Videocassettes for Bilingual Chemistry Instruction Although the language of instruction at McGill University is English, a reasonable percentage (-24%) of entering science students have French as their maternal language. It was therefore thought desirable to provide bilingual supplementary instruction on color videocassettes. The production of a second language version can proceed in many waysjfor example, (a) complete retaping of the program by the original (bilingual) teacher or a surrogate, or (b) lip-synchronized dubbing. The former is time-consuming and the latter beyond the expertise of most ETV establishments. For the bilingual element we have chosen to use a technique employed a t the National Film Board of Canada, which is a "United Nations style", resembling the experience of simultaneous translation. In this procedure the on-camera person is heard a t full volume for a second or two, and then becomes less audible (or even inaudible, depending on personal taste), and the translator's voice is heard a t full volume. This continues until a natural break occurs. Since it is usually desirable (and easily arranged) to finish the translation before the original, a t this point theoriginal becomes fully audible for the last few seconds. The program is thus divided into subsections, each of which iq n trnnalation sandwiched bv the orieinal.
is locally available. The video image and the new audio signal were simultaneously recorded on a new videocassette. We have also used the second audio track on the original videotape for the second language to reduce tape costs. (Some students may prefer this arrangement since it allows instantaneous inter-language switching.) Although the casts, human and financial, are high, so are the benefits to those students who may need a second look, perhaps in a second language.
MeGill University Montreal. PQ,Canada H3A 2K6
90 1 Journal of ChemicalEducation
Arthur E. Grosser
