The role of accessibility in language teaching: Respeaking in the foreign language classroom
Luz Belenguer Cortés
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Title
The role of accessibility in language teaching: Respeaking in the foreign language classroom
Abstract
Research into using audiovisual translation (AVT) and media accessibility (MA) in the foreign language (FL) classroom has proven that it raises awareness and garners the attention of teachers and scholars alike (Talaván, 2020). Respeaking is a live-captioning technique where someone listens to the original audio of a (live) programme or event and respeaks it using speech-recognition (SR) software, incorporating punctuation and elements for the hard-of-hearing. Professionals are well versed in shadowing, i.e., oral repetition of information found in the materials presented, which is more related to interpreting. Shadowing, together with subtitling revision techniques, could offer much potential for language learners in improving pronunciation and punctuation, among other skills (Soler Pardo, 2022). This paper provides an overview of using respeaking in FL learning, focusing on the benefits for students. We first introduce the concept of accessibility, focusing on shadowing and intralingual subtitling practice in the classroom using respeaking as a pedagogical tool. We then explore different options of how to introduce learners to shadowing as well as subtitling norms and proper techniques. Finally, we discuss correct material selection and the different tasks that could be adapted to different FL competences and workflows to enhance cooperation among learners and language learning.
Keywords
Audiovisual translation, foreign language teaching and learning, shadowing, respeaking
36(1) - 2024