Learning objectives
Building on the English language competence consolidated by students during the first year, this module aims to provide students with the theoretical, methodological and practical skills for the study and practice of accessibility to media and culture.
Practical training will focus on SDH and audio description (in English).
- KNOWLEDGE AND UNDERSTANDING:
students will consolidate English language competence towards a C2 level. They will also develop knowledge of the main features of media accessibility as well as its methodology and practice.
- APPLYING KNOWLEDGE AND UNDERSTANDING:
students will be able to apply knowledge and comprehension skills useful for decoding and analysing audiovisual texts from a multimodal perspective and for producing texts to accommodate audiences with diverse and special needs. In particular, students will develop skills needed to make audiovisual programmes accessible to the visually and hearing impaired. At the end of the module, students will be able to subtitle and audio-describe multimodal texts of various kinds and complexity.
- MAKING JUDGEMENTS:
students will be able to self-evaluate their language skills, to study autonomously, to re-elaborate the contents learnt during the module, to critically discuss case studies related to media accessibility and to carry out research on the basis of the contents of the module.
- COMMUNICATION SKILLS:
students will be able to communicate and discuss contents, analyses and theories in English (towards a C2 level), both in written and oral forms, in a register appropriate to the topic.
- LEARNING SKILLS:
thanks to the general scaffolding of the module which focuses on processes related to media accessibility, students will further develop learning skills useful to carry out advanced research in English linguistics, media accessibility and audiovisual translation.
Prerequisites
Course unit content
The module offers a survey of the current state of affairs in media accessibility research and practice. Since accessibility to media and entertainment by people with sensory disabilities is now a fundamental aspect within contemporary society, the module will focus on the main types of accessible rendering for these audiences, discussing and analysing specific cases and examples. After a detailed description of the current audiovisual translation landscape in Europe and worldwide - with a particular focus on English-speaking countries - the diachronic development and the state of the art in accessibility research will be the focus of the first lectures. The main lines of theoretical investigation related to audiovisual translation and accessibility will be explored in depth, and students will be introduced to the techniques in use for the accessible rendering of audiovisual texts through intralingual as well as intersemiotic translation. Emphasis will be given to the many semiotic modalities operating in a multimodal text (linguistic, acoustic, visual, etc.) as well as the language of film dialogue. The linguistic complexity of subtitles and audio description will also be considered (e.g., matters of register variation, technical constraints, the relationship of language as a semiotic system with visual signs and audio aspects).
The practical activity within the module will focus on professional practices which are aimed at making programmes accessible to the visually and hearing impaired, namely, audio description for the blind and visually impaired and subtitling for d/Deaf and hard-of-hearing audiences (SDH) for television, DVD, cinema, internet and live performances.
An inclusive approach to the analysis and creation of texts in English will give students the necessary perspective to make informed choices when catering for the diverse and special needs of the audience.
Students will also be required to attend practical language lessons held by English language assistants throughout the whole academic year aimed at consolidating students’ language skills to help reach a C2 level.
Full programme
Bibliography
Main bibliography for both attending and non-attending students:
Fryer, Louise (2016) An Introduction to Audio Description: A Practical Guide, Routledge.
Zárate, Solelad (2021) Captioning and Subtitling for d/Deaf and Hard of Hearing Audiences, UCL Press.
Further readings and materials will be available on the Moodle platform.
Teaching methods
The module will be based on lectures, during which key concepts and theories will be presented, and interactive classes, during which students are stimulated to critically apply the concepts previously covered through the analysis and discussion of case studies. The module will also include practical classes, aimed at applying theoretical notions through the creation of subtitles for the d/Deaf and the hard-of-hearing. Lessons will also cover the methodology and practice of audio description and surtitling for live events. Students can attend the classes live or watch them recorded. The recording will be available online for 15 days from the day of the recording.
The module held by the lecturer is complemented by practical lessons, which will not be recorded, given by English language assistants during both semesters, aimed at consolidating language skills at a C2 level.
Further suggestions for individual study will be given with the aim of stimulating an independent approach to study and research.
Assessment methods and criteria
ASSESSMENT METHODS
For attending students, the assessment is based on:
A) ONLINE PRACTICAL ACTIVITIES, which consist of tasks (e.g. subtitling and audio description) based on the contents of the module and to be completed during the lesson period,
B) ENGLISH LANGUAGE TEST (WRITTEN), which assesses general language skills corresponding to a C2 level to be taken at the end of the academic year and which gives access to the oral examination,
C) ORAL EXAMINATION, which focuses on the theoretical concepts of the module.
For non-attending students, the assessment is based on:
A) ENGLISH LANGUAGE TEST (WRITTEN), which assesses general language skills corresponding to a C2 level to be taken at the end of the academic year and which gives access to the oral examination,
B) PROJECT (essay or practical activity based on the contents of the module) to hand in before the oral examination.
C) ORAL EXAMINATION, which focuses on the theoretical concepts of the module.
ASSESSMENT CRITERIA
For attending students the final mark is the result of the scores obtained as follows: active participation during classes and online practical activities (20%), written examination (40%), oral examination (40%).
For non-attending students the final mark is the result of the scores obtained as follows: written examination (40%), project (20%), oral examination (40%).
The preliminary written text evaluation will be considered insufficient if the student is found lacking in the language skills tested; an insufficient evaluation (less than 18/30) does not permit access to the oral examination.
A fail is determined by a substantial lack of an understanding of the minimum content of the module, the inability to express oneself adequately orally and/or in writing (expected level of C2), by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments and to formulate critical opinions. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30) is determined by the student’s understanding of the minimum, fundamental contents of the module, ability to express them at a level of English that at least corresponds in part to a C2 level, an adequate level of autonomous preparation, ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Moreover, a pass is due to only partial competence in applying the knowledge acquired.
Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of a very good to excellent command of the language and theoretical knowledge according to the above criteria of evaluation. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
Other information
2030 agenda goals for sustainable development
