Subtitlers on the Cloud: The Use of Professional Web-based Systems in Subtitling Practice and Training

Abstract

The bourgeoning and rapid evolution of cloud-based applications has triggered profound transformations in the audiovisual translation (AVT) mediascape. By drawing attention to the major changes that web-based ecosystems have introduced in localisation workflows, we set out to outline ways in which these new technological advances can be embedded in the AVT classroom. Along these lines, the present study sets out to explore the potential benefits of cloud platforms in AVT training curricula by exploring ways in which this technology can be exploited in subtitling training. An analysis of current subtitling practices and tools, localisation workflows, and in-demand skills in the AVT industry will be followed by an experience-based account on the use of cloud-based platforms in subtitler training environments to simulate and carry out a wide range of tasks. Our study pivots around the idea that cloud subtitling might prove useful to bridge the technological gap between academic institutions and the profession as well as to enhance the distance-learning provision of practice-oriented training in subtitling.

Introducing Speech Recognition in Non-live Subtitling to Enhance the Subtitler Experience

“…The existing scholarship ranges from research about traditional subtitling [2][3][4], quality of subtitles through practical experiments [5], as well as quality of templates [6] or theoretical quality assessment models [7]. More recent research has delved into media accessibility [8][9][10], new subtitling workflows, especially those that involve machine translation [8] and post-editing [9] and the translation process itself, be it traditional translation process research or TPR [10] or on online platforms [11]. Finally, there are also audience reception studies [12,13] but almost no studies that focus on subtitlers' various micro-workflows and their evaluation of traditional or new hybrid workflows and, most importantly, their agency in creating the tools they might use in the future.…”

Integrating post-editing into the subtitling classroom: what do subtitlers-to-be think?

“…Specialist software is used to deal with the technical challenges of subtitling: agile spotting, the visualization of sound and shot changes, an indication of the display rate, and the like. Regarding the application of language automation to subtitling workflows, the developments have been more modest (e.g., spell-checkers); and TM and MT have not been too prominent (Athanasiadi, 2017) until recently, when the expansion of cloud-based platforms has facilitated their integration (Bolaños García-Escribano & Díaz-Cintas, 2020;Bolaños García-Escribano et al, 2021). Nowadays, the number of cloudbased AVT systems that integrate automation technologies is sizeable.…”

Estudio de percepción sobre Localización Didáctica de Videojuegos (LDV) aplicada a la enseñanza de lenguas

“…En la TAD, el alumnado tiene el papel de prosumidor puesto que se les proporciona un producto audiovisual que deben transformar en otro a través de una serie de técnicas y protocolos similares a las que usan traductores audiovisuales profesionales, pero simplificado y enfocados a la obtención del máximo rendimiento posible en lo que concierne al aprendizaje de la L2/LE (Talaván & Tinedo-Rodríguez, 2023). Las principales modalidades que se han estudiado hasta ahora en el ámbito de la TAD son el subtitulado didáctico (Ávila-Cabrera, 2021;Ávila-Cabrera & Esteban, 2021;Bolaños-García-Escribano et al, 2021;Castillo Bernal & Veroz Gonz lez ertol l v n l v n odr guez-Arancón, 2014; Veroz González, 2020), el doblaje didáctico (Bolaños-García-Escribano & Fernández-Costales, 2021;Soler Pardo, 2020;Talaván & Ávila-Cabrera, 2015;Talaván & Costal, 2017), las voces superpuestas didácticas (Talaván, 2021;Talaván & Rodríguez-Arancón, 2018;Tinedo-Rodríguez, 2022), la audiodescripción didáctica (Bausells-Espín, 2022;Ibáñez Moreno et al, 2016;Navarrete, 2020;Ogea-Pozo, 2022a, 2022b y el subtitulado didáctico para personas sordas o con dificultades auditivas .…”