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Article published In: Translation and plurilingual approaches to language teaching and learning: Challenges and possibilities
Edited by Ángeles Carreres, María Noriega-Sánchez and Lucía Pintado Gutiérrez
[Translation and Translanguaging in Multilingual Contexts 7:1] 2021
► pp. 65–85

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Promoting plurilingual and pluricultural competence in language learning through audiovisual translation

 | University College London
 | Universitat Jaume I
 | Universitat Jaume I
Published online: 12 January 2021
DOI logo with link
https://doi.org/10.1075/ttmc.00063.ban
Abstract
The effectiveness of audiovisual translation (AVT) for language learning has been widely discussed and demonstrated by scholars in the past (cf. . 2019. Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages. [URL]. ). Nevertheless, many areas in this field of investigation are still underexplored, such as the usefulness of AVT for the acquisition of plurilingual and pluricultural competence (PPC). This is of paramount importance in the multilingual and multicultural societies we live in, and also given the emphasis the CEFR Companion Volume (. 2018. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe.Google Scholar logo with link to Google Scholar) places on mediation and PPC. The latter has been the focus of the research project PluriTAV (2017–2019), in which the authors of this paper have taken part, aimed at developing a set of activities involving the use of AVT for the acquisition of PPC in the language classroom. This paper sets out to illustrate the theoretical framework sustaining the PluriTAV project and to reflect on the potential of AVT for the acquisition of PPC. This will be achieved by establishing links between AVT modes, transfer/mediation skills, and the descriptors developed within the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA) (Candelier, Michel, Antoinette Camilleri-Grima, Véronique Castellotti, Jean-François de Pietro, Ildikó Lörincz, Franz-Joseph Meissner, Anna Schröder-Sura, and Artur Noguerol. 2012. Framework of Reference for Pluralistic Approaches to Languages and Cultures. Edited by Council of Europe. Graz: European Centre for Modern Languages.Google Scholar logo with link to Google Scholar), as well as referring to sample and specific activities developed within PluriTAV. In line with this project, the emphasis will be on language teaching in Higher Education, yet the discussion and the activities suggested could be easily extrapolated and adapted to other educational contexts and levels of language ability.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Plurilingual approaches in language learning
    • 2.2Audiovisual translation, language learning, and plurilingual/pluricultural competence
      • 2.2.1Mapping transfer/mediation skills and plurilingual/pluricultural descriptors
  • 3.AVT modes, transfer/mediation skills, and plurilingual/pluricultural competence
    • 3.1Subtitling
      • 3.1.1Sample activity 1. Translating and condensing verbatim subtitles
      • 3.1.2Sample activity 2. Segmentation of subtitles
    • 3.2Dubbing
      • 3.2.1Sample activity 1. Translation of cultural references for dubbing purposes
      • 3.2.2Sample activity 2. Synchronisation of an audiovisual script for dubbing purposes
  • 4.Final remarks
  • Notes
  • References
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