Reading out of the "idiot box": Same language subtitling on television in India

1. Kothari, B., Pandey, A.,  & Chudgar, A.  (2004). Reading out of the “Idiot box": Same-language subtitling on television in India. Information Technologies and International Development, 2(1), 23-44.

Resumen

Subtítulos en la misma lengua (yo lo llamo captions) es la ides de subtitular las letras de programas de televisión basados en canciones (ej. videos musicales), en la misma lengua que el audio. 

Este artículo se situa en la revisión de literatura respecto de los subtítulos, y describe la primera implementación de SLS  (same language subtitles) en un programa de televisión con canciones (TV program of film songs), específicamente para alfabetización en primera-lengua.

Chitrageet, un programa musical de TV semanal de 30 minutos se transmitió en el estado de Gujarat en India, con las letras de los subtítulos en Gujarati.

Discutimos los resultados del estudio piloto para testear al efectividad de musicales subtitulados en la misma lengua sobre la habilidad lectora de personas que no asistían a la escuela.

Con exposición limitada a SLS dentro de un período de transmisión de 6 meses, se encontró que los subtítulos en la misma lengua realizaron una contribución incremental pero medible a las habilidades de decodificación, dentro de el grupo que generalmente veía los programas de TV subtitulados (comparados con aquellos que no lo hicieron).  

Los testimonios de los televidentes refuerzan aún más la idea (the case) de los SLS más allá de una mejora cuntificable, como una idea simple y económica para fusionar la televisión y entretenimiento cotidianos con transacciones de lectura y escritura (o scriptacy).

El potencial de los SLS en India y otros países es enorme.  La idea es especialmente poderosa en la cultura popular para mejorar las habilidades de scriptacy, motivación de los nonscriptates, incrementar la exposición e interacción de los televidentes con la escritura (print) desde la niñez temprana, e incrementar el acceso a los mediso entre las personas sordas.

ABSTRACT

Same Language Subtitling (SLS) is the idea of subtitling the lyrics of song-based television programs (e.g., music videos), in the same language as the audio. 

Situated in a literature review of subtitling, this article describes the first-ever implementation of SLS on a TV program of film songs, specifically for first-language literacy. 

Chitrageet, a weekly 30-minute TV program of Gujarati film songs, was telecast across Gujarat state in India, with the lyrics subtitled in Gujarati. 

We discuss the results of the pilot study to test the effectiveness of SLS of film songs on the reading skills of out-of-school people. 

With limited exposure to SLS within a telecast period of 6 months, SLS was found to makean incremental but measurable contribution to decoding skills, across the group that generally saw the subtitled TV program (as compared to those whodid not). Viewer testimonies further strengthen the case for SLS beyond quantifiable improvement, as a simple and economical idea for infusingeveryday television entertainment with reading and writing (or scriptacy) transactions. 

The potential of SLS in India and other countries is enormous.The idea is especially powerful in popular culture for scriptacy skill improvement, motivation of nonscriptates, increasing viewers’ exposure and interaction with print from early childhood, and increasing media accessamong the deaf.

ARTÍCULO:
http://www.scribd.com/full/45903449?access_key=key-o67ybg5dwz4sgi14izl


Información adicional acerca del uso de captions o subtítulos en el mismo idioma para el desarrollo del lenguaje aquí:

Same-Language-Subtitling (SLS):Using Subtitled Music Video for Reading Growth

McCall, W.G. & Craig, C. (2009). Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3983-3992). Chesapeake, VA: AACE.

The influence of English language and Spanish language captions on foreign language listening/reading comprehension (2003)

Paul Markham, Website

Lizette Peter, Website

Markham, P., Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.

ABSTRACT (De paga así que no hay más que el abstract Ver Aquí)

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension.

El propósito de este estudio fueinvestigar los efectos del uso de una pista de audio en español con captions en español, captions en inglés o sin captions, en la comprensión auditiva/lectora de estudiantes universitarios de nivel intermedio de español como lengua extranjera.

A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission.

The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test.

The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test.

The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.

Closed-captioned television: A new tool for reading instruction (1985)

Koskinen, P., Wilson, R., Jensema, C. (1985). Closed-captioned television: A new tool for reading instruction. Reading World, 24, 1-7.


ABSTRACT

A brief narrative description of the journal article, document, or resource. Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers.

Captioned television and the vocabulary acquisition of adult second language correctional facility residents (1996)

Koskinen, P, Knable, J., Markham, P., Jensema, C., & Kane, K. (1996). Captioned television and the vocabulary acquisition of adult second language correctional facility residents. Journal of Educational Technology Systems, 24, 359-373.


