Project

TRADILEX

Goal: EL ANÁLISIS DE LA TRADUCCIÓN AUDIOVISUAL COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LENGUAS EXTRANJERAS
THE ANALYSIS OF AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE IN FOREIGN LANGUAGE EDUCATION

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Project log

Alejandro Bolaños García-Escribano
added a research item
Access to audiovisual content is being progressively democratised in an ever-more globalised and internetised world. Of particular interest for audiovisual translation (AVT) scholarship has been the increasing number of streaming video-on-demand (SVoD) platforms and the new practices that they have introduced. In a very short space of time, SVoDs have deeply impacted viewing habits on a global scale and have radically transformed the ways in which we consume audiovisual material. New programmes have undoubtedly led to a growth of localisation demand among vendors. In today's audiovisual industry, the use of new technologies allows for more seamless workflows all by fostering international collaboration by means of cloud ecosystems. For instance, Netflix has spear-headed the production, release and distribution of non-English-language films and TV series and has led to new scenarios where English dubs of feature films and series have become mainstream (Hayes, 2021). These “foreign” products have also become the perfect vehicle for disseminating cultural realities. And yet, the localisation of content still poses similar challenges to those reported by translators in the pre-SVoD era, e.g. the complexity of transferring culture and humour in audiovisual localisation. Considerable volumes of research have been devoted to understanding how to render cultural references, linguistic variation, and humour, among other elements. It is indeed commonly agreed that culture does not (always) travel seamlessly between audiences from different languages and cultures (Pedersen, 2011; Ranzato, 2015). Similarly, when humour is heavily driven by cultural dimensions such as regional stereotypes, local knowledge and national jokes (Zabalbeascoa, 1996), the localisation process calls for further creativity, let alone compromises. The perception of translated culture and humour on screen has been attracted much attention among scholars. In light of new mainstream localisation practices in English, I set out to examine how culture-related humour and cultural references constitute a rather appealing object of study for professionals and researchers alike. Drawing on the literature available, I will discuss several studies on the perception of dubbed and subtitled humour by English-speaking viewers.
Antonio Tinedo
added a research item
TRADILEX is a project which aims at studying how Didactic Audiovisual Translation fosters language learning. It has been implemented in a virtual course through a series of Lesson Plans which contain AVT tasks, and two language skills tests. Assessing the tasks and the language skills in a virtual and asynchronous environment was a paramount challenge. There was a need to have all the data centralised in a concrete platform because making use of different applications was confusing for both, the teachers, and the students in the course. Therefore, two key elements were taken into account: the importance of feedback and the importance of scaffolding. That is why the team chose Moodle because it facilitates both, the task of providing students with instant feedback and the inclusion of scaffolding in the form of Didactic-Mediated Dialogue in the virtual course through HTML5 code. The resources of the virtual platform allowed us to create tasks with e-rubrics which facilitate assessment and foster communication through specific applications. Besides, teachers have their own virtual space with video tutorials about the FAQs and fora to share their thoughts on the process of assessment. E-assessment is thus a keydimension of the TRADILEX project.
María Bobadilla-Pérez
added a research item
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 classrooms, this paper presents four learning sequences which are based on the theoretical principles reported in the reviewed literature. These learning sequences are not meant to be prescriptive, but rather an example of potential ways to implement AVT in the classroom.
Alejandro Bolaños García-Escribano
added a research item
This article discusses the action-oriented foundations of TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), a project funded by the Spanish Ministry of Science and Innovation, which involves researchers from twelve universities across Europe and the UK. This project focuses on the improvement in the linguistic skills perceived through audiovisual translation (AVT) practices such as the use of captioning (i.e., interlingual and intralingual subtitling) and revoicing (i.e., dubbing, voice-over, and audio description) through an action-oriented approach (AoA). The ultimate objective is the study of AVT as a means to enhance learners' communicative competence and reception, production, and mediation skills in an integrated manner. Following the design of a methodological proposal for a didactic sequence of AVT tasks, proposals are currently being piloted with B1 and B2 adult learners of English as a foreign language utilising-and adapting-the recent illustrative descriptors (Council of Europe, 2018) for AVT instruction. The potential benefits of action-oriented AVT tasks in foreign language education (FLE), in which foreign-language learners become active producers of AVT work, are put to the test employing empirical inquiry and thereafter advocating for more comprehensive integration of AVT in the FLE curriculum overall.
