Effectiveness of Didactic Audiovisual Translation and English for Social Purposes to Foster Language Skills and Gender Awareness
DOI:
https://doi.org/10.7203/realia.33.28285Keywords:
Didactic Audiovisual Translation, Language Education, Educational Technology, Gender Awareness
Abstract
Exponential advancements in the technological field have opened numerous possibilities in the educational domain. In this regard, it is important to highlight the role of Didactic Audiovisual Translation (DAT), as it is a young field of knowledge that has developed in parallel with technologies. DAT involves the application of pedagogical translation to audiovisual texts, enabling students to become consumers and creators of audiovisual products through the application of adapted protocols from different modes of audiovisual translation (subtitling, dubbing, etc.). In addition, English for Social Purposes and Cooperation (ESoP) advocates for incorporating cross-curricular contents into language learning materials, allowing students not only to develop their language skills but also to simultaneously gain awareness of issues of social impact. The aim of this study is to explore to what extent the combination of ESoP and DAT is motivating for students and fulfils the goal of improving linguistic skills and social awareness simultaneously. The sample consisted of 32 participants. A didactic subtitling lesson plan focusing on the oppression of women's creativity throughout history was implemented, followed by a questionnaire. The results indicate that participants perceived improvements in their language skills, gender awareness, and motivation. It is of interest that future studies explore other DAT modes and their combination with ESoP with longer interventions.
Downloads
Author Biography
Antonio Jesús Tinedo-Rodríguez, Primary affiliation: Universidad de Córdoba Secondary affiliation: Universidad Nacional de Educación a Distancia (UNED)
References
Ávila-Cabrera, J. J. (2018). TeenTitles. Implementation of a methodology based on Teenage subTitles to improve written skills. In John D. Sanderson & Carla Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 19–40). Publicacions Universitat de València.
Ávila-Cabrera, J. J. (2021). Reverse Subtitling in the ESP Class to Improve Written Skills in English: A Case Study. Journal of Audiovisual Translation, 4(1), 27–49. https://doi.org/https://doi.org/10.47476/jat.v4i1.2021.22
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 Fines Específicos, 41, 155–180. https://doi.org/10.17398/2340-2784.41.155
Baños, R., & Sokoli, S. (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In K. Borthwick, E. Corradini, & A. Dickens (Eds.), 10 Years of the LLAS Elearning Symposium: Case Studies in Good Practice. (pp. 203–213). Research-Publishing.net.
Bolaños García-Escribano, A., & Ogea-Pozo, M. (2023). Didactic audiovisual translation Interlingual SDH in the foreign language classroom. Translation and Translanguaging in Multilingual Contexts, 9(2), 187–215. https://doi.org/10.1075/ttmc.00108.bol
Borghetti, C. (2011). Intercultural Learning Through Subtitling: The Cultural Studies Approach. In L. Incalcaterra McLoughlin, M. Biscio, & N. Mhainnìn (Eds.), Audiovisual Translation: Subtitles and Subtitling. Theory and Practice (pp. 111–138). Peter Lang.
Borghetti, C., & Lertola, J. (2014). Interlingual subtitling for intercultural language education: a case study. Language and Intercultural Communication, 14(4), 423–440. https://doi.org/10.1080/14708477.2014.934380
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, 27(2), 73–88. https://ojs.uv.es/index.php/realia/article/view/20634
Couto-Cantero, P., Sabaté-Carrové, M., & Tinedo-Rodríguez, A. (2022). Effectiveness and Assessment of English Production Skills through Audiovisual Translation. Current Trends in Translation Teaching and Learning E, 149–182. https://doi.org/10.51287/cttl20225
Díaz Alarcón, S., & Menor, E. (2013). La traducción inversa, instrumento didáctico olvidado en el aprendizaje de lenguas extranjeras. Lenguaje y Textos, 38, 169-178.
Díaz Cintas, J. (1995). El subtitulado como técnica docente. Vida Hispánica, 12, 10–14.
Díaz-Cintas, J., & Remael, A. (2021). Subtitling. Concepts and Practices. Routledge.
Fernández-Costales, A. (2014). Teachers’ Perception on the Use of Subtitles as a Teaching Resource to Raise Students’ Motivation when Learning a Foreign Language. ICT for Language Learning, 426–430. https://conference.pixel-online.net/files/ict4ll/ed0007/FP/0932-LTT574-FP-ICT4LL7.pdf
Fernández-Costales, A. (2021a). Audiovisual translation in primary education. Students’ perceptions of the didactic possibilities of subtitling and dubbing in foreign language learning. Meta, Journal Des Traducteurs, 66(2), 280–300. https://doi.org/https://doi.org/10.7202/1083179ar
Fernández-Costales, A. (2021b). 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
Fernández-Costales, A., Talaván, N., & Tinedo-Rodríguez, A. J. (2023). Didactic audiovisual translation in language teaching: Results from TRADILEX. Comunicar, 31(77), 21-32. https://doi.org/10.3916/C77-2023-02
Frumuselu, A. D. (2020). The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL). Translation and Translanguaging in Multilingual Contexts, 4(1), 55-76. https://doi.org/10.1075/bct.111.ttmc.00004.fru
Gajek, E. (2016). Translation revisited in audiovisual teaching and learning contexts on the example of Clipflair project. In M. Marczak and J. Krajka (Eds.), CALL for Openness (pp. 73–90). Peter Lang. https://doi.org/10.3726/978-3-653-06756-9
Gómez-Parra, M. E. (2018). El uso de la traducción audiovisual (TAV) en el aula AICLE. In M. A. García-Peinado & I. Ahumada Lara (Eds.), Traducción literaria y discursos traductológicos especializados (pp. 463–481). Peter Lang.
