Tics and Mass Media: digital linguistics

Linguistics has currently become a means not only for discourse and speech analysis but also for the development of what is known as ‘digital humanities’ (Svenson, 2013). Areas such as translation have already made use of new technologies in what is known as STM (statistical machine translation) (Koehn, 2012), what is more, parallel corpora translation encourages the development of data basis and text parsing amongst well-know applications and platforms such as Sketchengine (Tiedemann, 2012). Artificial intelligence nowadays is present in what are called ‘chat bots’ (Haristiani, 2019), for which linguistic processing and programming through languages such as python is part of what a linguist would be expected to do ‘a in modern digital world’ such as in areas like NLP (natural language processing).

This contemporary framework demonstrates the versatility of language and linguistics and encourages the marriage between humanities and sciences (Svenson, 2013). The main goal of this proposal is to enhance the usage of new technologies in both linguistics and literature, in order to introduce programming, editing, designing and mass media in the classroom as well as putting in the frontline the transversality of linguistics and literature into areas such as digital journalism, video edition and dubbing, audiobook elaboration through music editors, text edition with Latex, QR designing with latex, and all the possibilities offered by social nets in which students can see themselves ahead of the wave of mass media communication.

This project has already been put into practice within an optional subject at Complutense University Called: ‘inglés aplicado a las tecnologías de la información’, in which students from the degrees of English studies, linguistics and literature have participated during the second half of 2020-2021 course year. The methodology applied to this group has been student centred (McCabe and O’Connor, 2014) and focused on mirroring a working atmosphere where students were divided into cooperative teams of between 4-5 students, following the principles of base-group theory (Johnson and Johnson, 2014). Each group was working of a different area from wed design to interviewing or social nets management, putting in practice knowledge from both IT and linguistics to elaborate polls, video mass-ups, movie trailers and newsletters, just to mention some. Each member of the group had a specific responsibility within it, so that the procrastination of a member would affect both its group and the whole class.

Apart from ensuring the introduction of IT and its being student centred, transversality was introduced by the interviewing of real academics such as from the area of neuropsychology, the realisation of workshops, such as the one based on Latex editing language or webinars such as the one related to the introduction of information and designing of QR codes.

Students’ interests are put in the forefront, encouraging their creativity and supporting them in projects within the group itself, such as interviewing famous writers or developing applications by means of python coding or applying concepts of forensic linguistics to the analysis of real trial transcriptions.

Moreover, to complement the transversality of this project, essential branding and business concepts from the area of design are introduced, such as persuasion and manipulation techniques in media or the psychology of colour.

With all the later, the project has succeeded in the elaboration of a virtual company, proving students with the necessary soft skills (Ravindranath, 2016) for developing their careers in any area of contemporary digital world and obtaining a very positive motivation output (Knoerr, 2005).


Haristiani, N. (2019). “Artificial Intelligence (AI) chatbot as language learning medium: An inquiry”. Journal of Physics: Conference Series. Volume 1387. 13–16 March 2019, Padang, Indonesia: Publishing Ltd.

Knoerr, H. (2005). “TIC et motivation en apprentissage/enseignement des langues. Une perspective canadienne”. La motivation, un moteur dans l’apprentissage des langues. Vol. XXIV N° 2 . Pg 53-73. OpenEdition Journals: https://journals.openedition.org/apliut/2889

Koehn, P. (2012). Statistical machine translation. UK: Cambridge University Press.

A McCabe, U O’Connor. (2014). “Student-centred learning: the role and responsibility of the lecturer”. Teaching in Higher Education. 19:4. Pgs. 350-359. DOI: 10.1080/13562517.2013.860111

Ravindranath, S. (2016). “Soft skills in project management: A review.” IUP Journal of Soft Skills. Vol. 10 Issue 4, p16-25. EBSCO Industries.

Svenson, P. (2013). “Humanities Computing as Digital Humanities”. Defining Digital Humanities. London: Routledge.

Tiedemann, J. (2012). “Parallel Data, Tools and Interfaces in OPUS”. Pg 2214-2218 Uppsala University

Palabras clave

Cooperative Learning latex Linguistics Mass Media New Technologies

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Mª Estefanía Avilés Mariño

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