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This is just a sampling of films.

Additionally, I am not saying that all or even any of these films represent strong translanguaging, only that they are films that provide possible avenues for representation, as they  feature both English and LOTE and/or are about young people in situations that should capture the imaginations of contemporary high schoolers. Generally speaking, these also represent a fairly easy entry point for filmic studies.

I have not seen all of these films, either, so don't ask me if they're any good!

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Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation

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Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation

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Research paper on using subtitles to promote translanguaging

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What Are the Benefits of Captions for ESL Students?

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What Are the Benefits of Captions for ESL Students?

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Benefits of subtitling/captions for emergent bilingual students.

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What are the benefits of captions for ESL learners (English as a second language) and English language learners (ELLs)?

In 2013, the number of individuals in the United States who spoke English with limited proficiency was estimated at 25.1 million, or 8% of the population. And according to the US Department of Education, over 9% of children in the national public school system participate in English language learning programs, while in the state of California that number is over 22%.

These numbers grow steadily every year, meaning there are vast opportunities in helping English language learners (ELLs) succeed and in reaching wider audiences with video content.

Traditional English-as-a-Second-Language (ESL) classes provide a great foundation for basic vocabulary, grammar, syntax and other linguistic features of a language. However, watching videos with captions or subtitles over the audio of native speakers is a great way for English students to improve vocabulary, pronunciation, inflection, and pick up on more nuanced features of English such as slang terms, phrases, and colloquialisms.

Terminology 101 of Captions for ESL Learners and ELLs

First, let's quickly clarify some key terminology:

Subtitles: time-synchronized text on a video that translates the spoken audio to another language.

Dubbing: a voice-over, or time-synchronized spoken audio translated into another language from that of the video, replacing the original speaker's voice.

Captions: time-synchronized text on a video in the same language as the spoken audio.

Closed captions: captions that can be turned on and off.

Open captions: captions that are "burned" into the video; cannot be turned off.

English Captions Improve Language Retention

New ELLs listening to a native English speaker talk often find it difficult to identify which words are being spoken, how they are spelled, and in what order they are arranged (syntax). That's why, for anyone learning a new language, it is extremely helpful to read the words one is hearing at the same time.

Even if the viewer cannot fully understand what they are reading on screen, captions can provide some helpful context, encouraging the viewer to stay engaged with video. Time-synchronized captions focus the ELL's attention on the words being spoken in real time, which helps with retention of vocabulary, spelling, pronunciation, grammar, and other valuable linguistic qualities one must understand to speak a language properly.

In 2009, a study conducted with Dutch ELLs concluded that watching English-language video content with English captions led to high scores after testing for aural word recognition, while watching English videos with Dutch subtitles led to lower scores on those tests. This suggests that reinforcing English speech with English text helps ELLs memorize spoken and written words in the language, leading to stronger vocabulary skills.

English Captions Help Decipher Accents and Dialects

Accents and dialects are another reason why captions for ESL learners and ELLs can be beneficial.

Many Americans have a hard time understanding certain accents and dialects from places like the UK, Ireland, Australia, and other places where English is spoken. So, imagine what ESL learners have to go through in the same scenario.

Accents tend to go hand in hand with dialects, or regionally-exclusive ways of speaking. Captions can help ELLs learn words and phrases from different dialects by helping them process the audio in the videos they watch.

In the previously mentioned study with Dutch ESL students, it was found that adding closed captions to videos with Scottish and Australian actors speaking in native accents and dialects helped the students identify the words spoken. Interestingly, it was also found that watching those same videos with Dutch subtitles diminished students' success in word recognition:
If an English word was spoken with a Scottish accent, English subtitles usually told the perceiver what that word was, and hence what its sounds were. This made it easier for the students to tune in to the accent.
In contrast, the Dutch subtitles did not provide this teaching function, and, because they told the viewer what the characters in the film meant to say, the Dutch subtitles may have drawn the students' attention away from the unfamiliar speech.

In 2008, an academic study invloving 20 Chinese ESL students found that video content with captions helped students' learn new words and expressions better than students who watched the same content without captions. Specifically, the study revealed that "the use of video plus captions can help students learn colloquial language [including] how and when native speakers use it."

This means that by adding captions to their videos, English-speaking online video providers on YouTube and elsewhere can attract viewers anywhere in the world who want to improve their language skills and understand as much regionally-varied English as a native speaker.

The Easiest Way to Create YouTube Captions

3Play Media's round trip integration with YouTube provides an automated workflow for adding captions and subtitles.Your YouTube videos can be processed in a matter of hours and captions will be automatically sent to YouTube and added to your videos.Learn more about YouTube captioning

'Subbing' vs. 'Dubbing'

If you've ever gone to see a foreign film in a movie theater in which the actors talk in a different language, it is either 'dubbed' or 'subbed' (subtitled) so that viewers can understand what is being said. Everyone has their preference, but for students of a second language subbing tends to be much more helpful.

Subbing is better for ELLs because the translated text reinforces the speech, helping the viewer learn by encouraging them to match the foreign speech with words from their own language.

Hearing English speakers talk normally on video helps the viewer tune their ear to the unique sounds of spoken English, which is necessary to learning any new language. Whereas with dubbing, all of that exposure to another language is lost.

Other Benefits of Captions for ESL Learners and ELLs

Control: You can pause and rewind whenever you need to, so you can go to "ESL class" whenever you want!

Subject-specific vocabulary: It helps broaden vocabulary about specific subjects (e.g. YouTube videos about science, cooking, politics, business, pop culture, etc.).

Mouth movement: In most cases you can watch the mouths of the person speaking, which helps with lip-reading, and pronunciation of difficult sounds unique to a language.

Situational context: Watching foreign films and TV shows with subtitles are great for understanding when to use formal/casual language, and knowing when and when not to use certain words.

8 Benefits of Captioning and Transcribing Online Video

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What Are the Benefits of Captions for ESL Students?

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What are the benefits of captions for ESL learners (English as a second language) and English language learners (ELLs)? In 2013, the number of individuals in the United States who spoke English with limited proficiency was estimated at 25.1 million, or 8% of the population.

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The effectiveness of closed caption videos in classrooms

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The effectiveness of closed caption videos in classrooms

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Closed captioning (subtitles in the same language as the video) helps everyone!

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A few good-to-great reasons!

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Not sure why closed captioned educational video is necessary? We've got 10 great reasons why you should start captioning for education right away.

1. It's the Law

The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require captioning on educational video that is available to students as well as the public, to ensure effective communication for people who are deaf and hard of hearing.

Section 504 and Title II of the ADA requires captioned video content for public universities and Title III requires captioned video content for private universities

The Individuals with Disabilities Education Act (IDEA) ensures that students at public K-12 schools have equal access to education, which may include captioned educational video.

2. Captions Clarify Video for All Students

While closed captioning for education is crucial to prevent disability discrimination, there are many additional benefits. The first of which is that captions help all students better understand and focus on educational videos. Captions clarify the dialogue when:

the speaker has an accent

technical terms are used

the audio is muffled or too quiet

the environment is noisy

All of these issues would normally distract students' focus, but with captions, students can easily follow along without a problem.

3. Captions Aid ESL and Foreign Language Students

There are 4.5 million public school students in the U.S. whose first language is not English, as well as thousands of international students that come to the United States. Captions are a powerful way to help non-native speakers fully understand key concepts, especially when dealing with technical subjects.

4. Captions Aid Students with Learning Disabilities

Learning disabilities affect thousands of students and when not accommodated, can hinder students' success in higher education. In 2014, only 17% of young adults with learning disabilities received accommodations and supports in postsecondary education because of their disability. Captions are an easy but impactful way to aid students who have trouble processing speech and auditory components in media.

5. Captions Improve Reading Comprehension & Literacy

Researchers Greg McCall and Carmen Craig found that reading comprehension scores from students increased dramatically when captioned educational video was used compared to uncaptioned educational video.

Another study conducted by Planet Read showed that captioning on TV in India greatly increased the literacy rate of children, doubling the number of functional early-age readers.

6. Captions Improve Retention & Focus

Captions are eye-catching and allow students to read along with the video. This combination of audio and visuals creates the best learning environment for students. The U.S. Dept. of Labor tested research subjects' recall for information delivered orally, visually, or both orally and visually after a three-day time period.

Oral-only instruction had an information retention rate of 10% and visual-only instruction had a retention rate of 35%. The combination of both visual and oral instruction resulted in a 65% retention rate.

7. Captions Improve Test Scores

Robert Keith Collins, a professor of American Indian studies at San Francisco State Universit y conducted a study on captioned educational video. During the first year of a 2-year case study, Collins showed videos without captions to establish a baseline of student comprehension, then in the second year, he turned on the captions and began to see improvement in comprehension and grades.

His students went from receiving C's, D's and F's in the non-captioned year, to A's, B's and C's in the captioned year. Students noted that video captions helped them focus and take better notes.

