Subtitling and dubbing as teaching resources in CLIL in Primary Education: The teachers’ perspective

Abstract

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.

Improving Students’ Motivation and Psychology in Speaking Arabic through Dubbing Japanese Anime to Arabic

“…The use of audiovisual media plays an important role in overcoming students' problems, especially in learning foreign languages in terms of students' fluency (Pamungkas, 2019). The results of this study indicate that the use of audiovisual media based on voiceover translation in motivating and overcoming the negative psychology of students are in line with research that has been conducted by (Fernández-Costales, 2021).…”

Enhancing communicative competence and translation skills through active subtitling: a model for pilot testing didactic Audiovisual Translation (AVT)

“…Studies in the field have reported empirical evidence to support didactic claims that AVT favours vocabulary retention (Danan, 2010;Lertola, 2019b), intercultural awareness (Borghetti, 2011;Borghetti & Lertola, 2014), productive skills (Talaván & Costal, 2017;Talaván & Rodríguez-Arancón, 2018), and fluency (Herrero et al, 2017;Sánchez-Requena, 2016). Recent contributions have also focused on the potential of AVT in bilingual education (Fernández-Costales, 2021b), the combination of subtitling and dubbing in language teaching (Fernández-Costales, 2021a;Talaván & Ávila-Cabrera, 2015), or the promotion of creativity through active AVT (Talaván, 2019).…”

“…Furthermore, it should be noted that the pilot study presented was implemented in a translation course and not a language subject, and the possible relation with language syllabi has not been directly explored in the TRADILEX project. However, recent studies confirm didactic AVT may be integrated into language courses, and AVT tasks can be framed within the curriculum of Primary Education (Fernández-Costales, 2021a, 2021b. Captioning and revoicing activities can also be used in the bilingual education (CLIL) syllabi of non-language subjects, where students learn curricular contents through the L2.…”

Didactic Audiovisual Translation in Teacher Training

“…Didactic Audiovisual Translation (AVT) is a technologybased active pedagogical resource (as students produce subtitles or dub video extracts, etc.) that can enhance foreign language learning and can be employed as an effective tool in face-to-face, online, and blended contexts (Lertola, 2019;Talaván, 2020;Fernández-Costales, 2021;Baños et al, 2021). Most AVT modes can be used either individually or combined to develop communicative and transferable skills.…”