DAT AND MA AS VIABLE TECHNIQUES TO IMPLEMENT LITERATURE IN LANGUAGE EDUCATION - A Modest Theoretical Proposal

Sep 17, 2026

Uploaded by Miles

Application of didactic Audiovisual Translation (DAT) and Media Accessibility (MA) in second language learning has been widely studied, yet teaching English through AV adaptations of literary texts receives limited attention. This paper proposes a method developed within the SL@VT project at Sapienza University of Rome, combining AVT tools to support English Literature learning. It outlines a lesson plan using AVT and MA techniques with a Netflix film adaptation of Romeo and Juliet, aiming to improve awareness, engagement, and replicability in foreign language classrooms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Didactic Audiovisual Translation and Media Accessibility in L2 learning

Multimodality, motivation, and the affective filter

Subtitling, dubbing, and audiovisual accessibility

Lingue e Linguaggi Lingue Linguaggi 73 (2025), 89-102 ISSN 2239-0367, e-ISSN 2239-0359 DOI 10. 1285/i22390359v73p89 [http://siba-ese.unisalento.it](http://siba-ese.unisalento.it), © 2025 Università del Salento This work is licensed under a Creative Commons Attribution 3.0 DAT AND MA AS VIABLE TECHNIQUES TO IMPLEMENT LITERATURE IN LANGUAGE EDUCATION: A Modest Theoretical Proposal1 FABIO CIAMBELLA, MARGHERITA DORE SAPIENZA UNIVERSITY OF ROME Abstract-The application of didactic Audiovisual Translation and Media Accessibility in second language learning has been the subject of much research over the last three decades. The types of audiovisual materials include feature films, TV series, documentaries, animated cartoons, and much else. However, little attention has been paid to the possibility of teaching English through AV adaptations of literary texts. This appears to be a relevant gap in research, given that English Literature is a fundamental component of syllabi in the high school context and in many higher education courses within the humanities, and that AV adaptations have proven to be engaging tools to be implemented in Literature classes. Hence, this paper proposes a method developed within the SL@VT project, being carried out at the time of writing at Sapienza University of Rome. In particular, we discuss the possibility of combining AVT tools to foster language learning via the teaching of English Literature. Although the main focus of this paper is general English, literary ESP, and their translation on the screen, we believe this approach is replicable in any foreign language context. A lesson plan is proposed to help students with AVT and MA techniques deal with different domains and jargons. To this end, we have selected a recent film, produced by Netflix, titled Love in the Villa (Mark Steve Johnson 2022), a loose adaptation of Shakespeare’s Romeo and Juliet which combines General English (or Ordinary English) and literature ESP. Expected results and benefits include raising awareness about the practice of AVT and MA, as well as fostering the future replicability of the proposed methodology in the foreign language teaching classroom. Keywords: Didactic AVT; Media Accessibility; Literature in Language Education; Romeo and Juliet; Love in the Villa. 1. Introduction As argued in the literature, visual stimuli can help memorability and replicability of L2 content (Ellis 1985, p. 9) . In other words, the ability to associate the signifier with a signified via real-life examples enhances mental processes that help store new vocabulary in their long-term memory (Sadoski and Paivio 2001) . It is therefore not surprising to find that the application of audiovisual material in second language learning has been the subject of much research over the last four decades (among others, cf. Borrás and Lafayette 1994; Burston 2005 ; Ellis 1985; Kumai 1996) . Caimi (2009) defined the use of audiovisual content in language learning as a ‘hybrid’ between spontaneous exposure to an L2 and its informal teaching. Multimedia materials have consistently entered language teaching syllabi not only to break the monotony of Grammar-Translation method, but also as tool for L2 acquisition as they attempt to replicate naturally occurring language (Baños-Piñero, Chaume 2009) . Learners find such material stimulating as it can also help reduce the level 1 Although the research was carried out jointly by the two authors, Fabio Ciambella wrote Sections 3, 4, 5 and 6, Margherita Dore wrote Sections 1 and 2. of stress connected to language learning and foster interaction with peers (Díaz-Cintas, Cruz 2008), thus also lowering what Krashen (2003) famously called ‘affective filter’. Besides, the multimodal nature of such material stimulates all senses, facilitates comprehension (via extra-/paralinguistic elements) and holds learners’ attention and motivation (Burston 2005) . As Bird and Williams (2002) state, when this material

FAQs

What gap in research does the paper address?

The paper addresses the limited attention to teaching English Literature through AV adaptations of literary texts, despite the broader research on Audiovisual Translation and Media Accessibility in language learning.

How does the proposed SL@VT method support language learning?

It combines AVT tools to foster language learning through teaching English Literature, including a lesson plan that uses DAT and MA techniques to help students handle different domains and jargons.

Which film is used as the teaching example?

The paper selects the Netflix film Love in the Villa (Mark Steve Johnson, 2022), presented as a loose adaptation of Shakespeare’s Romeo and Juliet.

Sep 17, 2026

Uploaded by Miles