8. Captions Enable Search Across Video Platforms

Schools can use their video platforms as a powerful library. When videos are not captioned, you have to scroll through the entire database to find what you are looking for. When you use a captioning service to create captions and transcripts, the textual data opens your videos up to a full video library search. Rather than scrolling through endless videos, you now can search for keywords, concepts, speakers and more within seconds and all relevant videos will appear.

9. Captions Create New Study Aids

Caption data provides two stellar ways for your students to study and further interact with your video lectures.

First, some video environments allow you to search for keywords, concepts, speakers and more while the video is playing. This allows students to directly jump to concepts and terms they need help with, without watching the entire video repeatedly.

Additionally, captions come with a transcript. When an educator includes a video transcript along with an educational video, students are able to read along the with video, print the transcript, and take notes directly next to the relevant content.

10. Captions Boost Recruitment Efforts

Captioning for education isn't just about helping students. Universities can take advantage of captioned video to improve their recruitment efforts without breaking the bank. Admissions officers can't visit every high school and students can't visit every potential college. But most students have online access where they can watch campus tours, view sample lectures, access admissions resources, and even upload interview recordings without the expense of visiting.

Video expands access to the students, schools, and regions for whom your school was never even on the horizon. Captioning these videos ensures that you reach every potential student in a welcoming way, regardless of whether they have a hearing disability, speak English as their native language, or are on the go.

Closed Captioning for Education Is Easy

All you have to do is enlist a third-party professional captioning service. You'll want to make sure they provide 99% accurate captions or else you will be in violation of the ADA and Section 504. Check out our guide to choosing the right captioning service here.

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10 Reasons Why Closed Captioning for Education Is a Must | cielo24

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Not sure why closed captioned educational video is necessary? We've got 10 great reasons why you should start captioning for education right away. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require captioning on educational video that is available to students as well as the public, to ensure effective communication for people who are deaf and hard of hearing.

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Páginas para descargar subtítulos en español

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Páginas para descargar subtítulos en español

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Resources for downloading Spanish-language subtitles

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We all like movies and series, right? But there are ways and ways to see them. We can see it in the cinema or at home, in original or subtitled version, and each way has its advantages. In the cinema we will see the film on a big screen and with a spectacular and enveloping sound; at home we will see it comfortable and when we want. If we see it in our language we don't have to make an effort to understand anything; if we see it with subtitles we will be enjoying the interpretation 100%. It is for the latter that many of us like to watch movies and series in their original version with subtitles (at least from time to time). Where can I download subtitles for movies or series?

Below we will put a list of websites where you can find Spanish subtitles for movies and series. Normally, these lists do not add the websites in order of importance, but this time it will be the case. At least the first place, a position that Subtitle Seeker must be in, a website that is responsible for searching for subtitles on many websites and that has the record for subtitles in its database. I leave you with the list.

Subtitle Seeker

If you are looking for subtitles, you have to start with Subtitle Seeker. Find practically everything. It has about 7 million subtitles you get them by searching on many other subtitle websites. We could say that Subtitle Seeker is the Google of subtitles. It is advisable to search for them in their original language, but it is worth it. It is fast, simple and effective.

Website: subtitleseeker.com

Podnapisi has something more than a million subtitles in multiple languages. It is an authentic forum community and active translation groups. In addition, and how could it be otherwise in a community of this size, we can make requests of subtitles that do not have in their database Subtitles go through a series of verification filters, something that is much appreciated. The problem is that the requests will have to be made in English.

Website: podnapisi.net

Subsmax is a search engine with more than XNUMX million subtitles. It has a problem, and that is that it can show us a lot of search results if we are not precise with the text. But if we put the correct name and, if possible, the year, we can find subtitles for almost any movie and also series. It has subtitles of old series available, but it is best to put its original name in English.

Website: subsmax.com

Spanish subtitles

In Spanish Subtitles we will find subtitles for a lot of movies and series. We will find subtitles for movies of any year and series that are not too old or unknown. In addition, as you can see in the screenshot, it is not necessary to enter the search manually, but we can do it in four clicks, one on " Automatic search ", Another on" Select video file ", another on the file and another on" OK ". Simpler, impossible. Of course, the file has to have the name of the movie or series or it will not find anything, of course.

Website: subtitulosespanol.org

Subdivx is another website with a large catalog of subtitles, both for series and movies. What's more, users can value the quality of the subtitles, something that can help us when choosing one or the other and (it is assumed) they will be more faithful to the original text. It has a very simple interface, so we can find and download subtitles quickly and easily.

Website: subdivx.com

Open Subtitles

Open Subtitles has more than two million subtitles both for series and movies. In addition to Spanish, the subtitles are in multiple languages. It is a community and, as such, we can contribute by asking for subtitles that they do not have in their database. Most movies are in their original name, so it's best to look up the English title if the movie or series is English-speaking.

Website: opensubtitles.org

Movie and TV Subtitles

Movie Subtitles and TV Subtitles are two different pages, but sisters. In them we can find subtitles of movies and series in a good number of languages. The problem, as in most websites that offer subtitles in several languages, is that we have to put the title of the movie or series in its original language. The good thing is that they find everything.

Films: moviesubtitles.org

Series: tvsubtitles.net

How to add subtitles to our videos

To be able to see the videos in any compatible player, the most common is that it works just by putting file with .srt extension in the same folder as the movie or series that we want to see. The .srt file must have the exact same name as the video, so if we want to see "Interview with the vampire.avi" we will have to have the file "Interview with the vampire.srt" in the same folder. And this does not only work with computer programs, it also works on compatible televisions.

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Best Pages to Download Spanish Subtitles

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We all like movies and series, right? But there are ways and ways to see them. We can see it in the cinema or at home, in original or subtitled version, and each way has its advantages.

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Guide (for teachers!) to writing your own captions

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What are Captions?

Captions (sometimes called "subtitles") are the textual representation of a video's soundtrack. They are critical for viewers who are deaf or hard of hearing, and they are also a great tool for improving the reading and listening skills of others. Unlike subtitles, captions provide information such as sound effects and speaker identification.

If you upload video to the Web, and that video includes sound, you should always include a text alternative, such as captions. As an added bonus, since most captioning for the Web relies on text, providing captions for your videos will ensure that they are indexed by search engines more quickly and accurately, meaning your video will reach more people.

What's in a Caption?

A video's captions can transmit information such as:

Narration

Dialogue

Sound Effects

Other Informaton

The Benefits of Captions

Captions help children with word identification, meaning, acquisition, and retention.

Reading captions motivates viewers to read more and read more often.

Captions can help children establish a systematic link between the written word and the spoken word.

Pre-readers, by becoming familiar with captions, will have familiar signposts when they begin reading print-based material.

Captioning has been related to higher comprehension skills when compared to viewers watching the same media without captions.

Children who have a positive experience in reading will want to read; reading captions provides such an experience.

Reading is a skill that requires practice, and practice in reading captions is practice with authentic text.

Captions provide missing information for individuals who have difficulty processing speech and auditory components of the visual media (regardless of whether this difficulty is due to a hearing loss or a cognitive delay).

Students often need assistance in learning content-relevant vocabulary (in biology, history, literature, and other subjects), and with captions they see both the terminology (printed word) and the visual image.

Captioning is essential for children who are deaf and hard of hearing, can be very beneficial to those learning English as a second language, can help those with reading and literacy problems, and can help those who are learning to read.

Web-based Captioning/Subtitling Tools

Desktop Captioning/Subtitling Software

Jubler (free and open source) (Linux, Windows, and Mac) A Java-based tool for creating captions and subtitles in a variety of formats.

CaptionMaker and MacCaption Video closed captioning for any Mac/PC digital workflow.

(Mac only [Windows version in development]) Utilizes a MovieCaptioner GUI to create and synchronize captions in a number of popular formats. Single- and multi-user licenses available.

Subtitle Workshop (free) (Windows only) Supports all the subtitle formats you need and has all the features you would want from a subtitle editing program.

Caption-Ready Video Hosting Providers

Google offers an "auto caption" feature for YouTube uploads by which text-to-speech software attempts to automatically generate captions from a video's soundtrack. If you'd like slightly more control over the content of your captions, Google has also implemented "automatic caption timing." To use this feature, simply transcribe all of the words found in your video, and upload it as you would your SRT (timed) caption file (see below). The same text-to-speech algorithms used for "auto caption" will synchronize your transcribed text for you, eliminating the need to worry about timecodes. (Check YouTube help for YouTube more about these automatic features.)

However, the safest (and most accurate) bet would be to upload an SRT file with your video; once completed, this will enable a "CC" button on the video player interface and captioning will be turned on by default. YouTube has provided instructions for users interested in adding captions to their YouTube videos.

The National Center on Disability and Access to Education (NCDAE) created cheat sheet to show the different ways of creating captions for YouTube videos:
http://ncdae.org/resources/cheatsheets/youtube.php

If you create your captions with YouTube, you can download a SRT file for use in other applications:

1. Click on the Sign in icon.

2. Click on Creator Studio.

3. Click on Edit and select Subtitles and CC.

4. Click on English (Automatic) under Published.

5. Click on Actions and select SRT.

6. The file will download as "captions.srt."

dotSUB Users can create, import, and export a SRT file with their video. Captions are displayed on the video during playback. Captions can be turned on or off using up and down arrow buttons.

