Didactic audiovisual translation in teacher training

  1. Jennifer Lertola 1
  2. Noa Talaván 2
  1. 1 University of Eastern Piedmont Amadeo Avogadro
    info

    University of Eastern Piedmont Amadeo Avogadro

    Vercelli, Italia

    ROR https://ror.org/04387x656

  2. 2 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
LFE: revista de lenguas para fines específicos

ISSN: 1133-1127

Any de publicació: 2022

Títol de l'exemplar: Audiovisual Translation in the Foreign Language Classroom

Volum: 28

Número: 2

Pàgines: 133-150

Tipus: Article

DOI: 10.20420/RLFE.2022.555 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: LFE: revista de lenguas para fines específicos

Objectius de Desenvolupament Sostenible

Resum

Over the last two decades, the active engagement of learners through Audiovisual Translation (AVT) in Foreign Language Learning (FLL) has received increasing attention from both scholars and teachers, and it is now known as didactic AVT. Most AVT modes —subtitling, dubbing, audio description (AD), subtitles for the deaf and the hard of hearing (SDH) and voice-over —can be employed as didactic resources in FLL and guidelines are available for practitioners (Talaván, 2013, 2020). Empirical research has focused on the benefits of didactic AVT on individual and integrated language skills, both in face-to-fac e and online contexts, English being the main language involved in the pedagogical proposals of most experimental studies (Lertola, 2019). Recently, a related long-term project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), led by the TRADIT research group at the UNED, has been funded by the Spanish Ministry of Science and Innovation for a three-year period. The main aim of TRADILEX is to evaluate the degree of FLL improvement by students in terms of communicative and mediation language skills thanks to the use of didactic AVT. With this purpose, a carefully designed methodological proposal, which includes lesson plans on diverse AVT modes, is being used with learners of English as a Foreign Language (EFL), levels B1 and B2, in non-formal educational contexts, in university language centres all over Spain and in a few centres in other countries, such as England, Italy, and Switzerland.Teachers play a key role in TRADILEX as they are specifically trained facilitators of the learning process. Many teachers believe that AVT tasks could be integrated in the foreign language curriculum if proper teacher training is provided (as stated by Alonso-Pérez and Sánchez-Requena, 2018). However, it should be noted that teacher training has largely been neglected in the literature (Lertola, 2021). Within this context, this paper presents an online teacher training experience in didactic AVT, carried out by two teacher-researchers as a pilot study of TRADILEX, involving 12 FL secondary- school teachers-in-training at a higher institution in Switzerland. The one-day teacher training aimed to introduce future teachers to the pedagogical use of didactic AVT tasks by presenting and working with both a dubbing and an AD lesson plantargeted for EFL learners of B1 and B2 levels, respectively. This article analyses and discusses the data gathered through a feedback questionnaire completed by the participants, the assessment of their AVT tasks, and structured as well as non-structured observations. Class observations were collected through two ad hocobservation rubrics (one per AVT lesson plan) filled in by one of the teacher-researchers who carried out the training and the students’ lecturer, who acted as an observer-only teacher, as well as from a group interview and personal notes on the experience shared by the students taking the course. The results of this small-scale study are encouraging and call for further in-depth analysis of the potential role of the didactic AVT in teacher training, both for practitioners and for FL teacher training courses in general.

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Fuente de los datos: Dialnet