Jennifer Lertola
added a research item
La rivoluzione digitale ha promosso lo sviluppo di nuove forme di insegnamento delle lingue. Contemporaneamente, la traduzione nell'insegnamento delle lingue, oggetto di dibattito per anni, è stata rivalutata in una prospettiva comunicativa (Cook 2010). Negli ultimi due decenni, l'applicazione pedagogica della Traduzione Audiovisiva (TAV)-il trasferimento del linguaggio verbale negli audiovisivi-ha attirato l'attenzione sia di studiosi sia di istituzioni europee. La ricerca empirica mostra che la TAV nella classe di lingua può favorire sia le competenze ricettive sia quelle produttive, oltre alle competenze IT (Lertola 2019a). Questo articolo propone l'integrazione della TAV e, in particolare, delle attività di sottotitolazione e doppiaggio nell'insegnamento dell'inglese come lingua straniera a livello universitario. L'articolo fornisce uno stato dell'arte con particolare riferimento alle precedenti esperienze di integrazione della TAV nell'insegnamento delle lingue. Inoltre, presenta e analizza il feedback fornito da 38 studenti di laurea magistrale in un questionario di valutazione sulla loro esperienza di apprendimento utilizzando attività di sottotitolazione e doppiaggio (L2-L2; L1-L2; e L2-L1) come parte integrante del loro modulo di lingua inglese. Parole chiave: traduzione audiovisiva, traduzione nell'insegnamento delle lingue, sottotitolazione, doppiaggio, inglese come lingua straniera, università.
Noa Talavan
added a research item
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.
Antonio Tinedo
added a research item
El proyecto TRADILEX (UNED) nace del creciente interés en el potencial didáctico de la Traducción Audiovisual (en adelante, TAV) en la enseñanza de lenguas. Este proyecto tiene como objetivo medir el grado de mejora en el proceso de aprendizaje de la lengua inglesa gracias a la aplicación pedagógica de la TAV. La presente propuesta tiene como objetivo presentar el diseño de una Lesson Plan (en adelante, LP) que formará parte de la fase de intervención del proyecto, en la que se trabajan de forma conjunta las diferentes destrezas lingüísticas y la concienciación sobre la violencia de género. El objetivo principal es diseñar una LP en la que se fomenten valores sobre la conciencia de género y en la que a la vez se trabajen de forma integrada las diferentes competencias comunicativas a través de la TAV. De forma subsidiaria se pretende fomentar la sensibilidad hacia las personas sordas o con dificultades auditivas, puesto que la modalidad de TAV empleada por los alumnos es la de Subtítulos para Sordos (en adelante, SpS). La LP consta de cuatro secciones siguiendo la estructura propuesta por Talaván (2013). La primera sección denominada warm-up incluye ejercicios de respuesta múltiple sobre un texto adaptado que versa sobre la violencia de género. También en esta sección se invita al alumnado a reflexionar sobre actos violencia simbólica en el discurso cotidiano. La segunda sección o video-viewing consiste en realizar un visionado activo del vídeo que el alumnado tendrá que subtitular en la tercera sección. Para subtitular, el alumnado deberá hacer un ejercicio de abstracción para ponerse en la piel de una persona sorda, y, además, un ejercicio de concisión lingüística para la descripción de elementos extralingüísticos. En la última sección, denominada post-AVT task, se realizará un ejercicio de listening into writing cuya temática girará en torno a la campaña #HeForShe. Resultados: Tras aplicar la LP en un pre-pilotaje, se llevaron a cabo una serie de entrevistas en las que el feedback destacaba la relevancia de la elección de la temática de género en este tipo de tareas. La TAV como recurso pedagógico puede suponer un eje clave para trabajar de forma simultánea la educación en valores y la enseñanza de lenguas mediante la elección de vídeos que versen sobre temáticas de relevancia social. Palabras clave: Traducción Audiovisual; Educación en Valores; Género; TIC; Aprendizaje de Lenguas Extranjeras.