Guidelines for Captions

It is important that the captions be (1) synchronized and appear at approximately the same time as the audio is available; (2) verbatim when time allows, or as close as possible; (3) equivalent and equal in content; and (4) accessible and readily available to those who need or want them.

The most important thing about captions and subtitles is that, when they appear on the screen, they are in an easy-to-read format. Currently available methods of captioning Web content vary in their capabilities, but good captions adhere to the following guidelines when possible:

Captions appear on-screen long enough to be read.

It is preferable to limit on-screen captions to no more than two lines.

Captions are synchronized with spoken words.

Speakers should be identified when more than one person is on-screen or when the speaker is not visible.

Punctuation is used to clarify meaning.

Spelling is correct throughout the production.

Sound effects are written when they add to understanding.

All actual words are captioned, regardless of language or dialect.

Use of slang and accent is preserved and identified.

If the captioning tool permits, remember...

Nouns and verbs are not separated from their modifiers.

Prepositional phrases remain on the same line.

Italics is effective when a new word is being defined or a word is heavily emphasized in speech.

Translating speech to text sometimes requires creative use of punctuation, but always remember the rules of good grammar.

The above are very abbreviated guidelines for quick captioning of your videos of field trips, classroom experiences, and other activities. To explore preferred captioning techniques in greater detail, visit our Captioning Key.

Additional Captioning Resources

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Caption It Yourself: Basic Guidelines for Busy Teachers, Families, and Others Who Shoot Their Own Video

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Captions (sometimes called "subtitles") are the textual representation of a video's soundtrack. They are critical for viewers who are deaf or hard of hearing, and they are also a great tool for improving the reading and listening skills of others. Unlike subtitles, captions provide information such as sound effects and speaker identification.

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Resources for playing multiple subtitles at once

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In some areas of the world, you might see more than one set of subtitles on a cinema screen at once. This is because the country might have more than one major language so just showing one subtitle language isn't enough. This becomes a problem at home as DVD/media players and TVs cannot display more than one subtitle at once on discs or when playing video files and you would have to encode the subtitles you want into the video itself.

Thankfully, this doesn't have to be the case on a computer and it's quite easy to display two subtitles on a video at the same time if you have the right media player software to allow it. Here we show you six solutions for playing two subtitles on your Windows computer. All you need is the video file and the required language SRT subtitle files or subtitles embedded inside the video file.

Tip: For best results, you should rename subtitle files to something like nameofvideofile.language.SRT. For instance, Myvideofile.eng.SRT. Then put the files in the same folder as the video. This way, most media players will automatically detect the subtitles without you having to manually load them. Also, make sure your subtitles are synced correctly or they will display at different times.

1. KMPlayer 64X

KMPlayer has been able to play more than one subtitle at once for quite a few years. Apart from that ability, it also boasts a number of options for displaying, loading, and saving the subtitles back out again. Some of the other subtitle features are merging subtitles together, subtitle explorer/editor, syncing, multiple display and effect options, and an online subtitle finder.

By default, KMPlayer will show the first selected subtitle at the bottom, internal or external subtitles are supported. You can add a second by right clicking on the video window > Subtitle Track > 2nd Subtitle > Enable. Then go back to the 2nd Subtitle menu and select the subtitle you want to add at the top of the video.

There is actually a 32-bit version of KMPlayer that can show three subtitles at once, but it also contains adware in the player window. If you have a 32-bit Windows or want to add a third subtitle, try that. Otherwise, we'd recommend sticking to the 64X version.
Download KMPlayer 64X | KMPlayer 32-bit
Note: For reasons we don't quite understand, the 2nd Subtitle menu option sometimes does not appear at all or appears some times and not others. It's not related to the video file because the option can appear and disappear when playing the same file. If this happens to you and you can't see the option for the second subtitle, it's advisable to try one of the other programs listed here instead.

2. Daum PotPlayer

PotPlayer is by the same developer that created KMPlayer who decided to leave that project and start another. Unsurprisingly, PotPlayer also has a range of subtitle options like KMPlayer, including a subtitle browser, online search/download, loads of tweaking and display options, and even a translator. PotPlayer can show two subtitles on the video at the same time with one at the top and one at the bottom.

How to add a second subtitle onto the video is similar to KMPlayer and done through the context menus. Right click on the video > Subtitles > Add/Select Subtitles > 2nd Subtitle, and select the language to be placed at the top. If any external SRT files are not in the same folder you can manually browse and load them for primary or secondary subtitles from the same menus. A portable version can be downloaded from PortableApps.

3. Media Player Classic - Home Cinema

Media Player Classic - Home Cinema (MPC-HC) has been popular for many years partly for being able to smoothly play full HD content on low end or old hardware. The disadvantage of MPC playing two subtitles at once is it can't do it out of the box and requires you to do a few things first. MPC-HC was officially discontinued in 2017 but it's still kept up to date by third parties wishing to keep the project alive.

Firstly, you need to install a Directshow filter called VSFilter which takes care of showing the second subtitle. Download and install VSFilter and tick the box to configure it when the install is complete. In the Main tab, check Override placement and enter a vertical (V) number somewhere between 0-25 to put this subtitle at the top. Click OK.

Secondly, open MPC-HC and go to Options (O) > Advanced, double click the BlockVSFilter entry to make it False. Click OK, close, and then reopen MPC-HC.

When you open a video file and want two subtitles, you can access the main bottom subtitle from the right click > Subtitles menu, the second subtitle is accessed via Filters > "VSFilter (auto-loading version)". A green arrow icon in the system tray is also visible where you can right click and alter the top subtitle.

Note that you can mix internal and external subtitles or use all external subtitles using VSFilter. However, it doesn't appear to work with just internal subtitles. Media Player Classic - Black Edition (MPC-BE) is a popular fork of MPC-HC with some extra tweaks and features. However, we weren't able to get two independent subtitles to show at once using this method. If you can get it to work, let us know in the comments.
Download Media player Classic - Home Cinema
4. SMPlayer

SMPlayer is a frontend GUI for the command line MPlayer which is the video engine behind a number of media players. The last time we tried the program for this article a few years back, showing two subtitles at the same time didn't work. However, any previous issues appear to be corrected and it does now show two subtitles at once. Subtitles can easily be resized using the Shift+R/T shortcuts.

Choosing a secondary subtitle in SMPlayer is very easy. All you have to do is right click on the video > Subtitles > Primary/Secondary track and choose the subtitle language you want. External files can be browsed for and loaded, and you can also search for and download subtitles from opensubtitles.org from within the same menu. A portable version is also available.
Download SMPlayer
5. MPV Player

MPV uses a combination of MPlayer and FFMpeg to play video files. It doesn't have a fully featured user interface and most functions are controlled via the command line and with keyboard shortcuts. You can't load external subtitles or show two subtitles at once by default and they have to be added from the command line. Running a small ready made batch script will perform the task.

First, download and extract the MPV Player archive from SourceForge (A 7z compatible archiver is required). Then download our batch script Zip archive and extract the files to the MPV folder. We've split the subtitles into two script types; video with internal subtitles (like MKV files), and external subtitle files (such as SRT files).

To play internal subtitles, drop a video onto MPV_Internal_Subs.bat and it will play the first and second subtitles by default. To change this, edit the batch file and the following arguments:

-sid=1 - The ID of the primary (bottom) subtitle

-secondary-sid=2 - The ID of the second (top) subtitle

You can view which subtitles are in the video by playing it with MPV and cycling through the available subtitles by clicking on the right of the play/seek bar. Whichever number you want to show, enter that as the sid=##. Save the batch file when you have finished and drop a file onto it to test.

When using external subtitle files, all you have to do is rename the files to include the name of the video file and any extra text you wish. Such as:

Myvideofile.mp4, Myvideofile-en.srt, Myvideofile-ru.srt

or

Myvideofile.mp4, Myvideofile_1.srt, Myvideofile_2.srt

Drop the video onto MPV_External_Subs.bat and the subtitles will automatically load and be displayed. We have included a third script that allows you to supply specific names for the subtitle files. You have to edit the batch file to add the names after the "-sub-files=" argument. Separate the names with a semicolon. For example:

-sub-files=Sub_bottom.srt;Sub_top.srt -sid=1 -secondary-sid=2

If you want to change options like display font, color, position (primary subtitle only), or transparency, read MPV's subtitle documentation. Most options to alter the look of the subtitles will affect the primary subtitle only or both together.

Download MPV Player | Download MPV Player Dual Subtitle Batch Scripts

6. BS.Player

BS.Player is one of a few media players that offer a paid version which is a pricey €29.90 for a year's worth of Pro version updates. Thankfully, the free version handles playing two subtitles at once with no problem. A few options like uploading/downloading subtitles, and adjusting timings are available. Some useful functions are the ability to have different colors or fonts, and a custom position for each subtitle.

