Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology at The Open University, UK, and Past-President of the International Association for Mobile Learning. Her expertise encompasses distance education, online learning, mobile learning and language learning. Her recent projects include the EU-funded MASELTOV project on personalized technologies for social inclusion of immigrants, the British Council ELTRA project on Mobile Pedagogy for English Language Teaching, and the MK Smart Cities SALSA project on language learning in the next generation of smart cities. She is currently collaborating with Refugee Action (UK) on an evaluation of their programme for immigration advisors. She supervises doctoral students researching mobile and social informal learning and their own professional practice. Many of her publications can be downloaded from Open Research Online: http://oro.open.ac.uk/
Specific purposes in language learning among migrants and refugees
Increased mobility of populations across the globe produces new learning requirements. Mobile learning supported by smartphones, tablets and other portable or wearable devices, offers many opportunities and can support migrants and refugees who need to learn a new language in relation to the situations they face. Mobile technologies along with social media can facilitate access, provide interaction and assistance, and enrich learning. The talk will consider some specific language learning requirements of these populations. Drawing on recent research projects at The Open University and elsewhere, we will consider some ways in which mobile language learning is being developed and how it can support the particular needs of refugees and migrants. Furthermore, we shall reflect on gaps in provision and how mobile learning could better support their language needs.
Catedrática de Traducción e Interpretación en la Universidad de Alcalá, Madrid. Dirige el Programa de Formación en Traducción e Interpretación en los Servicios Públicos. Es así mismo coordinadora del Grupo de Investigación FITISPos®, editora de FITISPos International Journal y promotora de la asociación AFIPTISP. Ha impartido clases y conferencias en programas de interpretación y traducción de varios países. Es editora y autora de varios libros y numerosos artículos. Títulos recientes son: Ideology, Ethics and Policy Development in Public Service Interpreting and Translation (Valero Garcés & Tipton eds, 2017) y Beyond Public Service Interpreting and Translation (Valero Garcés ed.) (2017).
De la automatización de la traducción y otros asuntos
Los rápidos avances en la tecnologización de la actividad traductora a partir del desarrollo de herramientas TAO y de la traducción automática, unido al desarrollo de la traducción neuronal, la inteligencia artificial, el reconocimiento de voz o la interpretación simultánea automática así como el desarrollo constante de aplicaciones móviles o software específico para la comunicación entre hablantes de diferentes lenguas sin necesidad de la presencia o apoyo del ser humano son cada día más comunes. Estos elementos están, sin duda, propiciando una redefinición del concepto tradicional de “traducción” y del papel(es) del traductor. Y son, precisamente, los lenguajes especializados los que sirven de plataforma de ensayo en su desarrollo imparable. Detrás de todo ello participan traductores, lingüistas, ingenieros, terminólogos, neurólogos, diseñadores de páginas web, programadores, etc. Una lista interminable de profesionales cuyos límites de su actividad no están ya claros. Surgen así nuevos perfiles o adaptaciones de los ya existentes para cubrir las nuevas exigencias y necesidades de mercado. Y rápidamente surgen también las preguntas: qué pide la empresa o el mercado de trabajo, qué tipo de formación disponible hay, o quién y cómo se ofrece. Como espectadora de dicha realidad, formadora de traductores y ‘traductora’ en los ratos libres trataré de dar respuesta a dichas preguntas basándome en informes sobre la empleabilidad y resultados de estudios de mercado y comentarios de investigadores, formadores y proveedores de servicios lingüísticos.
Mirjam Hauck is a Senior Lecturer in the School of Languages and Applied Linguistics at the Open University/UK and a Senior Fellow of the UK’s Higher Education Academy. She has written numerous articles and book chapters on the use of technologies for the learning and teaching of languages and cultures covering aspects such as task design, tutor role and training, and intercultural communicative competence. Between 2014 and 2016 she was on an invited secondment to the SUNY Center for Online International Learning (COIL) in NYC where she was responsible for professional development across all 64 SUNY colleges. She is the President of the European Association for Computer Assisted Language Learning (EUROCALL) and first training officer of UNICollaboration presenting regularly at conferences, seminars and workshops worldwide. She also serves as Associate Editor of the CALL Journal and is a member of the editorial board of ReCALL. More recently her scholarly work and publications have centred on the impact of mediation and the relevance of digital literacy skills in collaborative online (language) learning and teaching including MOOCs and SPOCs.
Critical digital literacy through online collaborative language learning and teaching
Digital literacy (DL) is a very broad and elusive construct and therefore not only challenging to grasp, but even more so to teach (Alexander, Adams-Becker & Cummins, 2016). One of the most cited efforts to develop a comprehensive framework for DL comes from JISC (2014) defining DL as the “capabilities which fit an individual for living, learning and working in a digital society”. Its associated Digital Capability Framework comprises of six elements, among which digital communication, collaboration and participation; digital learning and development; and digital identity and wellbeing (JISC, 2016; cited in Beetham, 2017). Yet, Brown (2017) draws our attention to an uncomfortable reality: “If digital literacies are core to what it means to be an educated person in the 21st Century,” he observes, “then our thinking needs to go beyond preparing people to fit the type of inequitable and socially unjust societies we have created over the past century.” He calls for critical digital literacies which challenge us to reshape and reimagine our societies and reminds us that educators “will fail to serve future generations if our definition of digital literacies does not help to produce a sense of agency both with and without new technologies” in order to “disrupt ‘a world where 1’ of the population (Oxfam, 2017).” Drawing on Brown (2017), I will argue that the socio-political context is crucial to defining and understanding digital literacies, and the much wider concept of digital citizenship, and that online collaborative language learning and teaching provides the ideal setting for promoting a critical and sustainable approach to developing DL.
Noa Talaván is a senior lecturer at the Foreign Languages Department of the School of Languages at the UNED (Universidad Nacional de Educación a Distancia). She has been researching in the field of the didactic applications of audiovisual translation for more than a decade and holds numerous related publications that can show the evolution of such field of study in different dimensions.
Audiovisual translation today: how to maximize its didactic potential in FLL
Audiovisual translation (AVT) as a discipline on its own is of paramount relevance today. We only have to look at the number of translations we receive daily and see how many of them have been produced via AVT. Such an important professional and academic field needs to be regarded with due attention and be respected for what it is: a source of knowledge, cultural information and accessibility. After stressing the significance of AVT today (in all its modalities), this presentation will explain the didactic potential of this discipline when applied to the foreign language learning (FLL) context, no matter the modality. Hence subtitling, dubbing, voice-over, audiodescription, and subtitles for the deaf and hard of hearing will be presented as pedagogical tools to be used in different FLL scenarios. There is already significant research evidence as regards their didactic potential, but further scholarly interest would be required to maximise their pedagogical use and provide the area with a more solid basis in academia.