Description and contextualization of the subject

The role of translation in foreign language learning has long been a subject of debate. During the 20th century, when more communicative approaches arouse in the field of second language acquisition (SLA), translation was often related to the Grammar Translation Method or to other approaches from past centuries. There was, and still is, a tendency to avoid any type of translation in the SLA class. But the truth is that, when learning a foreign language, translation –in its many forms– is very difficult to avoid, most of all in a multilingual setting. Moreover, according to the Common European Framework of Reference for Languages (CEFRL), translation and interpreting is a type of mediation that can foster communicative language competence. Be as it may, translation is still very ignored in discussions on multilingualism and language teaching; but in the last few decades, Translation Studies (TS) and Audiovisual Translation (AVT) Studies have acknowledged the power of translation, most of all AVT in its different modes, in language learning.

This course provides a basic overview on TS and AVT studies. We will see the major developments in the last 20 years with a critical view and we will try to further develop our ideas on translation in language teaching (TILT).



This course aims to introduce students to the field of Translation Studies, and specifically to the use of AVT titling in the language classroom. The main objectives are:

a. Evaluate, compare and contrast perspectives on Translation in the Language Classroom.

b. Analyse critically bibliography on the use of AVT in the Language Classroom.

c. Develop and improve oral presentation techniques of research in front of an audience. Present the result of bibliographical search, of critical reading of publications chosen by students.

d. Enhance autonomous learning & identification of research topics. Re-search tools (UPV/EHU library). AVT tools in the foreign language classroom.

e. Identify new areas of research (based on informed reading on the use of Translation in the language classroom).

Learning outcomes of the subject

In this subject, students will be able to acquire the following competences and learning results:



- Critically judge and synthesize theoretical and empirical literature on Translation Studies and Audiovisual Translation in the field of language acquisition and language teaching or learning.

- Design research work on the acquisition of a specific component (phonological, morphosyntactic, lexical or pragmatic) in a particular language or on any aspect of language teaching or learning within Audiovisual Transaltion.

- Develop a deep knowledge of Audiovisual Translation in the studies on language acquisition (L1, L2 and Ln) and of the basic theoretical concepts of this area.

- Develop and improve techniques for oral presentation of research papers in front of an audience.

- Establish links between language acquisition research in Audiovisual Translation, syllabus design and teaching practice in order to improve these two and, consequently, identify new areas of action research.

- Promote autonomous learning and identification of research topics in the field that can further student's individual development in their PhD studies.

Ordinary call: orientations and renunciation

The final grade of the subject will be assessed in two activities, each of them having the same percentage in the final grade:





Oral presentation 50%

Written report 50%



Fisrstly, students will be required to do an oral presentation during the last session of the course. This oral presentation will be based on a group work of 2/3 students during the practical sessions fo the course. This work will be a design of an interlingual audiovisual translation activity to be used with students in a language classroom. Oral presentation and work in groups must reflect the following points:

- Contextualization of the activity and students

- The rationale for choosing a specific AV clip

- The skill(s) the activity the students intentd to work with that activtiy

- The task(s) students are asked to do

- The preparation of the software for that activty (as explained during practical sessions)

- The assessment of the activity

- Expected outcome

Oral presentations will be presented in class and assessed by a rubric presented by the teacher in class.





Secondly, students will be required to submit, via eGela, a written final report, both in pdf and in Word format. This final report consists on a research design (the research does not have to be carried out, students will only have to design it) on AVT in language learning. This final assignment must take into account both modules of the subject and can deal with any type of AVT mode (dubbing, subtitling, AD, SDH…) or any type of research or analysis (theoretical, action-research, qualitative, quantitative, pre-test and post-test…). Of course, it will have to take into account previous studies and be relevant for the discipline and feasible.

This final report must be between 3,000 and 5,000 words long, including references and should include the following information.

- Discussion on how TS and AVT can be useful in language acquisition

- Theoretical framework for your proposed research

- Methodology (hypothesis, research method, participants, corpus, type of analysis…)

- Expected results

- References

Final formatting and sections and subsections will be decided by each student.

Written report must be submitted via e-Gela by a due date presented in class. Only tasks submitted on time and via eGela will be accepted. Papers submitted via email or past the due date will not be accepted.



(Should teaching eventually go on-line sessions and activities will remain unchanged, the only difference being that it would be done by means of BlackBoard Collaborate).