Alberto Fernández Costales
added a research item
This paper investigates the use of Audiovisual Translation (AVT) as a didactic tool in primary education. Several studies confirm that subtitling and dubbing are beneficial for productive and receptive skills, vocabulary acquisition, translation competence, and learners’ motivation and engagement. However, research in the field has been devoted primarily to university students enrolled in translation and language programmes, and there is a dearth of papers exploring the use of AVT in early educational stages. This paper is intended to fill this gap by examining the perceptions of primary education students on the use of interlingual subtitling and creative dubbing in learning English at school. The sample includes 120 students from 10 public primary schools in Spain who participated in a 3-month teaching study. The research tool was a student questionnaire aimed at gathering their perceptions on the use of AVT; this survey was complemented with in-class observations. Results underline the favourable views students had on the use of AVT in language learning in primary education, with a slight preference for dubbing over subtitling. This outcome brings to the fore the educational possibilities of AVT, which may be a useful resource in language teaching.
Mariona Sabate-Carrove
added a research item
These are the preliminary details of the creation of an ITIS (Initial Test of Integrated Skills) within the TRADILEX Project, aimed at creating a platform for learning English through AV translation.
Antonio Tinedo
added a research item
You may watch my presentation by clicking on this link: https://www.youtube.com/watch?v=uimveUH67O4
Antonio Tinedo
added a research item
The teaching innovation project VOCAL (VOiCe-over and lAnguage Learning) aimed to assess the potential didactic benefits of using the audiovisual translation (AVT) mode of voice-over as a resource in foreign language (L2) education. For the last two decades, the field of didactic AVT, that is, the use of AVT in L2 learning, has been attracting increasing attention (Lertola, 2019; Talaván, 2020; Incalcaterra et al., 2020) and a good number of researchers and L2 teachers have made use of diverse didactic AVT modes, especially subtitling and dubbing (Beltramello, 2019; Soler-Pardo, 2019; Talaván, 2019; Fernández-Costales, 2021), to enhance multiple L2 skills and competences. Voice-over is a traditional AVT mode but it has not received the same scholarly attention as the best-known dubbing or subtitling, and the same applies to its didactic applications to the L2 context (Talaván, 2021; Talaván & Rodríguez-Arancón, 2018). However, it could be said that the didactic possibilities of this AVT mode surpass those of didactic dubbing, provided the less challenging framework for learners it presents (there is no need for lip-sync or excessive dramatization in voice-over) and the constant mediation practice involved (there is a need for reduction and reformulation of the original on the part of learners so as to respect asynchrony, one of the main distinctive features of voice-over). Being one of the first studies in the field of didactic voice-over, VOCAL presented an integrated L2 skills approach, with voice-over tasks framed within complete lesson plans where both production (writing and speaking) and reception (listening and reading) skills as well as mediation were put into practice by students at all times. The results of a two-month experience are encouraging and significant enough, especially in terms of production skills, but also as regards reception skills and translation competence. KEYWORDS: Audiovisual translation; foreign language education; voice-over; integrated skills REFERENCES Beltramello, A. (2019). Exploring the Combination of Subtitling and Revoicing Tasks: A Proposal for Maximising Learning Opportunities in the Italian Language Classroom. International Journal of Language, Translation and Intercultural Communication, 8, 93–109. https://doi.org/10.12681/ijltic.20279 Fernández-Costales, A. (2021). Subtitling and Dubbing as Teaching Resources in CLIL in Primary Education: The Teachers’ Perspective. Porta Linguarum, 36, 175–192. https://doi.org/10.30827/portalin.v0i36.16228 Incalcaterra McLoughlin, L., Lertola, J., & Talaván, N. (2020). Audiovisual translation in applied linguistics. Amsterdam/ Philadelphia: John Benjamin. Lertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Viollans: Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252 Soler Pardo, B. (2019). Subtitling and Dubbing as Teaching Resources for Learning English as a Foreign Language Using ClipFlair Software. Realia (Research in Education and Learning Innovation Archives, (22), 48–59. https://doi.org/DOI: 10.7203/realia.22.15379 Talaván, N. (2019). Creative audiovisual translation applied to foreign language education: a preliminary approach. Journal of Audiovisual Translation, 2(1). https://doi.org/https://orcid.org/0000-0001-5881-5323 Talaván, N. (2020). The Didactic Value of AVT in Foreign Language Education. In Ł. Bogucki & M. Deckert (Eds.), The Palgrave Handbook of Audiovisual Translation and Media Accessibility (pp. 567–591). Cham, Switzerland: Palgrave Macmillan. Talaván, N. (2021). Las voces superpuestas: Fundamentos y aplicaciones didácticas. In C. Botella & B. Agulló (Eds.), Mujeres en la traducción audiovisual (pp. 66–87). Sinderesis. Talaván, N., & Rodríguez-Arancón, P. (2018). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–229). Valencia: PUV, Publicacions Universitat de Valencia.
