Interlingual subtitling for intercultural language education: a case study

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

“…The greatest number of experimental studies focus on standard interlingual subtitling as a pedagogical tool. The benefits of interlingual subtitling have been identified with regards to listening comprehension (Talaván, 2010(Talaván, , 2011Talaván & Rodríguez-Arancón, 2014a), vocabulary acquisition (Lertola, 2012, forthcoming), idiomatic expression retention (Bravo, 2008), intercultural education (Borghetti & Lertola, 2014), and pragmatic awareness (Incalcaterra McLoughlin, 2009a;Incalcaterra McLoughlin & Lertola, 2016;Lopriore & Ceruti, 2015). In all the studies considered, English is one of the two languages involved in the subtitling task.…”

“…This small sample does not allow for a generalisation of the results; however, outcomes encourage further investigation. Borghetti and Lertola (2014) attempt to empirically investigate the application of interlingual subtitling (from Italian into English) for enhancing intercultural language education, based on Borghetti's (2011) work. They report on an exploratory case study carried out at NUI, Galway, with 14 A2/B1-level students of Italian within their regular subtitling module, which is part of their Italian language course (Incalcaterra McLoughlin & Lertola, 2014).…”

Audiovisual translation in language teaching and learning

“…The impact of AVT on language learning has also been examined by specialists in the intercultural dimension of language pedagogy -who study how learners manage the opportunities for immediate cultural transfer afforded by the interplay between the various semiotic channels found in audiovisual texts. Borghetti and Lertola (2014) identify three types of opportunities to raise cultural and intercultural awareness within the context of a subtitling task presented to a group of intermediate learners of Italian. These can be found during or shortly after watching the videoclip, while subtitling, and during or shortly after class discussions.…”

Teaching Subtitling at Jordanian Universities: An Untapped Territory

“…These characteristics do not only apply to translators, but to subtitlers as well, who come across a multitude of cultural-specific terms when they have to transfer messages between two divergent cultures, like Arabic and English. Explaining to students, with the help of images and sounds, the recurrent cultural references that appear on audiovisual programs, and choosing the most suitable equivalents in the target language, help in enhancing students' cultural awareness and in the production of a subtitled output that succeeds in meeting the viewers' expectations (Borghetti & Lertola, 2014).…”

“…In Jordan, the translation study programs focus mainly on written translation, with one or two courses in consecutive and simultaneous interpreting, and students receive training in translating journalistic, legal, literary, economic, religious and scientific texts after successfully completing two courses in general translation. 4 Out of the twelve universities that offer BA degrees in translation studies, only two teach modules in audiovisual translation, namely Yarmouk University and the German-Jordanian University. Both courses "Translating Films and Documentaries" and "Audiovisual Translation and Electronic Tools" are elective modules which means the respective department is not obliged to offer the course if it deems this necessary.…”