The book also features course models on voice-over which can be used as a source of inspiration by trainers willing to include this transfer mode in their courses. A global survey on voice-over in which both practitioners and academics express their opinions and a commented bibliography on voice-over complete this study. Each chapter includes exercises which both lecturers and students can find useful.
5. Training in voice-over 139
5. Training in voice-over This chapter looks at training in voice-over translation at a university level, focusing on our experience at the Universitat Autònoma de Barcelona, where the first course on voice-over was launched as a postgraduate in the aca- demic year 2001–2002. After some years of teaching in two formats (both face-to-face and online) and from the experience gained and the adjust- ments made to our methodology, we can now present the aims and out- come of our project in this chapter. First of all, we would like to take into consideration some issues which are at the basis of our approach to train- ing. Though we have not followed any methodological school, the learn- ing materials, the learning environment, and the teaching staff have been tested for their adequacy in each and every step of the design, creation, implementation and development. We would like to highlight that voice- over, or the broader field of audiovisual translation, is not what is widely considered to be a specialist training even though it may seem that way. Voice-over training is a complex form of training (Nord 2005: 211) which is heavily based on technology and the translation itself does not relate to a specific area of knowledge as economic or medical translation generally do. We have seen in the previous chapters that any topic in every genre lends itself to being translated by voice-over, so voice-over training has three levels of specialization: the subject matter, the format (audio and...
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