José Javier Ávila-Cabrera
added a research item
The field of didactic audiovisual translation (AVT) has been developing over the last 20 years and it now represents a solid academic field of research. It refers to research into AVT used as an educational resource in the second or foreign language (L2) classroom. Although all the research published to date has shown promising results, it is still just starting to draw a picture of the wide ranging possibilities that this approach can bring. One of the best-known subfields of AVT is dubbing. Didactic dubbing in particular has so far been used in the L2 classroom mainly for the enhancement of oral skills, but this presentation offers a more comprehensive approach, highlighting its educations potential to enhance integrated skills. The study hereby presented, framed within the TRADILEX (Audiovisual translation as a didactic resource in foreign language education) project, aims at assessing the potential of didactic dubbing to improve L2 integrated skills of groups of B1 and B2 students of English. To that end, learners Language Centre of the UNED (Universidad Nacional de Educación a Distancia) have worked online on six full lesson plans (of 60 minutes each) all of them containing a dubbing task where students are asked to dub one-minute clips. The lesson plans have been designed in a scaffolded manner (from a more basic approach to more complex instructions, including creative dubbing tasks), bearing in mind it was the first time learners faced this type of revoicing activities; also diverse language combinations (intralingual, interlingual reverse and their creative versions) have been included so that the participants could be involved in the rich variety of options didactic dubbing offers. The results are encouraging as far as production, reception and mediation skills are concerned, as well as cultural awareness, and they call for long-term replication at a larger scale. References Ávila-Cabrera, J.J. & Rodríguez-Arancón, P. 2021. “The use of active subtitling activities for students of Tourism in order to improve their English writing production”. Ibérica: Revista de la Asociación Europea de Lenguas para Fiines Específicos 41, 155-180. Couto Cantero, P., Sabaté Carrové, M., & Gómez Pérez, M. C. 2021. "Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English". Research in Education and Learning Innovation Archives. REALIA 27: 73-88. Danan, M. 2010. "Dubbing Projects for the Language Learner: a Framework for Integrating Audiovisual Translation into Task-based Instruction". Computer Assisted Language Learning 23 (5): 441-456. Díaz Cintas, J. 2012. "Los subtítulos y la subtitulación en la clase de lengua extranjera" [Subtitles and subtitling in the foreign language classroom]. Abehache, 2(3), 95-114. Fernández-Costales, A. 2017. "Subtitling in CLIL: Promoting bilingual methodologies through Audiovisual Translation". In C. y D. Ministerio de Educación (Ed.), Bilingual education: Trends and key concepts (pp. 185-196). Madrid: Ministerio de Educación, Cultura y Deporte. González-Vera, P. 2021. "Building bridges between audiovisual translation and English for Specific Purposes". Ibérica: Revista de la Asociación Europea de Lenguas parra Fiines Específicos 41, 83-102. Lertola, J., & Mariotti, C. 2017. “Reverse dubbing and subtitling: Raising pragmatic awareness in Italian ESL learners”. JoSTrans: The Journal of Specialised Translation, 28, 103-121 Martínez Sierra, J. J. (Ed.). 2021. Multilingualism, translation and language teaching. Valencia: Tirant Lo Blanch. Sokoli, S. 2006. “Learning via Subtitling (LvS): A Tool for the Creation of Foreign Language Learning Activities Based on Film Subtitling.” In Proceedings of the Marie Curie Euroconferences MuTra: Audiovisual Translation Scenario, Copenhagen, 1–5 May, ed. By Mary Carroll, and Heidrun Gerzymisch-Arbogast, 66–73. Sokoli, S. 2015. "ClipFlair: Foreign Language Learning through Interactive Revoicing and Captioning of Clips". In Subtitles and Language Learning, eds. Y. Gambier, A. Caimi y C. Mariotti, 127-148. Berna: Peter Lang. Talaván, N. 2006. "Using subtitles to enhance