Adding subtitles is similar to SMPlayer. Right click on the video > Subtitles, and choose Primary or Secondary for a sub menu listing the bottom and top subtitles. Do note that BS.Player is not self contained like many other media players and offers to install some third party software such as AC3 Filter and LAV Filters. While they're not required to display two subtitles, they may be needed to actually play your videos correctly.

Merging the Subtitles into one File

This isn't a piece of software but is instead an easy way to display two subtitles at the same time in just about any media player that supports playing SRT subtitle files. It's is done by simply merging the SRT files from different languages into one main file so you only ever have to load one subtitle SRT. The advantage is this also works for DVD players, TVs, and hardware multimedia players that support a single SRT subtitle file.

You can follow the guide in our How To Add Two or More Subtitles to Video article. The resulting SRT file should allow the player to play two or even three subtitles together automatically at the bottom of the video with optional different colors.

Editor's Note: VLC Media Player has never had a simple option for playing two subtitles at the same time. That will change with version 4 because the option is built in. At the time of writing, VLC 4 is still in alpha/beta phase and the second subtitle option was quite unreliable when we tested it. When VLC 4 becomes a full release, we will update the article to include it if the dual subtitle option is included and works as intended.

Additional Note: Another option to get two subtitles at once is using the Greenfish subtitle player to show a secondary subtitle in a separate window.

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6 Video Players That Can Play Two Subtitles At The Same Time

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Although you may see more than one set of language subtitles at the cinema, it's not possible to do this on your DVD player or TV. It is however, possible to play two subtitles at the same time using specific media playing software on your Windows computer.

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Tips for how to activate multiple subtitles in VLC Player

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https://trac.videolan.org/vlc/ticket/824#no1 states that it is possible to display two different subtitle languages simultaneously in VLC 4.0. It provides a link to the relevant change (de9ec19c483) but that link is broken. I've downloaded VLC 4.0 and I can't see how to use this new feature.

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Some (limited) suggestions for how to use film in translanguaging contexts

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Deconstructing Academia Review by Suzanne García-Mateus, Ph.D. Article in Reference: "Le Hacemos La Lucha": Learning from Madres Mexicanas' Multimodal Approaches to Raising Bilingual, Biliterate Children by Idalia Nuñez, Language Arts, Volume 97, Number 1, September 2019 This paper was written prior to the COVID-19 pandemic, but it expands on the ways students can continue distance learning at home with parental support.

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Using Film and Media in the Language Classroom: Reflections on Research-led Teaching (book)

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Using Film and Media in the Language Classroom: Reflections on Research-led Teaching (book)

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Book about the use of moving images—movies—in language acquisition and language classrooms. Not quite translanguaging, but there's a lot of crossover.

Some practical ideas:
- Select films with a strong connection between dialogue and action
- Avoid films with too much dialogue or where characters speak quickly and/or over one another—one speaker at a time is preferred
- Prefer storylines that are simple and clear, not convoluted or multi-layered

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Carmen Herrero and Isabelle Vanderschelden: Introduction
Part I. Film Literacy and Languages
Chapter 1. Kieran Donaghy: Using Film to Teach Languages in a World of Screens
Part II. Multilingualism, Intercultural Awareness and Competence
Chapter 2. Brian Tomlinson: Developing Intercultural Awareness through Reflected Experience of Films and Other Visual Media

Chapter 3. Isabella Seeger: Addressing 'Super-Diversity' in the Language Classroom through Film and Peer-Generated YouTube Content

Chapter 4. Anne-Laure Dubrac : Playing the Part: Media Re-Enactments as Tools for Learning Second Languages
Part III. Audio-visual Translation and Subtitling
Chapter 5. Melissa Cokely and Carmen Muñoz: Vocabulary Acquisition through Captioned Videos and Visual Prompts

Chapter 6. Joan C. Mora and Eva Cerviño-Povedano: The Effects of Bimodal L2 Input on the Processing of Function Words by Spanish EFL Learners: an Eye-Tracking Study

Chapter 7. Anca Daniela Frumuselu: A Friend in Need Is a Film Indeed'. Teaching Colloquial Expressions through Television Series and Subtitling

Chapter 8. Rosa Alonso Pérez: Enhancing Student Motivation through Film Subtitling Projects
Part IV. Teacher Training and Resources
Chapter 9. Juan Pedro Rica Peromingo and Ángela Sáenz Herrero: Audiovisual Translation (AVT) Modes as a L2 Learning Pedagogical Tool: Traditional Modes and Linguistic Accessibility

Chapter 10. Jelena Bobkina and Elena Dominguez: Teaching the Teachers: Double Proposals/Film-based Teaching in Higher Education

Chapter 11. Mark Goodwin: An Analysis of The Success of the 'Cultural Topic' at A Level

Chapter 12. Stavroula Sokoli and Patrick Zabalbeascoa Terrán: Clipflair In Language Learning: Theory and Practice

Afterword. Carmen Herrero: Present and Future Directions for Video, Film and Audiovisual Media in Language Teaching

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Using Film and Media in the Language Classroom

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This book demonstrates the advantages and impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. It will be of interest to practising teachers as well as those on teacher training courses.

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Teaching guides for making short films, including resources in English, Spanish, German, and French

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These teaching guides and resources (available in 4 different languages) help to support teachers and students to make short films in any language, using free and easily accessible equipment. The guides include information on how to script, shoot, edit and subtitle a film.

These resources were created for the Connecta project run by the University of Roehampton (and funded by Creative Multilingualism). Watch the short film below to learn more about the Connecta project. More details about the Connecta Multilingual Film Competition are available (competition closed on 24 May 2019).

Learning Pack 1: Accessible Filmmaking

Watch and download audiovisual resources for Accessible Filmmaking.

Learning Pack 2: Screenwriting
Watch a tutorial on Celtx (screenwriting software)
Download a Storyboarding Template.

Learning Pack 4: Acting

Extra resource: Screenplay - Beats

Learning Pack 5: Video Shooting

Learning Pack 6: Editing

Watch a video tutorial on using editing software: part 1 and part 2.

Learning Pack 7: Adding sound and music

Watch a video tutorial: part 1 and part 2.

Learning Pack 8: Translation Techniques

Consent forms

All schools taking part in the film competition need to seek consent from parents and guardians of participating students before filming, Once consent has been confirmed, please sign this institutional consent form and send to Hayley Dawson at dawsonh@roehampton.ac.uk before filming starts.

Film entry form

If you are entering the Connecta Multilingual Film Competition please complete this entry form and submit it with your film by 24 May 2019 to Hayley Dawson at dawsonh@roehampton.ac.uk.

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Teaching guides for making short films | Creative Multilingualism

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These teaching guides and resources (available in 4 different languages) help to support teachers and students to make short films in any language, using free and easily accessible equipment. The guides include information on how to script, shoot, edit and subtitle a film.

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Film in Language Teaching Association (FILTA)

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Film in Language Teaching Association (FILTA)

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British association promoting language acquisition through film. Provides many resources, including study guides, in many LOTE, including Spanish, Arabic, Chinese, and Urdu.

**REQUIRES MEMBERSHIP**

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Welcome to the Film in Language Teaching Association (FILTA) web site.

FILTA is an association of language teachers, film educators and researchers. FILTA was formed for the purpose of providing a forum for the exchange of information related to the use of film in language teaching. We are also concerned with issues dealing with education, instruction and training in multimodal literacy and its application to language learning.

Our aim is to work with the theoretical framework of "learning in a participatory culture" outlined in the 2006 White Paper "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century" (Jenkins et al): encouraging online community memberships, the use of collaboration to solve problems, and the use of technology to shape the flow of media.

We invite you to join us in the lively debates of our field, and we look forward to forming lasting professional relationships.

Find out here about the Association's activities, opportunities for professional training, as well as news about key developments in the application of film for language teaching.

To join our network, you need to be invited. To request an invitation, please complete the registration form.

Objectives

FILTA promotes the teaching and learning of foreign languages through film by:

Providing information and publications.

Creating a flexible online-learning environment that incorporates an expanding collection of materials.

Organising professional development activities.

FILTA aims to:

Encourage an understanding of the importance of languages and film at all levels in our society.

Promote educational research on language and film.

Provide a forum for the views and experiences of those teaching languages through film.

Encourage teachers to design and contribute their own related materials.

Promote linguistic diversity and intercultural awareness.

Advance public understanding of Media Studies and the techniques and approaches for successful application to language teaching.

Promote improved standards of language teaching through New Literacies.

Develop reciprocal links with other language and media education organisations and practitioners of the media industries.

Work with schools and colleges.

Provide opportunities for member's professional development.

Promote languages across and beyond the formal curriculum.

This project was originally supported by Routes into Languages Northwest (COLT Project).

Film in Language Teaching Association

Carmen Herrero, Ana Valbuena Garcia, Isabelle Vanderschelden & Jessica Frye.

