Methodology

Given the practical absence of systematic and experimental studies on the use of audiovisual translation in the teaching and learning of languages for the development of skills within a multilingual context, our research has been somewhat exploratory. Indeed, it has proposed an action plan from a perspective unexplored to date, and has evaluated its effectiveness empirically. In addition, our research draws on the action research paradigm (Lewin, 1946), characterized by the circularity of a research design that seeks to gain greater knowledge about a situation, apply changes, and evaluate them (MacIsacc, 1996). Following the main phases of this paradigm, we have studied in our research the issue of language learning and multilingualism, as well as the need to find new tools that would allow us to develop not only the linguistic competence of our students, but also, their plurilingual competence.

Another area studied has been the already proven potential of audiovisual translation in the development of linguistic skills (see the results of the European projects LeVis, 2008 and ClipFlair, 2015). A theoretical construct has been proposed, together with the design of an experiment in which different AVT modes have been tried and tested in relation with the different languages of the student’s linguistic repertoire (English, Spanish and Catalan) and the linguistic and plurilingual competencies to be developed.

All the different didactic sequences have been implemented in class with experimental groups of students, and we measured the development of the sub-competencies associated with the activities. These sub-competencies have been tested in both the experimental and control groups through pre-test and post-test instruments. After the evaluation of the results of the first intervention, relevant changes were made, and a new implementation was carried out, with subsequent reflection and evaluation. Finally, the theoretical and practical design of the project as well as the ensuing materials have been made openly available to the wider academic community, both on this website and in different publications.