foreign language learning". Porta Linguarum, 6, 41–52. Talaván, N. 2013. La subtitulación en el aprendizaje de lenguas extranjeras. Barcelona: Octaedro. Talaván, N. 2019. "Creative audiovisual translation applied to foreign language education: a preliminary approach". JAT: Journal of Audiovisual Translation, 2(1), 53-74. Talaván, N. & Ávila-Cabrera, J.J. 2015. “First Insights into the combination of dubbing and subtitling as L2 didactic tools”. In Yves Gambier, Annamaria Caimi and Cristina Mariotti (Eds.). Subtitles and Language Learning: Principles, Strategies and Practical Experiences. pp. 149-172. Bern: Peter Lang. Talaván, N., & Lertola, J. 2016. “Active audiodescription to promote speaking skills in online environments”. Sintagma. Revista de Lingüística 28, 59–74. Talaván, N., & Costal, T. 2017. “iDub – The potential of intralingual dubbing in foreign language learning: How to assess the task”. Language Value 9(1), 62–88. Talaván, N., & Rodríguez-Arancón, P. 2018. “Voice-over to improve oral production skills”. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–236). Talaván, N., & Lertola, J. In press. "Audiovisual Translation as a Didactic Resource in Foreign Language Education. A Methodological Proposal". Encuentro.
Noa Talavan
added an update
Couto-Cantero, P., Sabaté-Carrové, M., & Gómez Pérez, M. C. (2021). Preliminary design of an Initial Test of Integrated Skills within TRADILEX: an ongoing project on the validity of audiovisual translation tools in teaching English. REALIA. Research in Education and Learning Innovation Archives, 27(2), 73-88. https://doi.org/10.7203/realia.27.20634. ISSN Digital 2659-9031.
 
Antonio Tinedo
added a research item
Noa Talavan
added 2 research items
The application of audiovisual translation (AVT) to foreign language (L2) education dates back to the 1980s, when some scholars started to use subtitles as a support within language laboratories to improve a series of L2 skills (Holobow et al. 1984; Vanderplank 1988). A lot has changed since then, both in terms of the methodological implementation of AVT as a didactic resource in this context, and in the audiovisual world, as technology has vertiginously advanced in the last decades. The present chapter describes the didactic value of AVT in L2 education, by defining the practice and presenting the main AVT modes that may be applied to the pedagogical context, explaining what should be understood by their pedagogical applications and offering a series of guidelines for practitioners. To complement this description, a state of the art of this subarea of research in AVT will be provided, so as to allow the reader to have access to the main work carried out in this field. Finally, the conclusions of the chapter will include social implications and future prospects.
Ana María Hornero
added a research item
The Spanish University requires all its students to reach a specific level in a foreign language, as part of the requisites to obtain their degrees. At present, there is a lack of homogeneity in the criteria set for the assessment of hard of hearing students" skills. A preliminary survey reveals the current measures applied in a number of Spanish universities. Our suggestion is that a uniform listening test should be implemented for hard of hearing students. The main goal of our research was to check what kind of test is more adequate for these students. For that purpose, several hard of hearing students did different listening activities using audiovisual materials that had been previously edited and adapted to their special needs. They also responded to different question tasks: multiple-choice, true/false, gap-filling. The results throw some light on the type of test format that should be used with the hard of hearing community.
Noa Talavan
added an update
Check our project website for further info: http://tradit.uned.es/en/proyecto-tradilex-2/
 
Noa Talavan
added a project goal
EL ANÁLISIS DE LA TRADUCCIÓN AUDIOVISUAL COMO RECURSO DIDÁCTICO EN EL APRENDIZAJE DE LENGUAS EXTRANJERAS
THE ANALYSIS OF AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE IN FOREIGN LANGUAGE EDUCATION