Extraordinary call: orientations and renunciation

Students who have not submitted one or more tasks (or have not submit them on time or via eGela) for the assessment in the ordinary evaluation period of the subject Translating Creative Fiction in the Foreign Language Classroom will be graded during the extraordinary assessment period or call. For that matter, students are asked to complete the following tasks:



- An extra practical activity for the assessment of the practical part (apart from the oral presentation of the first activity). This extra activity will be in written form and carried out individually, and will have to be different from the activity presented orally and in group in class. The grade of the practical part (50% of the total grade) will be the mean of both activities, the ordinary one and the extra one. The extra activity will be assessed following criteria for the evaluation of the practical part presented in class.



- An extended written report for the assessment of the research and theoretical part. This written report will be between 5,000 and 7,000 words long and will be assessed following Rubric 1 presented in the Student Guide. Students are asked to submit the report both in Word and .pdf format. It will comprise the 50% of the total grade.



Both tasks will be submitted through eGela with a due date presented in class. Only tasks submitted on time and via eGela will be accepted. Papers submitted via email or past the due date will not be accepted.

Temary

This is a face-to-face subject for which attendance is compulsory. Teachers will use, when introducing concepts, a lecture-based methodology followed by discussion of ideas from students. Nevertheless, this subject uses a learners’ centred approach and, to acquire the competences listed above, students will be required to work outside the class hours. This self-learning will be, most of all, dedicated to literature review, reflection on AVT in SLA, getting to know programmes to use AVT in the FL class and prepare activities such as oral presentation or the final report.



This subject is divided into two modules, with four sessions each. The first part of the subject is dedicated to literature review, while the second is dedicated to AVT tools in the foreign language classroom.



Literature Review



- Introduction to Translation Studies (TS) and translation as a tool for language acquisition

- Literature review

- Introduction to Audiovisual Translation (AVT) and AVT as a tool for language acquisition

- Current trends in AVT for language acquisition



AVT tools in the foreign language classroom



- AVT tools in the foreign language classroom

- Design of AVT activity for the foreign language classroom

- Development of AVT activity for the foreign language classroom

- Presentation of the AVT activities

Bibliography

Compulsory materials

EGela



Biblioteka UPV/EHU (online and offline resources)

Basic bibliography

Araújo, Vera Lúcia Santiago. 2008. «The educational use of subtitled films in EFL teaching», en Jorge Díaz Cintas (ed.) The Didactics of Audiovisual Translation. Ámsterdam: John Benjamins, 227-238.



Chaume, Frederic. 2012 Audiovisual Translation: Dubbing (Translation Practices Explained). Manchester: St. Jerome.



Cook, G. (2010). Translation in Language Teaching. Oxford: Oxford University Press.



Cook, G. (2007). A thing of the future: translation in language learning. International Journal of Applied Linguistics, 17(3), 396–401. https://doi.org/10.1111/j.1473-4192.2007.00160.x



Danan, Martine. 1992. «Reversed subtitling and dual coding theory: New directions for foreign language instruction». Language Learning 42(4), 497-527.



De Marco, M. 2011. «Bringing Gender into the Subtitling Classroom», en L. Incalcaterra McLoughlin, M. Biscio, & M. Á. Ní Mhainnín (eds.) Audiovisual Translation Subtitles and Subtitling. Theory and Practice, pp.139-155. Bern: Peter Lang.



Díaz Cintas, J. & Remael, A. 2007. Audiovisual Translation: Subtitling. Manchester: St. Jerome.



Díaz Cintas, Jorge y Marco Fernández Cruz. 2008. «Using subtitled video materials for foreign language instruction», en Jorge Díaz Cintas (ed.) The Didactics of Audiovisual Translation. Ámsterdam: John Benjamins, 201-214.



Díaz Cintas, Jorge. 2008. «Teaching and learning to subtitle in an academic environment», en Jorge Díaz Cintas (ed.) The Didactics of Audiovisual Translation. Ámsterdam: John Benjamins, 89-103.



Díaz Cintas, J., 2012. Los subtítulos y la subtitulación en la clase de lengua extranjera. ABEHACHE, 2(3), 95-114.



Duff, Alan. 1989. Translation. Oxford: Oxford University Press.



Incalcaterra McLoughlin, M.Biscio, & M. Á. Ní Mhainnín (Eds.). 2011. Audiovisual Translation Subtitles and Subtitling. Theory and Practice. Bern: Peter Lang.

Journals

Babel: Revue international de la traduction



The Journal of Specialised Translation



Meta: Translators' Journal



Perspectives: Studies in Translation Theory and Practice



International journal of translation and interpreting research



Journal of Audiovisual Translation







(more in eGela)

Links

ESIST: http://www.esist.org/



PLURITAV: http://citrans.uv.es/pluritav/



TRADILEX: https://tradit.uned.es/proyecto-tradilex/







(more in eGela)