Irakasgaiaren azalpena eta testuingurua

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).

Ohiko deialdia: orientazioak eta uko egitea

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% (April 12th, 2021)

Written report 50% (May 14th, 2021)



(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).

Irakasgai-zerrenda

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 (with Ana Tamayo)



Session 1 (2/3/2021) Introduction to Translation Studies (TS) and translation as a tool for language acquisition

Session 2 (5/3/2021) Literature review

Session 3 (9/3/2021) Introduction to Audiovisual Translation (AVT) and AVT as a tool for language acquisition

Session 4 (12/3/2021) Current trends in AVT for language acquisition



AVT tools in the foreign language classroom (with Cande Cabanillas)



Session 5 (17/3/2021) AVT tools in the foreign language classroom

Session 6 (26/3/2021) Design of AVT activity for the foreign language classroom

Session 7 (31/3/2021) Development of AVT activity for the foreign language classroom

Session 8 (12/4/2021) Presentation of the AVT activities

Bibliografia

Nahitaez erabili beharreko materiala

EGela



Biblioteka UPV/EHU (online and offline resources)

Oinarrizko bibliografia

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, Guy. 2012. Translation and Language Teaching. Oxford: OUP.

Danan, Martine. 1992. «Reversed subtitling and dual coding theory: New directions for foreign

languageinstruction». 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.

Incalcaterra McLoughlin, L & Lertola, J. 2014. «Audiovisual translation in second language acquisition.Integrating subtitling in the foreign-language curriculum». The Interpreter and Translator Trainer, 8:1, 70-83, DOI:10.1080/1750399X.2014.908558

Aldizkariak

Journals (TS)



Babel (J. Benjamins)



JosTrans http://www.jostrans.org/



Meta



Perspectives. Studies in Translatology



The Translator

Estekak

https://egela.ehu.es/



http://www.esist.org/



https://formacionpermanente.uned.es/tp_actividad/idactividad/6392



http://es.slideshare.net/atlasuned/lasubtitulacionenelaprendizajedelenguas-talavan-2013uned