Critical Review:
Same Language Subtitling: a butterfly for literacy?
The article “Same language subtitling: a butterfly for literacy?” (B. Kothari et al 2002) was a proposal to raise the literacy in India on a massive scale. They proposed that a new application of available technology, Same-Language-Subtitling (SLS), can infuse the lives of millions of Indian neo-literates with automated reading practice.
Problem
India's literacy rate is currently 65.4% (2001 Census). However, roughly half of India’s literate population reads below the third grade level. That is at least 600 million people that are either non-literate or partially literate. The Indian National Literacy Mission (NLM) established in 1988 provides comprehensive statistics and studies on literacy patterns. NLM programs create large numbers of semi-neo literates through various educational initiatives. However, according to the NLM's own Report (1994), neo-literates' relapse into illiteracy could be as high as 40%.
Proposed Solution
The article presents an experimental application of Same Language Subtitling (SLS) impacting reading growth in an Indian Elementary School. SLS is the practice of subtitling the lyrics of song programs on television in the 'same' language as the audio. Subtitles change color to match the audio track exactly. Even a non-literate person can then identify which word is being sung.
Study Method
A two-phase study design with a pre- and post-test was followed. The experiment was conducted over a three-month period at a rural Indian Public Primary School. Three groups of 46 were formed with an equal number of children from the fifth and sixth grades, and with the same male-female ratio. Student population was primarily low-income. All students were pre-tested for mono-syllabic word recognition. Each group received 18 hours of class time with presenters following three different programs targeting vocabulary. The first group watched five subtitled Hindi film songs each session, three sessions a week. Second group viewed same program without subtitles. Third group did directed reading activities. After three months same monosyllabic word recognition test was repeated. Group means were compared statistically. The results demonstrated a significant improvement in SLS group. In related papers, Kothari also studied impact of SLS on steadily larger groupings of students and the general population. He is currently experimenting with nation wide broadcasting of SLS programming.
Conclusions
The power of SLS lies in the fact that is it covertly educational and 'adds' to the entertainment value. SLS has relevance anywhere in the world where literacy skills are low and music-videos are popular. According to Kothari, the following conditions are required for the project to be replicable: low levels of literacy among the population; a reasonably high level of TV penetration, especially among people in need of skill improvement, a ready resource of film, folk, or other types of song footage; a passion for watching song videos on TV (2002). SLS simultaneously makes reading practice an incidental, automatic and sub-conscious process.
Reflection
The SLS approach is innovative because of multiple opportunities and benefits packed into a deceptively simple approach. This application of technology has relevance for classroom teachers, parents, and students alike.
Further research should note:
First, that while the research did use school children in early stages, Kothari’s primary focus has been to expand the SLS application to India’s national television level. The study was not actually directed towards developing classroom applications of the technology.
Second, the study covered a very narrow literacy range, impacting on third to fifth grade reading levels.
Third, until recently, costs for classroom developed SLS was prohibitive, and students could not create their own presentations. Recent technological developments make SLS designing programs available now for classroom applications.
Further study is needed to ascertain impact of SLS in the classroom, on various groups and reading levels, and to develop further classroom applications.
References
Kothari, B. & Takeda, J. (2000) Same language subtitling for literacy: small change for colossal gains. Information and Communication Technology in Development, S. C. Bhatnagar and R. Schware (eds). New Delhi: Sage Publications, pp. 176-186.
Kothari B., Takeda, J., Joshi, A. & Pandey A. (2002). Same language subtitling: a butterfly for literacy? International Journal of Lifelong Education. Vol. 21, no. 1, 55-66. Retrieved June 29, 2003, from the EbscoHOST database. http://sls4literacy.tripod.com/ongoing1.htm
National Literacy Mission (NLM). (1994) Annual Report 1993-94: Literacy and Post-Literacy campaigns. Pg. 111 India Directorate of Adult Education: New Delhi.
Report of Expert Group (1994). Evaluation of Literacy Campaign in India. National Literacy Mission, New Delhi.