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FILTA - Film in Language Teaching Association

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Film in Language Teaching Association (FILTA) was created to provide a forum for the exchange of information in relation to film in language teaching

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On heritage speakers as native speakers (talk & slide deck)

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On heritage speakers as native speakers (talk & slide deck)

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A talk about what it means to be a native speaker, a heritage speaker, and a bilingual speaker

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On heritage speakers as native speakers: description, identity, ideology

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The same guide that is broken up into parts in the above link, but here as a single, English-language PDF

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The Multilingual Screen: New Reflections on Cinema and Linguistic Difference

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The Multilingual Screen: New Reflections on Cinema and Linguistic Difference

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Anthology of essays on multilingualism and cinema from  theoretical, aesthetic, historical and political perspectives.

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The Multilingual Screen is the first edited volume to offer a wide-ranging exploration of the place of multilingualism in cinema, investigating the ways in which linguistic difference and exchange have shaped, and continue to shape, the medium's history. Moving across a vast array of geographical, historical, and theoretical contexts-from Japanese colonial filmmaking to the French New Wave to contemporary artists' moving image-the essays collected here address the aesthetic, political, and industrial significance of multilingualism in film production and reception. In grouping these works together, The Multilingual Screen discerns and emphasizes the areas of study most crucial to forging a renewed understanding of the relationship between cinema and language diversity. In particular, it reassesses the methodologies and frameworks that have influenced the study of filmic multilingualism to propose that its force is also, and perhaps counterintuitively, a silent one. While most studies of the subject have explored linguistic difference as a largely audible phenomenon-manifested through polyglot dialogues, or through the translation of monolingual dialogues for international audiences- The Multilingual Screen traces some of its unheard histories, contributing to a new field of inquiry based on an attentiveness to multilingualism's work beyond the soundtrack.

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The Multilingual Screen is the first edited volume to offer a wide-ranging exploration of the place of multilingualism in cinema, investigating the ways in which linguistic difference and exchange have shaped, and continue to shape, the medium's history.

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Linguistics and Pop Culture: Coco, A Quiet Place, and Language Representation in the Movies

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Linguistics and Pop Culture: Coco, A Quiet Place, and Language Representation in the Movies

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On the use of ASL in The Shape of Water and A Quiet Place and Spanish in Coco

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The LINGUIST List, International Linguistics Community Online.

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Popular Culture, Voice and Linguistic Diversity

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Popular Culture, Voice and Linguistic Diversity

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Book about linguistic practices among young people in Bangladesh and Mongolia. Sounds fascinating, but probably of limited use in my pedagogy... Still, wanted to capture it. There's a chapter on popular media, including film.

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"Dovchin, Pennycook, & Sultana have contributed to the field of sociolinguistics a novel approach to the study of language in online and offline contexts. This book should be key to any course on the sociolinguistics of the internet, computer-mediated communication, or the study of multilingualism more generally." (Quentin Williams, Language in Society, Vol. 48 (1), February, 2019)

"There is nothing virtual about the virtual world, the authors of this book state categorically, and they drive their analysis into a vast, new, and barely explored space: the nexus of online and offline social practices of young people. This is cutting edge sociolinguistics performed by some of the best minds in the field today, a must-read of great theoretical as well as documentary significance." (Jan Blommaert, Tilburg University, Netherlands)

"Firmly grounded in a new wave of transgressive sociolinguistics, this book introduces the notion of transglossic practices to shed new light on the ways young people from Mongolia and Bangladesh appropriate globally and locally circulating semiotic resources in their everyday communicative activities on and offline. The authors theorize popular culture as a space of semiotic practice that enables people to experience creativity and pleasure as much as negotiate relations of power and inequality. Thought provoking and full of engaging examples, this book shows how a view from the periphery can shed light to semiotic practices that shape late modern societies on a global scale." (Jannis Androutsopoulos, University of Hamburg, Germany)

"A timely and intriguing study of the language of youth culture in the digital age. By studying how early adopters of new communicative technologies experiment and promote sociolinguistic change, this joint project provides a fascinating look into the creation of new semiolinguistic meanings and practices." (Marco Jacquemet, University of San Francisco, USA)

"This fascinating book does a lot of really interesting things - showing how young people take up linguistic resources and voices from different sources of popular culture - but above all its significance lies in the relocation of this discussion from Europe and North America to young adults in the Asian peripheries."(Angel Lin, The University of Hong Kong, China)

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Popular Culture, Voice and Linguistic Diversity

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"Dovchin, Pennycook, & Sultana have contributed to the field of sociolinguistics a novel approach to the study of language in online and offline contexts. This book should be key to any course on the sociolinguistics of the internet, computer-mediated communication, or the study of multilingualism more generally." (Quentin Williams, Language in Society, Vol.

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Why on-screen representation matters, according to these teens [PBS]

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Why on-screen representation matters, according to these teens [PBS]

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“If you see people who look like you and act like you and speak like you and come from the same place you come from … it serves as an inspiration"

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Why does representation in pop culture matter?

For some young students, portrayals of minorities in the media not only affect how others see them, but it affects how they see themselves.

"I do think it's powerful for people of a minority race to be represented in pop culture to really show a message that everybody has a place in this world," said Alec Fields, a junior at Forest Hills High School in Pennsylvania.

Fields was one of 144 middle and high school students who were interviewed about seeing themselves reflected - or not - on the screen. PBS NewsHour turned to our Student Reporting Labs from across the country to hear what students had to say a topic that research shows still has room for growth.

The success of recent films like "Black Panther" and "Crazy Rich Asians" have - again - sent a message about the importance of representation of minorities, not only in Hollywood but in other aspects of pop culture as well.

Only two out of every 10 lead film actors (or 19.8 percent) were people of color in 2017, this year's UCLA Hollywood Diversity Report found. Still, that's a jump from the year before, when people of color accounted for 13.9 percent of lead roles. People of color have yet to reach proportional representation within the film industry, but there have been gains in specific areas, including film leads and overall cast diversity.

According to 2018 U.S. Census Bureau estimates, the nation's population is nearly 40 percent non-white. By 2055, the country's racial makeup is expected to change dramatically, the U.S. will not have one racial or ethnic majority group by 2055, the Pew Research Center estimated.

Some students said that not seeing yourself represented in elements of pop culture can affect mental health.

"It just makes you feel like, 'Why don't I see anybody like me?' [It] kind of like brings your self-esteem down," said Kimore Willis, a junior at Etiwanda High School in California.

Others said they often look to trends in pop culture when forming their own identities.

"We need to see people that look like ourselves and can say, 'Oh, that looks like me!' or 'I identify with that,'" said Sonali Chhotalal, a junior at Cape May Technical High School in New Jersey.

Others, however, feel that Hollywood is overcompensating for their lack of diversity by depicting exaggerated and stereotypical characters.

Eric Wojtalewicz from Black River Falls High School in Wisconsin said that he sees a lot of gay characters that seem "over-the-top," playing on old tropes. "I definitely think that not all gays are like that," he said.

Kate Casper, a junior at T.C. Williams High School in Virginia, called Hollywood's attempt at diversity "disingenuous." Although there can never be enough diversity, Casper said, she feels that the entertainment industry is using diversity for economic benefit. "Diversity equals money in today's world, which is cool, I guess," she said, adding that "it's cooler to have pure motives."

The UCLA report agrees that diversity sells. It says that the median global box office has been the highest for films featuring casts that were more than 20-percent minority, making nearly $450 million in 2017.

Although public opinion may be divided about whether the entertainment industry is doing enough to represent all types of people, South Mountain High School student Dazhane Brown in Arizona said that feeling represented is "empowering."

"If you see people who look like you and act like you and speak like you and come from the same place you come from ... it serves as an inspiration," Brown said.
PBS NewsHour Student Reporting Labs produced this story in an effort to highlight the importance of representation of minorities in popular culture. Students from 31 Labs across the country submitted these responses.

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Why on-screen representation matters, according to these teens

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For some young students, portrayals of minorities in the media not only affect how others see them, but it affects how they see themselves.

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How bilingualism in movies is changing our cultural perception

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How bilingualism in movies is changing our cultural perception

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An exploration of the portrayals of language use in American media with special props given to shows and movies where characters fluidly move between languages and where the LOTE are not subtitled, implying that there is no "foreignness" to the translanguaging practice that needs to be overcome.

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More and more, we're seeing languages besides English prominently featured in blockbuster films. But does bilingualism have a positive impact, or reinforce age-old stereotypes? How does the use of language in movies change the way we think about people?

The U.S. Census Bureau estimates that about 20% of the American population speaks a language other than English at home. That's one in every five people - one in every five characters you see on screen. And yet, for many years, this diversity has not been accurately represented in blockbuster films.

Placing bilingualism in a positive light

The Goonies has one of the earliest and most memorable bilingual scenes, when Mouth fools Rosalita, the recently hired maid, by purposefully translating English badly to her. While it's admirable that they chose to make Mouth knowledgeable in Spanish, it's undeniable that Rosalita was made to look inferior. While being a realistic representation of cultural demographics, the gesture of representation still falls short by affording Rosalita the "ignorant maid" stereotype.

