Audiovisual translation: A reception study on Bilingual child language brokers' linguistic and cultural competences (original) (raw)
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Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras
The aim of this research is to showcase the versatility of Audiovisual Translation (AVT) as a resource in the language classroom. Didactic AVT helps students improve their communicative competence and linguistic skills in the foreign language (L2). Students also develop their digital competence by working with online resources and AVT editing software, and their intercultural competence by being exposed to authentic material in their L2. Mediation skills, as promoted by the CEFR (2001), are also developed with the implementation of didactic AVT. The literary review first introduces general concepts of didactic AVT, and later breaks down different AVT modes to focus on the benefits and potential downsides as classroom resources inherent to each one: subtitling, dubbing, subtitling for the deaf and hard of hearing (SDH) audio description (AD), and creative AVT. With the intention of exemplifying some practical applications of AVT modes as central tasks in Secondary school EFL classro...
Implementation of Audiovisual Material in an Early Sequential Bilingual Model during the Early Years
This research arose from the need to consolidate a meaningful bilingual methodology for children from three to five years of age from low socioeconomic backgrounds belonging to the public education system, where they could begin learning English and Spanish by means of a bilingual methodology that provides them with the same opportunities as middle to upper class children. Its aim is to implement an Early Sequential Bilingual Methodology Model in a public Early Childhood Development Center -ECDC (Centro de Desarrollo Infantil -CDI), and to collect data from class observations, student's responses, early childhood teachers' and English teachers' views as well as parents' perceptions towards its methodology and implementation in order to consolidate the model. Likewise, it will provide children with new opportunities to develop higher cognitive and high order thinking skills that can maximize their academic performance throughout their school years. This present Early Sequential Bilingual Model is a descriptive case study funded by a public university in Colombia and was implemented in a public ECDC (CDI) in Pereira (Risaralda-Colombia) based on the bilingual methodological proposals portrayed by . This research project depicts and systematizes the most predominant methodological techniques employed when teaching English at public ECDCs (CDIs) and interprets their effectiveness based on the data collected from 1
Encuentro: revista de investigación e innovación en la clase de idiomas, 2022
This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.
Shifts in audiovisual translation for children: Reviving linguistic-driven analyses.
The idea for the research presented in this paper came to me while experiencing the translation of cartoons with two respected representatives of the target audience, i.e. two children. It was during this illuminating viewing and listening experience, watching American cartoons on TV in their Italian translation with two four and a half-year-old boys, that I grew aware of some dissonant notes, of incoherent solutions which made me suspicious of the translation and left me with the wish to take a look at the original. This was made possible by the "+ 1" version of the channel we were watching, which broadcast the same programme one hour later and allowed me to record both the original and the translated version of the same cartoon episodes. Since then, I have repeated the experiment a few times, across the span of more than a year and at different broadcasting times. On the whole, my suspicions were confirmed and led me to think that TV cartoons in their Italian translation very frequently reveal shifts in the use of language or, to put it differently, that they are often marked by register shifts. My first reaction to these very preliminary findings was a feeling of solidarity with a number of scholars engaged in the study of the translation of children"s literature. From Emer O"Sullivan to Riitta Oittinen , many a scholar in this field has pointed out that the translation of books for children, and the selection of such books, is the result of an asymmetry (O"Sullivan, 2006: 113), being performed by (and generally oriented towards) adults and not by children themselves. If the translation of audiovisual texts for children is equally performed by adults "on behalf of" children, thus doubling the intervention of nonchildren (authors and translators) in such texts, the same cannot be said for the selection of such texts, which are very often chosen independently by children watching TV or videos on DVD without having to rely on the filter imposed by parents as readers. And yet, even though the asymmetry is partly restored by the children"s deliberate choice of what they want to watch, do they really have a choice as to what they receive? Or rather, can they somehow resist the impact on themselves of not-always-appropriate translation strategies and linguistic choices? The answer is probably self-evident and does not need to be stated. What is probably not so evident is that all instances of "linguistic awkwardness" which are fuelled into the tens of thousands audiovisual texts for children translated every year, silently and indirectly jeopardize the effects of all those educational efforts that we, as adults and educators, put into the conscious and careful design of our children"s learning environment. In other words, in the effort to provide as safe and "ennobling" a context of education and growth as possible, we often seem to overlook some extremely important details, such as the appropriate andabove allcoherent use of language in the translation of the texts which children are most frequently exposed to. In a quest for evidence of such inappropriateness, a linguistic approach to the observation of cartoon translations is the most straightforward starting point for further reflections. Therefore, by focusing on the translated TV cartoons which had first aroused my interest, in the following pages an attempt will be made to provide examples of linguistic oddities in audiovisual translation for children. As I shall focus primarily on register shiftswithin one cartoon episode and also, quite strikingly, even within one sentencein the next two paragraphs I will explain my analytical point of view and the reasons for my swimming against the tide of translation studies.