Gonzalez-Vera, P. (2021). Building bridges between audiovisual translation and English for Specific Purposes. Ibérica: Revista de La Asociación Europea de Lenguas Para Fines Específicos (AELFE), 41, 83–102. https://doi.org/10.17398/2340-2784.41.83
Gonzalez-Vera, P. (2022). The integration of audiovisual translation and new technologies in project-based learning: an experimental study in ESP for engineering and architecture. DIGILEC: Revista Internacional de Lenguas y Culturas, 9, 261–278. https://doi.org/10.17979/digilec.2022.9.0.9217
Goodman, L. (2013). Literature and Gender. In Literature and Gender. Routledge.
Herrero, C., & Vanderschelden, I. (2019). Using Film and Media in the Language Classroom: Reflections on Research-led Teaching. Multilingual Matters.
Huertas-Abril, C. A., & Gómez-Parra, M. E. (2018). Inglés para fines sociales y de cooperación: Guía para la elaboración de materiales. Graò.
Hurtado-Albir, A. (1999). La competencia traductora y su adquisición. un modelo holístico y dinámico. Perspectives: Studies in Translatology, 7(2), 177-188. https://doi.org/10.1080/0907676X.1999.9961356
Incalcaterra McLoughlin, L., & Lertola, J. (2015). Captioning and Revoicing of Clips in Foreign Language Learning-Using ClipFlair for Teaching Italian in Online Learning Environments. In C. Ramsey-Portolano (Ed.), The Future of Italian Teaching (pp. 55–69). Cambridge Scholars Publishing.
Latifi, M; Mobalegh, A. & Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help? The Journal of Language Teaching and Learning, 1(2), 18–29.
Lertola, J. (2016). La sottotitolazione per apprendenti di italiano L2. In A. Valentini (Ed.), L’input per l’acquisizione di L2: strutturazione, percezione, elaborazione (pp. 153–162). Cesati editore.
Lertola, J. (2019). Second Language Vocabulary Learning through Subtitling. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 32(2), 486–514. https://benjamins.com/catalog/resla.17009.ler
Mulyani, M., Yusuf, Y. Q., Trisnawati, I. K., Syarfuni, S., Qamariah, H., & Wahyuni, S. (2022). Watch and Learn: EFL Students’ Perceptions of Video Clip Subtitles for Vocabulary Instruction. Pertanika Journal of Social Sciences and Humanities, 30(S1), 1–23. https://doi.org/10.47836/pjssh.30.S1.01
Navarrete, M. (2013). El doblaje como herramienta de aprendizaje en el aula de español y desde el entorno Clipflair. MarcoELE, 16, 75–87.
Ogea Pozo, M. (2023). Fomentando la creatividad en el aula desde una perspectiva de género: la traducción audiovisual didáctica aplicada al videojuego “Vona.” EPOS. Revista de Filología, 186–210.
Palacios-Hidalgo, F. J., & Huertas-Abril, C. A. (2021). The Potential of English for Social Purposes and Cooperation for Emergency Remote Language Teaching: Action Research Based on Future Teachers’ Opinions. In A. Slapac, P. Balcerzak, & K. O’Brien (Eds.), Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research (pp. 68–90). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch004
Plaza Lara, C., & Fernández Costales, A. (2022). Enhancing communicative competence and translation skills through active subtitling: a model for pilot testing didactic Audiovisual Translation (AVT). Revista de Lenguas Para Fines Específicos, 28.2, 16–31. https://doi.org/10.20420/rlfe.2022.549
Plaza Lara, C., & Gonzalo Llera, C. (2022). Audio description as a didactic tool in the foreign language classroom: a pilot study within the TRADILEX project. DIGILEC: Revista Internacional de Lenguas y Culturas, 9, 199–216. https://doi.org/10.17979/digilec.2022.9.0.9282
Pujadas Jorba, G., & Muñoz, C. (2020). Examining adolescent efl learners’ tv viewing comprehension through captions and subtitles. Studies in Second Language Acquisition2, 42(3), 551–575. https://doi.org/10.1017/S0272263120000042
Rodríguez Arancón, P., & Ávila-Cabrera, J. J. (2018). The OFFTATLED project: OFFensive and TAboo Exchanges SubtiTLED by online university students. Encuentro, 27, 204-219.
