to give a compensation for the complaint, and so on and so forth. Ours is not so much developed, but it is an activity for, I think, first, second year, secondary education. It is connected to where it involves science, I think more chemistry than biology, science in any way, technology and it is. And the idea is that they have to do an experiment. In this case the experiment will be that they have a glass of water, they put an egg, and they see that the egg goes to the bottom, then they have to add salt, and the egg will float. So they have to do the experiment, and at the same time they have to record the experiment, and then they have to add subtitles. The subtitles, what they work, is they have to describe the process, and use the sequencing work. Like, first I am doing this, then I am doing business, finally, and at the end of the video, they have to explain why this is happening, and for that they have to be creative. For the explanation, this is free, they can do as they want. So the content of science is about volume, density, weight, and also buoyancy, and preparing solutions, because at the end they are preparing a solution. The content connected to English is the sequencing work, and we are describing the process, and connecting with technology, recording, and editing the video. And so these are the things that then we are going to analyze, and we are going to take you to account for the assessment, we are going to assess that all the grammar and vocabulary is correct, the process of editing, and also that they have understood what they are doing, that they have done it well, and that they really understand what is happening, and are able to explain it. And also creativity, the way they try to explain what is happening, is also going to be evaluated. And we haven't thought about how we are going to distribute the work, we forgot about it, but I think that one student will be the one that is going to film everything, to record, so it will be in charge of the video, another student will be the scientist, and the other one can do the final part, the explanation of what is happening. One more. Two more. One more. So, we are going to do a piece of students, but we can do this activity with any email. We are going to work with cultural contents, and we are going to watch the news, the music news, the music news, and we are going to watch something, we found a video, a separate video about how this is going to be, so we are really interested in their lives, and their lives, and especially with young students, we want them to know something about the royal family, and we may link it to history, in the future. I don't know much. So, we have decided that we have a normal activity, a three-minute normal activity, brainstorming activities, so we will have a big family, a royal family, and all that. We come from there with a little bit of history, and then we are going to watch the video, it's a three-minute video, it's about the way people are feeling there, about the environment, about the people, and all that. And then the central task will take 25 minutes, which is an item. We are going to let them decide whether they want to subtitle what they read here, or their own weeks and weeks, for instance. They will work together in small groups, probably, and then we will leave for 20 minutes to work with, to watch their subtitles, their work, to work with some W.H. questions. We are, there will be 29 minutes, we will have two more in the stages, so again, comments and comments, why, what are they doing, and what is going on with them. Then, the questions. We are going to ask them to act out being journalists, and using the language of journalists or their own language. They are quick to do it. And as we have put in our speech there, we are going to find out something about the money that is spent on the wedding, and all that. Depending on the level of the skills, if there are the simple ones, maybe they use numbers properly, it's enough, or, you know, I don't know about that, so. To give you an opportunity, we are going to ask some students to investigate, to sort through the history of their family, maybe they can draw a tree or something in the family tree, for homework, because we don't have a plan. So, as you have been asked, that's real life. And the other ones, the President, are going to write down a summary about what they saw, what they really understood, and they will give us the summary, so you can write. So we are teaching them how to give them money for their information, and that's all. Real life. Finish all the speech. How is the subject, subject of English, physical education, and either audio-visual communication or the subject. Right, so this is for year three or four in possibly second education. And the conference, the main conference, would be healthy eating habits, diet, specifically healthy breakfast, vocabulary, sorry, related to diet, and also video recording, editing and subtitling. So, first, we would be watching a short video as a rumor whose title, if you're interested, is very dynamic, is What Does the World Eat for Breakfast? That's the title of the video. It's very nice, it's good from all around the world. Then, as a group, so three or so, they would be recording a similar video of their favorite breakfast, so one of them would be the camera person, another would be a random food, someone else would be editing the video from the, in the subject, what was your subject? You're very nice, sorry, technology. And finally, they would be exchanging the videos randomly, so they would be watching other groups' videos and making constructive critiques on how healthy or unhealthy breakfasts are using subtitles. That would be great. Thank you. Thank you very much. Free simple and inspiring ideas, so you can recommend them to your customers. Before you go, one last thing, this is about where you have to explain why on earth the most difficult question in any presentation, in any lesson, but something like, we should always bear in mind, you have to think about things when you prepare your lessons. So what, what is this translation of some type of things first? We know, here it tells us that for the visual translation it contributes to both, I underline that thing, both, the development of the L1 and the L2, which is the objective of things among all things, but it is one of the differences. Remember, bilingual education. We know with visual translation I start writing, using both languages in the same fashion is beneficial for the whole language complex of the students. This is beneficial for the students and the other way around. Second, translation is a technique, this is a technology to say, but it can be effectively used as many of us, not from a standard basis, but from time to time as a good resource in your teaching. The same as technology. You know that these two things combined can contribute to student motivation. More importantly, I think we put those agree on this. This is what we have been underlining for these two ways with these different senses. You have to be creative, we have to be creative, we have to be creative because if you were not creative you couldn't be in the picture. Why is it that important? Because we know that creativity indeed increases our students' motivation and that is the most important thing. In order to wrap this up I have this sentence by Ben Sander who is absolutely magnificent on my point of view. Ben Sander is as you probably know the director of Boston County and he said this, this is our main part. You are able to give the students a inspired and motivated and learn languages. That is all we have. Thank you all for watching.