ABSTRACT

The purpose of this study was to examine the effects of captioned television on the incidental vocabulary acquisition of seventy-two inmates of a Pennsylvania correctional facility. Participants viewed nine science information segments over a period of nine weeks. They were randomly assigned to one of two groups. One group of inmates was exposed to the science video segments with captions and the other group viewed the same science video material without captions. No definitions or explanations of the target science words were given during the brief science orientation sessions that took place on a weekly basis. Three posttests were administered to assess the participants' acquisition of the targeted vocabulary words. The tests consisted of word recognition, sentence anomaly, and word meaning measures. A brief television viewing questionnaire was also developed to assess the participants' perception of knowledge gained via the science videos and their opinion of the use of captions with such material. The results revealed no significant differences between the two groups on the word recognition and ...

The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students (2000)

Hsin-Chuan Huang and David E. Eskey


Huang, H., & Eskey, D. (2000). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language students. Educational Technology Systems, 28, 75-96.

Abstract:

This study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study. Since vocabulary/phrase acquisition and comprehension are main factors that influence the success/failure of listening comprehension, this research also examined the effects of CCTV on these two subscales. The correlations between the listening comprehension and other factors--starting age of ESL instruction, length of time in the United States, length of ESL instruction, length of time in private language schools, length of time with tutors, and length of time traveling in English speaking countries-- were inspected as well. Subjects perceptions of the effects of CCTV on ESL learning were also covered in the study. The results of the research showed that CCTV helped ESL students general comprehension, vocabulary acquisition, and listening comprehension. However, all other factors examined in the study, such as age of starting ESL instruction, length of ESL instruction, etc., did not correlate with the listening comprehension test.

Subtitling and Translation

Reading with closed-captioned TV

Goldman, M., & Goldman, S. (1988). Reading with closed-captioned TV. Journal of Reading, 31, 458-461.


Abstract

Describes the use of close-captioned television to motivate high school remedial readers, who must read the captions in order to understand the story.

Reversed subtitling and dual coding theory: New directions for foreign language instruction (1992)

Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497–527.





ABSTRACT

The purpose of this study was to examine how subtitled video programs could enhance foreign language learning. Three viewing methods were compared in a pilot study: French audio only, standard subtitling (English subtitles) and reversed subtitling (English dialogue with French titles). In two subsequent experiments, standard subtitling was replaced with bimodal input (French audio with French titles). The beginning and intermediate French college students selected for the study were tested on vocabulary recall after watching a five-minute video excerpt of French in Action. The success of reversed subtitling, which proved to be the most beneficial condition, can be explained by the way translation facilitates foreign language encoding. Retrieval is also enhanced by the multiple memory paths created by the visual and bilingual input (Paivio's bilingual dual coding model, 1986). Dual processing in the bimodal input condition also gave positive results. Based on the results of this study, a model integrating both reversed subtitling and bimodal input into a complete curriculum is advocated.

Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students (1992)

Neuman, S. B, & P. Koskinen. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 95 – 106.

Bajar pdf AQUÍ

Different names for subtitles and captions

1.CAPTIONS:
- Same language subtitles
-Intralingual subtitles
- Bimodal subtitles
- L1 captions
- HoH subtitles (Br)
- SDH (Am- Subtitles for Deaf or Hard of Hearing)
- Teletext subtitles


2. SUBTITLES:
- Standard Subtitles
- Interlingual subtitles
- L2 Captions


3.REVERSED SUBTITLES:

Captioning and subtitling: Undervalued language learning strategies (2004)

Martine Danan

Bajar pdf AQUÍ

AQUÍ IRÁN MIS COMENTARIOS

Danan, M (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49 (1), 67-77.


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Brij Kothari

En estos artículos le llaman "Same Language Subtitling" a lo que yo llamo CAPTIONS.

Brij Kothari en Wikipedia.

Articulos escritos por Brij Kothari.

Artículos que he leído:

1. Kothari, B., Pandey, A., & Chudgar, A. R. (2004). Reading out of the “Idiot box": Same-language subtitling on television in India. Information Technologies and International Development.

Este artículo me gustó :)
En realidad, la idea me gustó. Mejorar la lectura a través de la tv, con canciones subtituladas.


1. Reading Out of the Idiot Box Same Language Subtitling India

2. Kothari, Brij and Joe Takeda, 2000. “Same Language Subtitling for Literacy: Small Change for Colossal Gains.” In Information and Communication Technology in Development, Bhatnagar, Subhash C. and Robert Schware (editors), Pp: 176 – 186, New Delhi: Sage Publications.

3. Brij Kothari, Tathagata Bandyopadhyay, and Debanjan Bhattacharjee (2008)
Same Language Subtitling on TV: Impact on Basic Reading Development among Children and Adults. Indian Institute of Management, Ahmedabad

SLS Impact Study Jan 2 2008 Literacy


Me tinca este personaje... ojalá no se vuelva millonario y se olvide de mejorar la lectura en su país.