Rodríguez-Arancón, P. (2023). Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation. Languages, 8(3), 1-17. https://doi.org/10.3390/languages8030160
Sokoli, S. (2006). Learning via subtitling (LvS). A tool for the creation of foreign language learning activities based on film subtitling. In M. Carroll & H. Gerzymisch-Arbogast (Eds.), Copenhagen conference MuTra: Audiovisual. 1-5 May (pp. 66–73). https://www.euroconferences.info/proceedings/2006_Proceedings/2006_Sokoli_Stravoula.pdf
Su, F., & Zou, D. (2022). Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(8), 1754-1788. https://doi.org/10.1080/09588221.2020.1831545
Talaván, N. (2006a). Using subtitles to enhance foreign language learning. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, 6, 41-52 https://doi.org/10.30827/digibug.30659
Talaván, N. (2006b). Using the Technique of Subtitling to Improve Business Communicative Skills. Revista de Lenguas Para Fines Específicos, 12, 313–346. https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/170
Talaván, N. (2010). Subtitling as a Task and Subtitles as Support: Pedagogical Applications. In J. Díaz Cintas, A. Matamala, & J. Neves (Eds.), New Insights into Audiovisual Translation and Media Accessibility (pp. 285–299). Rodopi. http://www.nuigalway.ie/sub2learn/downloads/talavn_2010_subtiling_as_a_task_and_subtitles_as_a_support.pdf
Talaván, N. (2011). A Quasi-Experimental Research Project on Subtitling and Foreign Language Acquisition. In L. Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Subtitles and Subtitling. Theory and Practice (pp. 197–218). Peter Lang. https://doi.org/10.3726/978-3-0353-0167-0
Talaván, N. (2020). The Didactic Value of AVT in Foreign Language Education. In L. Bogucki & M. Deckert (Eds.). The Palgrave Handbook of Audiovisual Translation and Media Accessibility (pp. 567–592). Palgrave Macmillan.
Talaván, N., & Ávila-Cabrera, J. J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia. The Interpreter and Translator Trainer, 15(1), 118–135. https://doi.org/10.1080/1750399X.2021.1880305
Talaván, N., & Lertola, J. (2022). Audiovisual translation as a didactic resourse in foreign language education. A methodological proposal. Encuentro: Revista de Investigación e Innovación En La Clase de Idiomas, 30, 23–39. http://www3.uah.es/encuentrojournal/index.php/encuentro/article/view/66
Talaván, N., Lertola, J., & Costal, T. (2016). iCap: Intralingual Captioning for Writing and Vocabulary Enhancement. Alicante Journal of English Studies, 29, 229–248. https://doi.org/10.14198/raei.2016.29.13
Talaván, N., Lertola, J., & Fernández-Costales, A. (2024). Didactic Audiovisual Translation and Foreign Language Education. Routledge.
Talaván, N., Lertola, J., & Ibáñez, A. (2022). Audio description and subtitling for the deaf and hard of hearing Media accessibility in foreign language learning. Translation and Translanguaging in Multilingual Contexts, 8(1), 1-29 https://doi.org/10.1075/ttmc.00082.tal
Talaván, N., & Rodríguez-Arancón, P. (2014). The use of interlingual subtitling to improve listening comprehension skills in advanced EFL students. In B. Garzelli & M. Baldo (Eds.), Subtitling and Intercultural Communication. European Languages and beyond (pp. 273–288). InterLinguistica ETS.
Talaván, N., & Tinedo-Rodríguez, A. J. (2023). Una mirada transdisciplinar a la Traducción Audiovisual Didáctica. Hikma, 22(1), 143–166. https://doi.org/10.21071/hikma.v22i1.14593
Tinedo-Rodríguez, A. J. (2022a). La enseñanza del inglés en el siglo XXI: Una mirada integradora y multimodal. Sindéresis.
Tinedo-Rodríguez, A. J. (2022b). Producción fílmica, género, literatura y traducción audiovisual didáctica (TAD) para el aprendizaje integrado de contenidos y lenguas (AICLE). DIGILEC: Revista Internacional de Lenguas y Culturas, 9, 140-161. https://doi.org/10.17979/digilec.2022.9.0.9155
Tinedo-Rodríguez, A. J., & Frumuselu, A. (2023). SDH as an AVT Pedagogical Tool: L2, Interculturality and EDI. Translation and Translanguaging in Multilingual Contexts, 9(3), 316-336. https://doi.org/10.1075/ttmc.00116.tin
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42(4), 272–281. https://doi.org/10.1093/elt/42.4.272
Vanderplank, R. (2016). “Effects of” and “effects with” captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners? Language Teaching, 49(2), 235-250. https://doi.org/10.1017/S0261444813000207
Zabalbeascoa, P., Sokoli, S., & Torres-Hostench, O. (2012). Conceptual framework and pedagogical methodology. CLIPFLAIR Foreign Language Learning Through Interactive Revoicing and Captioning of Clips. European Union. http://hdl.handle.net/10230/22701
Published
How to Cite
-
Abstract219
-
PDF100
-
HTML15
-
EPUB6
Issue
Section
License
Copyright (c) 2024 Antonio Jesús Tinedo-Rodríguez
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
- The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:
- Authors retain copyright and grant the journal right of first publication.
- The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
- Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.
Similar Articles
Make a Submission
Language
Information
Keywords
