Training Translators for Video Game Localization: In Search of a Pedagogical Approach

Abstract

Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).

Localisation Training in Spain and Beyond: Towards a Consensus on Content and Approach

“…Other contents were related to professional aspects, localisation project management, technical aspects of localisation, MT, or collaborative localisation environments. These results are in line with recent localisation training research, where video game localisation seems to be a growing area of interest (Esqueda 2020;Mangiron 2021). Besides, these findings are partially consistent with those of Bilali (2018: 105-106), whose more than half of the respondents (localisation trainers) were involved in software and web localisation courses (66%).…”

“…Another important aspect that has been emphasised recently is collaborating with the industry on real-life projects. Involving other experts and professionals is also called for (Bilali 2018: 189;Granell 2011: 188-189;Gutiérrez-Artacho et al 2019;Muegge 2018), and, if possible, approaching localiser training as collaborative project management (Esqueda 2020;Kudła 2017), situated and embodied learning (Calvo 2015;Risku 2010), emergent expertise (Kiraly 2013;Kenny 2020: 504), or coemergent experiential learning and transdisciplinary action-research (Massey 2021(Massey , 2019.…”

“…However, a less technical approach may be more akin to video game localisation training, which has produced the largest number of related pedagogical studies in recent years (e.g., Esqueda 2020;Mangiron 2021;Odacıoğlu et al 2016; Plaza-Lara/Grau Lacal 2018). The previously mentioned classical ingredients established by eCoLoMedia and endorsed and refined by Bernal-Merino (2014: 235-238) and O'Hagan/ Mangiron (2013: 257-264) remain their standard syllabus: as mentioned earlier, these proposals advocate familiarity with genres and video game culture, theoretical and intercultural awareness, knowledge of processes (including terminology management, quality assurance and testing), industry requirements and agents, assets and file formats, mastering commonly used tools, creativity and strategic competence to deal with specific challenges and constraints, including technical elements surrounding coding and embedded in text messages by computer languages (Mangiron 2021: 39-44).…”

“…Some publications on localiser training tackle essentially linguistic, cultural, transcreational, or more classical translation aspects (Gutiérrez-Artacho et al 2019; Jiménez-Crespo/Tercedor 2011; Morón/Calvo 2018; Plaza-Lara/Grau Lacal 2018), while others take those for granted and focus fundamentally on technical procedures (Morado Vázquez/Torres-del-Rey 2015; Roturier 2015; Torres-del-Rey 2019). Other research is mainly concerned with project management roles and scenarios (Esqueda 2020;Gutiérrez-Artacho et al 2019). The pedagogical approach can be competence-based, task-oriented or centred on a single complex project, during which students are guided by trainers to develop expertise through exposure to ill-defined problems and authentic situations which require responsibilities and goals to be negotiated.…”