ELIA Estudios de Lingüística Inglesa Aplicada, 2023
This experiment aimed to explore the potential of Didactic Audiovisual Translation (DAT) for teaching specialized terminology in the translation classroom. A total of 55 participants were included in the intervention, which consisted of a specialized DAT lesson plan and an ad-hoc questionnaire designed to assess the students’ perception regarding the development of their linguistic and knowledge about translation sub-competences in accordance with the theoretical framework proposed by PACTE (Process in the Acquisition of Translation Competence and Evaluation) research group1. The main outcome of this study suggests that DAT can aid in the development of bilingual, knowledge about translation, and psycho-physiological sub-competences, and therefore, enhance the translation teaching experience. The results of this study indicate that the use of DAT can have a positive impact on enhancing and learning specialized terminology among translation students. Moreover, it was observed that DAT can lead to the development of a more holistic development of the competences identified by the PACTE research group. However, it is important to note that further research with larger samples and longitudinal designs is necessary to confirm these findings and fully realize the potential of DAT in the translation classroom. In conclusion, the present study provides empirical evidence that DAT can be an effective tool for teaching specialized terminology and developing linguistic and knowledge about translation sub-competences .
Language Awareness, 2000
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Profile: Issues in Teachers' Professional Development, 2024
This paper reports a mixed-method study on the factors shaping language learning through didactic audiovisual translation. The aim is to analyse the determinants influencing the effective implementation of an integrative project, revealing the strengths and weaknesses of the learning process. Data from 172 students were gathered through initial and final questionnaires, which offered insights into their perceptions of didactic audiovisual translation. The results demonstrate a noticeable shift in learners' attitudes towards audiovisual translation as a language learning tool during the tasks. This transformation led to the recognition of potential benefits, not only in conventional modes like subtitling and dubbing but also in less recognised modes such as audio-description and subtitling for the deaf and hard of hearing.
Didactic audiovisual translation in language teaching: Results from TRADILEX
Comunicar, 2023
The current paper reports on the results of a national research project investigating the use of didactic audiovisual translation (DAT) in foreign language teaching. Although previous research in this field concludes that there are positive outcomes in students’ learning, most studies rely on small samples and analyse one language skill only. The TRADILEX project aims at examining the effect of several modes of audiovisual translation (AVT) -i.e., subtitling, dubbing, subtitling for the deaf and hard of hearing, audio description and voiceover- in oral and written skills of university students learning English as a foreign language. This article assesses the effectiveness of a didactic proposal that includes 30 lesson plans through an intervention carried out with 566 participants from eight universities in Spain. The study relies on a quantitative design, and statistical tests (descriptive statistics and Wilcoxon Test) were carried out to estimate the effect of DAT on oral and written reception and oral and written production of the students. Our results underline that there are statistically significant differences that confirm students improved in the four communicative skills in the foreign language. Besides, there is a positive evolution in students’ achievement during the study, and participants report a favourable perception of the didactic intervention.
Audiovisual translation and language learning: an integrated approach
My research project investigates the use audiovisual translation as a pedagogic tool in the study of a foreign language. Previous studies have proved their efficacy as a didactic tool, which can enable learners to acquire new vocabulary and strengthen their oral comprehension abilities. My PhD project aims to explore the benefits of subtitles when used in conjunction with other AVT tasks performed by students. The main focus is on the communicative value of relevant linguistic cues and cultural insights that students acquire through the use of AVT practices. My dissertation aims to define a new educational methodology entirely based on audiovisual translation, and to ascertain the effects of combined AVT practices on the production of speech acts as a whole.
Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation
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Developing intercultural competence is one of the most important aspects when mastering a second language (L2, henceforth). This can be achieved through different approaches, but this paper focuses on the possibility of acquiring this skill online through the use of Didactic Audiovisual Translation (DAT). Here, we present the findings of the TRADILEX Project, which has produced data that support the ability of DAT to encourage motivation in learners while they develop integrated L2 skills in general and intercultural competence in particular through a combination of intrinsic and explicit cultural components presented in different lesson plans.