When Pirates of the Caribbean: On Stranger Tides introduced us to Penelope Cruz's character, she was the first character to speak Spanish in the franchise, despite the films being set in the Americas. Even so, she was from Spain, and not a native Spanish-speaker from the Caribbean.

We seem to value Spanish as long as it isn't the same accent that Rosalita uses in The Goonies - or the accent Consuela uses in Family Guy (I won't even go into all the ways that Consuela reduces Family Guy to shamelessly racist). And even when Spanish is given a Latin American voice, such as with Sofia Vergara's character in Modern Family, it dangerously toes the line of the stereotypically "exotic" by being attributed to a fiery and sexualized personality.

Watching Logan in theaters for the first time, I realized just how heartwarming it was to hear Sir Patrick Stewart speak Spanish to Dafne Keen's character, Laura. Xavier is a pillar of the now robust structure of superhero films, and to have him so openly display his knowledge of Spanish seemed wonderfully natural - and almost expected by the story. For once, script writers made the choice to display the reality of many people living in between Mexico and America, and to showcase it as a positive quality.

But beyond that, it was the use of Spanish by Laura herself that felt like an evolution of the bilingualism we're used to seeing on screen.

Making bilingualism more inclusive

Not that it's unusual to have multiple languages in films. Spy and action movies have almost always flaunted the use of French, Italian, German or Russian, often with a heavily accented English. These European languages, however, are almost always associated with a specific type of character: French or Italian for the well-spoken, possibly sensual character - and German or Russian for the villains. Despite the clear bias in representation, it should be noted that usually the speakers of all these languages are shown in positions of power or of high intellect, in some way.

While these roles already reveal the stereotypes associated with certain countries, what's most telling is the way in which the languages are used by the main character.

The use of European languages by the main character is usually a sign of talent and good education. To know Italian or German is to be a character with agency. The same is rarely afforded to Spanish, Portuguese, Arabic or any African language. Even in anti-terrorism movies, which often feature experts in Middle-East crisis, the heroes almost never actually speak Arabic on screen.

In Inception, there's a scene where Leonardo DiCaprio runs through Mombasa to escape his pursuers. Despite clearly being familiar with the area, he seems unable to communicate with a restaurant owner, or recognize the word "Mzungu," a Swahili term that refers to white people - a word any regular visitor to Kenya would most certainly be familiar with.

The fact is, we still have an unconsciously colonial mentality when it comes to depicting languages on screen.

Moving away from lazy approaches

So are we finally moving away from the colonial mindset? Logan was certainly a step in the right direction. While Dafne Keen herself is a Spanish actress, the Spanish she used in the film was much more neutral, and more believably Mexican. Even when switching between English and Spanish, her speech was far from the stereotype of the foreigner that intersperses Si's and Dios Mio 's in between sentences in English.

With Laura, both Spanish and English felt natural, and her use of both felt appropriate within the context she was in. Logan took it one step further by not even subtitling the Spanish dialogue at all.

Television, as usual, has been braver in moving towards a more progressive stance. With CeCe from New Girl speaking Hindi, and shows like Daredevil, Jessica Jones, and Luke Cage featuring Spanish, Mandarin and Japanese very openly - and not only spoken by villains or bystanders, but by the main character as well - television is becoming a more realistic place. Sense8 also does a good job of exposing viewers to cultural diversity, although it takes a different approach at language, with characters only switching away from English when their worlds overlap.

Jane the Virgin's open approach to language, without reducing the entire show to English with accents, or simply interspersing English with words in Spanish, does a wonderful job at setting a realistic precedent for how bilingual families function (although different family members sometimes had accents from opposite parts of the continent, but we'll take what we can get).

Better yet than mix-and-matching languages, the use of subtitles in film shows a promising future. With sequences of Assassin's Creed entirely in Spanish with subtitles, and the sudden rise in scenes set in China in major films, audiences are becoming more used to reading subtitles - just like non-English-speaking audiences across the world.

All in all, we start to have the vision of a world that is more culturally rich and realistic than the one we've been sold up to now.

Increasing representation

As studios are gaining confidence that their audiences are capable of understanding a story that involves more than one language, we begin to glimpse a future with more diversity.

With the upcoming Black Panther film, we may have a chance of seeing and hearing more of Xhosa, the language spoken briefly by T'Challa in Captain America: Civil War. Xhosa has been chosen as the Wakandan language, presumably to be used more often in the MCU, as we explore Black Panther's backstory in Wakanda.

Mandarin is also becoming a regular, and slowly moving into a positive light as Hollywood caters to Chinese audiences, but it also inadvertently starts making us more accustomed to the Mandarin that is spoken in our own cities. Arrival, in particular, showcases the use of Mandarin as the solution to the film's entire problem - and itself is a movie about languages, and the importance of open communication across borders. It's also worth noting that Amy Adams' character in Arrival is known for being a Farsi translator; although again, the language is tied to terrorism, and we don't ever actually her speak it.

Jupiter Ascending, while being a disappointing film for altogether different reasons, is one of the rare occasions in which Russian is used in a family environment with no sinister context at all.

It goes beyond the explicit use of language, too. Diego Luna's decision to keep his Mexican accent in Rogue One was very well received by Mexican-American audiences, who finally saw themselves represented by a Star Wars hero. The inclusion of Chirrut Imwe and Baze Malbus' accents also brought a different dimension to the movie, and elevated diversity from "exotic" or "sinister", to normal.

The effect of language on our cultural perception

And what about Arabic? I remember watching Kingsman after living in the Middle East for a few months. After being in close contact with friends who spoke Arabic, I found that I suddenly understood what the "terrorists" on screen were saying during the opening sequence. But most people have never heard Arabic outside of movies or news - and when they hear it there, it's inevitably tied to a dangerous situation. Even the Islamic call to prayer, a daily occurrence in many countries across the world, takes on a sinister association. And when that's all people can tie Arabic to, how can we expect them to not be terrified when they hear it on planes? How can we expect them to understand that it's a language spoken by millions of people, from birthday parties to classrooms?

With a rise in hate-speech directed towards languages other than English, it's important for filmmakers to think of what role they can have in this worldwide discussion. In the same way that French is considered a rich language, or British an elegant accent, we should work towards normalizing Mexican, Cuban, Syrian, and Iranian accents, opening ourselves to a variety of languages in film, as well as on the street.

Why does it matter? Because Jane the Virgin is still appealing to audiences that don't speak a word of Spanish, and Black Panther has an excited audience that may know nothing about Africa. Because young Arab children should hear their language in movie theaters in contexts other than that of bombs and war. And because when your favorite young Wolverine-like hero is Mexican, it becomes harder to tell someone in the street to shut up and go back to their country.

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How bilingualism in movies is changing our cultural perception

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More and more, we're seeing languages besides English prominently featured in blockbuster films. But does bilingualism have a positive impact, or reinforce age-old stereotypes? How does the use of language in movies change the way we think about people? The U.S. Census Bureau estimates that about 20% of the American population speaks a language other than English at home.

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Promoting multilingual approaches in teaching and learning

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Promoting multilingual approaches in teaching and learning

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Some thoughts on translanguaging as a teaching tool.

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Multilingualism is good for us. Not only does speaking more than one language keep our brains healthy as we age, but it has multiple benefits for children too, such as giving them an academic advantage and improving their employment prospects once they leave school. Moreover, multilingualism gives us access to more than one culture, and improves our understanding of our own cultures.
But what does this mean for classroom teaching, especially in school contexts that equate English language proficiency with academic success? How can teachers harness the benefits of their students' multilingualism, while simultaneously helping them to develop the academic language they need to succeed?

A team of Australia-based educational researchers has embraced this challenge by working with the British Council to produce a groundbreaking collection of multilingual classroom activities. These activities are aimed at teachers who work with English as a subject or use English as the medium of instruction in low-resource, multilingual classrooms. The team comprised researchers from the University of South Australia, Griffith and Macquarie Universities, all of whom have extensive experience of teaching in culturally and linguistically diverse contexts, including sub-Saharan Africa, northern Africa and southeast Asia. Two team members explain what lies behind the publication.

For many years, teachers of English have been told that using student's home languages in English lessons should be avoided at all costs

A growing body of research literature shows that drawing on students' home language and cultural backgrounds in classroom teaching validates their identities and provides a strong foundation for additional language learning. Yet the reality for many multilingual students, especially English language learners, has been that their home languages are left at the classroom door or regarded as an obstacle to the development of the language of schooling and learning in general. For many years, teachers of English have been told that using student's home languages in English lessons should be avoided at all costs.

