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SPA Traducción audiovisual didáctica |
origins
The term didactic audiovisual translation or didactic AVT was coined in a chapter by Talaván (2020) which appeared in The Palgrave Handbook of Audiovisual Translation and Media Accessibility, after several years of scholars and teachers using various forms and combinations to refer to the pedagogical use of audiovisual translation modes in language education and translator training.
other names
Another alternative term is Didactic AVT, which is the same term but including a well-known acronym. The complete term (didactic audiovisual translation) has its own abbreviation as well: DAT. The latter is the one used for the entry, provided that didactic AVT already contains an abbreviation in the term, and it could lead to confusion if used out of context.
abstract
Didactic Audiovisual Translation ––or DAT–– can be defined as the active use of the various Audiovisual Translation (AVT) modes –i.e., subtitling, dubbing, audio description (AD), voice-over, etc.– by students in language learning; i.e., students carrying out translations or transcriptions for subtitling, dubbing, etc., as the focus of a lesson plan or didactic sequence, or as an isolated task. The DAT modes that will be described in this entry are the ones that have been more widely used and researched: didactic subtitling (DS), didactic subtitling for the deaf and hard of hearing (didactic SDH), didactic dubbing (DD), didactic voice-over (DVO), didactic AD (DAD), and didactic free commentary (DFC). They can be used on their own or combined in sequences of various lesson plans or tasks organized (and scaffolded, if possible) according to students’ needs, proficiency level, and degree of familiarity with DAT.
Although DAT has been traditionally linked to Foreign Language Learning, its pedagogical potential can apply to Language Education in general (and even to translator training), as the benefits for students can be appreciated irrespective of the status of the language being learned (L1, L2, L3, etc.).
DAT has proven efficient in several educational stages –ranging from early stages (Primary Education) to university courses. Language gains have been observed in several dimensions, such as vocabulary acquisition, the promotion of intercultural awareness, the improvement in listening comprehension and writing and speaking skills, or the enhancement of creativity and integrated skills (Lertola 2019). Moreover, the use of DAT can also help to fulfil other educational objectives which go beyond linguistic goals, such as the promotion of students’ engagement and motivation, the activation of prior knowledge, translanguaging (i.e., switching from the L1 to the L2 and vice versa), the development of digital skills, or the enhancement of Higher and Lower Thinking Skills, among others (Talaván, Lertola & Fernández-Costales 2024).
record
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Noa Talaván & Jennifer Lertola |
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2024 |
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Talaván, Noa & Jennifer Lertola. 2024. "Didactic Audiovisual Translation" @ ENTI (Encyclopedia of translation and interpreting). AIETI. |
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https://doi.org/10.5281/zenodo.11103707 |
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https://www.aieti.eu/enti/didactic_audiovisual_ENG |