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This paper addresses the issue of video game localisation focusing on the different strategies to be used from the point of view of Translation Studies. More precisely, the article explores the possible relation between the translation approaches used in the field and the different genres or textual typologies of video games. As the narrative techniques and the story lines of video games have become more complex and well-developed, the adaptation of games entails a serious challenge for translators. Video games have evolved into multimodal and multidimensional products and new approaches and insights are required when studying the adaptation of games into different cultures. Electronic entertainment provides an interesting and barely explored corpus of analysis for Translation Studies, not only from the point of view of localisation but also concerning audiovisual translation. ResumenEste artículo analiza el campo de la localización de videojuegos centrándose en las diferentes estrategias utilizadas desde el punto de vista de los Estudios de Traducción. En concreto, el artículo estudia la posible relación entre los enfoques traductológicos utilizados en este campo y los diferentes géneros y tipologías textuales de los videojuegos. La mayor complejidad en las técnicas narrativas y el argumento de los videojuegos ha provocado que su adaptación proporcione un reto considerable para los traductores. Los videojuegos han evolucionado hasta convertirse en productos multimodales y multidimensionales, por lo que nuevos enfoques son necesarios cuando se estudia su adaptación a diferentes culturas. El entretenimiento electrónico proporciona un corpus de análisis interesante y apenas explorado para los Estudios de Traducción, no solo desde el punto de vista de la localización sino también en lo que respecta a la traducción audiovisual.

This paper explores the use of Audiovisual Translation (AVT) as a didactic tool in schools of Primary Education. The investigation of active subtitling and dubbing in formal contexts has delivered promising results concerning students’ motivation, the improvement of translation skills, and the promotion of oral and written comprehension and production. However, research in the field has predominantly concentrated on university students, and there is a paucity of studies scrutinising Primary Education. Also, there is a dearth of articles analysing teachers’ voices regarding the use of AVT in the classroom. Moreover, this is the first paper providing empirical results on the combined effects of subtitling and dubbing in bilingual education. The study comprised a sample of 31 teachers working in 8 public schools of Primary Education offering bilingual streams in Asturias, using a mixed design with quantitative (a survey) and qualitative (focus groups) techniques. The most salient findings underline that teachers consider AVT beneficial in Content and Language Integrated Learning (CLIL), as it promotes code-switching, students’ metalinguistic awareness, and working with the 4Cs in content-subjects. The paper also ponders the challenges identified by teachers concerning the use of AVT in Primary Education.

This paper investigates the use of Audiovisual Translation (AVT) as a didactic tool in primary education. Several studies confirm that subtitling and dubbing are beneficial for productive and receptive skills, vocabulary acquisition, translation competence, and learners’ motivation and engagement. However, research in the field has been devoted primarily to university students enrolled in translation and language programmes, and there is a dearth of papers exploring the use of AVT in early educational stages. This paper is intended to fill this gap by examining the perceptions of primary education students on the use of interlingual subtitling and creative dubbing in learning English at school. The sample includes 120 students from 10 public primary schools in Spain who participated in a 3-month teaching study. The research tool was a student questionnaire aimed at gathering their perceptions on the use of AVT; this survey was complemented with in-class observations. Results underline the favourable views students had on the use of AVT in language learning in primary education, with a slight preference for dubbing over subtitling. This outcome brings to the fore the educational possibilities of AVT, which may be a useful resource in language teaching.

The effect of the generational cohort on language attitudes has hardly ever been studied. However, especially in the bilingual territories in Spain, literature stresses the importance of being Spanish-speakers or non-Spanish-speakers in the construction of these attitudes. Focusing on the case of Catalonia (Spain), this paper is intended to analyze the impact of the family language and the generational cohort on the language attitudes towards Catalan and Spanish that is built by immigrant children (aged 14-16). The nature of the analysis carried out as a result of an attitude questionnaire answered by 527 young people, allows differentiating the effect of both variables individually when included in the same explanatory model. Results indicate that being Spanish-speaking or non-Spanishspeaking is influential in the construction of attitudes towards Spanish and towards Catalan. Moreover, the generational cohort is only influential for attitudes towards Catalan and when a migratory transit has been experienced or not. Since both variables are included in the same model, it is suggested that the effect of the generational cohort is moderated by being Spanish-speaking or not. The new perspectives opened up by these results are discussed as regards the promotion of intercultural communication and a common project of coexistence.The effect of the generational cohort on language attitudes has hardly ever been studied. However, especially in the bilingual territories in Spain, literature stresses the importance of being Spanish-speakers or non-Spanishspeakers in the construction of these attitudes. Focusing on the case of Catalonia (Spain), this paper is intended to analyze the impact of the family language and the generational cohort on the language attitudes towards Catalan and Spanish that is built by immigrant children (aged 14-16). The nature of the analysis carried out as a result of an attitude questionnaire answered by 527 young people, allows differentiating the effect of both variables individually when included in the same explanatory model. Results indicate that being Spanishspeaking or non-Spanish-speaking is influential in the construction of attitudes towards Spanish and towards Catalan. Moreover, the generational cohort is only influential for attitudes towards Catalan and when a migratory transit has been experienced or not. Since both variables are included in the same model, it is suggested that the effect of the generational cohort is moderated by being Spanish-speaking or not. The new perspectives opened up by these results are discussed as regards the promotion of intercultural communication and a common project of coexistence.