Language as a resource

Multilingual classrooms are a growing phenomenon around the world, as a result of rapid increases in global mobility and migration. Within these classrooms, students may have different linguistic and cultural backgrounds, may speak one language at home and another language at school, or be learning the language of instruction as an additional language. International agencies such as UNICEF, UNESCO and the European Commission contend that multilingual education can play a significant role in engaging diverse learners. As well as supporting academic success, classrooms that promote multilingualism can foster positive identities associated with their home cultures. This position is supported by Richard Ruiz's notion of " language as a resource " (1984) which advocates for the use of students' home languages as resources for learning and teaching. In practice, a language-as-resource perspective implies that teachers should use students' home languages as a tool for thinking and communication while simultaneously learning and developing proficiency in the language of instruction. Nevertheless, English still overwhelmingly dominates lessons in many classrooms throughout the world where students read, write, listen and speak only in English. Despite considerable research pointing to the importance and benefits of incorporating multilingual pedagogies into classroom practice, there are few materials available to educators that explain how this can be done deliberately and systematically in lesson planning and lesson delivery.

Signs of change

Happily, in recent years, publications, conferences and professional development materials have advanced thinking about the medium of instruction and ways to approach teaching that challenge the "national/official language-only" view.

Using multilingual approaches: Moving from theory to practice

A new British Council publication, Using multilingual approaches: Moving from theory to practice, reflects the growing body of research evidence showing that preventing learners from using their home languages in the English language classroom not only impedes learning and denies their linguistic human rights, but also loses valuable opportunities for teachers to draw on their students' knowledge and experience as resources for teaching. This collection of activities was developed in response to the British Council's conscious decision to promote multilingual approaches to teaching English internationally. The activities are designed to acknowledge learners' home languages and cultures when teaching English as an additional or foreign language, or using English as the medium of instruction in multilingual classrooms. The activities are grounded in research-based pedagogic principles, briefly outlined below.

Funds of knowledge in the language classroom

It has long been recognised that one of the key characteristics of high-quality teaching is the ability of teachers to engage students' prior understandings and experiences and background knowledge. This prior knowledge is encoded in their home languages, and therefore it is vital that teachers facilitate the transfer of both concepts and skills from students' home languages to English.

This view of language is complemented by Luis Moll's notion of ' funds of knowledge ' (1992), which refers to the rich bodies of cultural knowledge that exist within students' households and communities. Moll argues that when teachers tap into this type of knowledge by building relationships with their students and their wider social networks, they allow for meaningful learning opportunities. Teaching practices that tap into multilingual ways of reading, writing and speaking allow students to access the cultural resources that enhance the personal significance of their classroom work, as well as expanding access to knowledge through texts in more than one language.

Purposeful translanguaging

One of the most successful approaches to bilingual teaching and learning has been the purposeful and simultaneous use of two languages in the same classroom, a process that is referred to as translanguaging. The activities in this collection break new ground in being designed to enable teachers to constantly draw on and make use of students' emergent bilingual skills. The activities are designed in a planned and purposeful way to encourage students draw on the most appropriate linguistic resources they have, allowing teachers to design intercultural and inclusive lessons that support English language learning but also draw on learners first languages and their community and family funds of knowledge.

The activities were workshopped with and piloted by teachers in India, who applied them to their own classrooms and provided rich feedback and valuable ideas. This short film explains more about the process and rationale behind the resource.

Project leader, Associate Professor Kathleen Heugh sums up the social significance of the project in her observation that: "Forbidding a child to use his/her language is a violation of their rights, and deeply problematic for their future. We cannot afford to have students marginalized, feeling lost and falling out of the school system. Using students' home languages, bringing in their own knowledge systems to the classroom should be the most important aspect of any school language policy".
Luis C. Moll, Cathy Amanti, Deborah Neff and Norma Gonzalez (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms, Theory Into Practice, 31:2, 132-141.
Richard Ruíz (1984) Orientations in Language Planning, NABE Journal, 8:2, 15-34.

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Promoting multilingual approaches in teaching and learning

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Multilingualism is good for us. Not only does speaking more than one language keep our brains healthy as we age, but it has multiple benefits for children too, such as giving them an academic advantage and improving their employment prospects once they leave school.

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Berkeley Language Centers Library of Foreign-language Film Clips

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Berkeley Language Centers Library of Foreign-language Film Clips

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Not sure how useful this is or if it's even accessible any more (links in the article are broken), but it's an intriguing lead.

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Trying to pronounce the Library of Foreign Language Film Clips (LFLFC) can be as much a tongue-twister as learning to speak some of the words in its movies. In fact, when we sat down with Mark Kaiser, associate director of the Berkeley Language Center (BLC) and project director for the LFLFC, he joked right away about "too many Ls and too many Fs" and mentioned that the name will be shortened to the Library of Film Clips (LFC) in a (soon-to-come) future update.

Regardless of the name, the LFLFC is a powerful and innovative online tool, produced by the Berkeley Language Center in partnership with the Library Media Resources Center, that is becoming an integral part of foreign language curriculums across the Berkeley campus and at more than 70 other institutions around the country. To date, the LFLFC contains around 30,000 films and clips belonging to the university, which have been digitized and annotated for foreign language teaching.

According to Kaiser, the idea for an online library of foreign language films for use in a classroom came to him when several lecturers approached him separately for help creating film clips for use as a learning tool. Across various disciplines and dialects, he realized that film has the incredible potential to help students emulate "authentic" language. In particular, using films whose intended audience is a speaker of that language--rather than media created specifically for foreign-language instruction--helps students grasp the full cultural weight of a language in its natural environment.

The technology behind the LFLFC is simple enough: a DVD owned by the Library is "ripped" and packaged into a file format that allows it to be stored in a database, edited into short clips averaging two minutes in length, tagged with the spoken vocabulary and terms describing the linguistic, cultural and discourse content, and streamed. Instructors can add annotations, assignment instructions, notes for other instructors or entire lesson plans, and they can use existing clips or create their own--all in the same seamless tool. The result is an annotated video that allows students to study at home, practice their pronunciation, and do close media analysis. Among other innovations, the technology allows students the option to, for example, rewind a segment and slow it down by 50% without affecting the pitch.

Kaiser notes that at Berkeley especially, a foreign language class goes beyond learning verb conjugations and how to get around on public transportation. Truly learning a language requires immersion and an exploration of the cultural values and the cultural weight behind the words. With the LFLFC, not only can students experience a language in an authentic setting as it was intended for native speakers, but even scenes with no dialogue, like a car chase, can be used to practice describing motion and direction. In fact, the LFLFC is often just the starting point for many creative, pedagogically rich assignments. For example, Kaiser mentions one instructor of Japanese who assigned students to not only watch a particular clip but rewrite the scene with themselves in it. Kaiser points out that encouraging students to imagine themselves as part of a culture and language helps foster the integration that is necessary for mastery of that language.

The potential uses for the clips extend far beyond practicing and learning a foreign language. For international students, a film in English could be uploaded and processed to help students in a Reading & Composition course. Several faculty teaching film studies and American Cultures courses are already experimenting with different uses of the tool for their own purposes. In fact, the diversity of interest in the LFLFC is creating challenges as well as opportunities. Many of the "native" features originally built into the tool (for example, filtering users by language or requiring vocabulary terms to be added to clips) don't make sense for other fields of study. For American Cultures in particular, sharing clips and assignment prompts across multiple courses and disciplines is especially appealing. (American Cultures instructors may be eligible for a $250 grant to learn how to use the tool and identify clips for inclusion in the Critical Race Sociocultural Media Literacy Collection.)

In February, 2017, the AIS collaborated with Kaiser and with Gisele Tanasse, head of the Library Media Resources Center, to host a workshop for users to give feedback and suggestions for new iterations of the LFLFC. More than 25 instructors attended and completed journey maps outlining ways they incorporate the LFLFC into their teaching, which were used by the BLC development team to help shape the LFLFC future road map.

When asked where he sees the LFLFC headed, Kaiser responds that the next release, slated for January 2018, will include a form of social interface for students to engage with the content. Currently, instructors design the interaction and students consume the clips in a one-way fashion. Eventually Kaiser foresees an option for students to directly add comments to the films as a second-tier interaction. The instructor may choose to make these interactions visible to the rest of the class to spark dialogue or keep them hidden for evaluation purposes. The new version of the tool will also include features that acknowledge the expanded user base, including separate tabs to facilitate discussion of a film in multiple languages and a vocabulary of common film terms and cinematography techniques.

More than its cutting-edge technology, what's particularly exciting to see is how the LFLFC continues to evolve through collaboration and in response to new pedagogical applications. The uses are truly endless, and it is one more example of technology and pedagogy supporting each other through innovation here on campus. Mark ended our conversation by remarking that even the most cutting edge tools need the instructor to guide students through the cultural moments. We look forward to seeing how this tool offers instructors and students across many different disciplines new opportunities to enhance teaching and learning.
For more information about the Berkeley Language Center's Library of Foreign Language Film Clips, please visit the website.
About the Inspiring Innovation Series

The AIS and its partners celebrate collaboration, innovation, and creativity in teaching and research. This series will highlight campus and external experts, and share experiences and ideas about teaching and research technology, pedagogy, and more.

Know a story you would like highlighted in this series? Send an email to AIS@berkeley.edu.

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Inspiring Innovation: Berkeley Language Center's Library of Foreign Language Film Clips

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Trying to pronounce the Library of Foreign Language Film Clips (LFLFC) can be as much a tongue-twister as learning to speak some of the words in its movies.

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A British guide to utilizing multilingualism in the classroom

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Using multilingual approaches: moving from theory to practice

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A resource book of strategies, activities and projects for the classroom

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Spanish

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Despite his family's baffling generations-old ban on music, Miguel dreams of becoming an accomplished musician like his idol, Ernesto de la Cruz. Desperate to prove his talent, Miguel finds himself in the stunning and colorful Land of the Dead following a mysterious chain of events. Along the way, he meets charming trickster Hector, and together, they set off on an extraordinary journey to unlock the real story behind Miguel's family history. - Disney/Pixar

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Coco: Directed by Lee Unkrich, Adrian Molina. With Anthony Gonzalez, Gael García Bernal, Benjamin Bratt, Alanna Ubach. Aspiring musician Miguel, confronted with his family's ancestral ban on music, enters the Land of the Dead to find his great-great-grandfather, a legendary singer.

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Spanish

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Selena: Directed by Gregory Nava. With Jennifer Lopez, Jackie Guerra, Constance Marie, Alex Meneses. The true story of Selena, a Texas-born Tejano singer who rose from cult status to performing at the Astrodome, as well as having chart topping albums on the Latin music charts.

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Spanish

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Videos1

Retired Mexican-American chef Martin Naranjo (Hector Elizondo) shares a Los Angeles, California house with his three gorgeous, but single, adult daughters. Though he long ago lost his ability to taste, Martin still lives to cook incredibly lavish dinners for his loved ones and to serve them in a family-style ritual at traditional sit-down meals. Although the women humor their father's old-fashioned ways, each of them is searching for fulfillment outside the family circle. College student Maribel (Tamara Mello) is growing increasingly frustrated with the singles scene and wants a steady man; gorgeous career woman Carmen (Jacqueline Obradors) is fed up with her boyfriend and his wandering eye; meanwhile, eldest daughter Leticia (Elizabeth Peña), who has suppressed her own romantic longings, senses something missing in her life. Things take a turn for the romantic when Dad, a widower, meets a vivacious divorcée on the lookout for a mate and each of his daughters, in turn, finds someone. But they'll all discover that the recipe for happiness may call for some unexpected ingredients. - Sujit R. Varma

By what name was Tortilla Soup (2001) officially released in India in English?

Answer

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Videos1 Retired Mexican-American chef Martin Naranjo (Hector Elizondo) shares a Los Angeles, California house with his three gorgeous, but single, adult daughters. Though he long ago lost his ability to taste, Martin still lives to cook incredibly lavish dinners for his loved ones and to serve them in a family-style ritual at traditional sit-down meals.

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Mandarin

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A headstrong Chinese-American woman returns to China when her beloved grandmother is diagnosed with terminal cancer. Billi struggles with her family's decision to keep grandma in the dark about her own illness as they all stage an impromptu wedding to see grandma one last time.

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The Farewell: Directed by Lulu Wang. With Shuzhen Zhao, Awkwafina, X Mayo, Hong Lu. A Chinese family discovers their grandmother has only a short while left to live and decide to keep her in the dark, scheduling a wedding to gather before she dies.

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Arabic

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Videos11

In the 70's in Afghanistan, the Pushtun boy Amir and the Hazara boy Hassan, who is his loyal friend and son of their Hazara servant Ali, are raised together in Amir's father house, playing and kiting on the streets of a peaceful Kabul. Amir feels that his wise and good father Baba blames him for the death of his mother in the delivery, and also that his father loves and prefers Hassan to him. In return, Amir feels a great respect for his father's best friend Rahim Khan, who supports his intention to become a writer. After Amir winning a competition of kiting, Hassan runs to bring a kite to Amir, but he is beaten and raped by the brutal Assef in an empty street to protect Amir's kite; the coward Amir witness the assault but does not help the loyal Hassam. On the day after his birthday party, Amir hides his new watch in Hassam's bed to frame the boy as a thief and force his father to fire Ali, releasing his conscience from recalling his cowardice and betrayal. In 1979, the Russians invade Afghanistan and Baba and Amir escape to Pakistan. In 1988, they have a simple life in Fremont, California, when Amir graduates in a public college for the pride and joy of Baba. Later Amir meets his countrywoman Soraya and they get married. In 2000, after the death of Baba, Amir is a famous novelist and receives a phone call from the terminal Rahim Khan, who discloses secrets about his family, forcing Amir to return to Peshawar, in Pakistan, in a journey of redemption. - Claudio Carvalho, Rio de Janeiro, Brazil

What was the official certification given to The Kite Runner (2007) in Spain?

Answer

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The Kite Runner: Directed by Marc Forster. With Khalid Abdalla, Atossa Leoni, Shaun Toub, Sayed Jafar Masihullah Gharibzada. After spending years in California, Amir returns to his homeland in Afghanistan to help his old friend Hassan, whose son is in trouble.

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Urdu

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Videos6

In 1987 Britain, Javed Khan is a British-Pakistani college arts student in Luton in a family with a domineering father. Depressed by his oppressive family life and feeling he has no future in a hostile community, a newfound friend introduces Javed to the music of Bruce Springsteen. Touched by the rock star's powerfully eloquent affinity of his own feelings, Javed is inspired to reach out for his own dreams with his own talents. However, although Javed finds friends he never expected in this personal quest, he also finds himself butting heads with his newly unemployed father who stubbornly refuses to understand his son's new aspirations. In this conflict of values in a troubled time, Javed must decide what is truly important to him while his family struggles to understand what has changed and what remains with a new generation feeling born to run. - Kenneth Chisholm (kchishol@rogers.com)

By what name was Blinded by the Light (2019) officially released in India in English?

Answer

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Blinded by the Light: Directed by Gurinder Chadha. With Billy Barratt, Ronak Singh Chadha Berges, Viveik Kalra, Lee Barnett. In England in 1987, a teenager from an Asian family learns to live his life, understand his family and find his own voice through the music of American rock star Bruce Springsteen.

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The effects of interlingual and intralingual subtitles on second language learning/acquisition

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The effects of interlingual and intralingual subtitles on second language learning/acquisition

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An overview of several studies that examined the effects of subtitles on language acquisition (generally positive in all regards!)

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The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review

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The disciplinary field of Second Language Acquisition (SLA) has witnessed an increasing interest...

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This Chrome extension lets you learn a new language by watching Netflix

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This Chrome extension lets you learn a new language by watching Netflix

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A tool for watching Netflix with two subtitles on screen at once

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Learning a new language through immersion doesn't mean you have to pack your bags and move to Europe for three months. Now, you just need to turn on Netflix. Language Learning with Netflix is a Chrome extension that lets you watch shows with two subtitles on at the same time so you can visually pair translations with dialogue and learn some new vocabulary in the process. It's a clever service that makes use of Netflix's massive catalog and all of the major languages in which it already offers subtitles, including Danish, Dutch, English, French, German, Italian, Norwegian, Portuguese, Spanish, Swedish, and Turkish.

The extension was created by developers David Wilkinson and Ognjen Apic who experimented with making their own language learning software before collaborating on Language Learning with Netflix. "For some languages (Farsi, for example), there's only a limited amount of learning materials available," Wilkinson said in an email. "I think a lot of people would enjoy studying a language with material they are already familiar with."

The tool works best as a supplement for people who already have some basic understanding of the language they're learning. There's a vocabulary-highlighting feature that grays out less common words, which is adjustable to match your vocabulary level. Hovering over a word produces a pop-up dictionary, and clicking the word lets you hear it. You can also slow down the dialogue or automatically pause playback at the end of every subtitle, so you can learn line by line. There's even a catalog of recommendations for movies and shows that are good to study.

The Chrome extension is free to use, but Wilkinson and Apic are planning to add more features, like additional subtitles for dubbed dialogue, which would only be available for paid users. "Netflix has alternative audio tracks for many well-known series, but the subtitles in other languages don't match the audio," Wilkinson said. "We're considering creating new subtitles for these alternative audio tracks, so you could study German, for example, with Breaking Bad with matching German audio and subtitles."

One of the few downsides is that the tool only works on Google Chrome, so you can't use it with your Netflix app on tablets or streaming services like Roku or Apple TV. Hopefully, the service can make its way beyond browsers soon because it's obvious that the potential for language learning through media is huge. Viki, a streaming service for Asian dramas, implemented a "Learn Mode" in 2017 that essentially does the same thing by showing two subtitles at once. The developers say they haven't contacted Netflix yet, but "the project could likely go faster and further with their support."

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This Chrome extension lets you learn a new language by watching Netflix

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"Language Learning with Netflix" is a Chrome extension that lets you watch shows with two subtitles on at the same time. It's a clever service that makes use of Netflix's massive catalog and all of the major languages in which it already offers subtitles.

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Larsen, John - Translanguaging Inquiry Reflection