Show Less
Restricted access

European Projects in University Language Centres

Creativity, Dynamics, Best Practice

Series:

Edited By Carmen Argondizzo

This volume offers a collection of best practices carried out in university contexts with the aim of highlighting the relevant role that Language Centres play in the field of language learning and the benefit they receive from European project planning. Issues such as intercomprehension, integration and diversity, interlinguistic models in disadvantaged migration contexts, audio description, cinema and translation as well as crosscurricular studies for university students, learners’ assessment, the promotion of plurilingualism in enterprises and in the legal field are tackled with special attention on the theoretical and practical dimensions that projects need to consider during the planning, implementation and dissemination actions. The variety of topics shows the daily liveliness that University Language Centres experience and the energy that they offer to the national and international communities. Thus the final chapter attentively explores strategies of Quality Assurance which further enhance the value of team work and project work within and beyond the academic context. This has the aim of promoting both cooperation that crosses geographical boundaries as well as quality in project dynamics which encourages a wide-angled multilingual and multicultural perspective.
Show Summary Details
Restricted access

Cinema and translation: Research and didactic applications in a three-stage project

Extract



Abstract: This chapter illustrates the origin, development, and fulfilment of the project “Learning languages on the screen: translating images and words” which involved ten foreign languages, both European (Italian, French, English, Portuguese, Spanish, German) and non-European (Arabic, Chinese, Japanese, Russian). The first stage began with the International Seminar Translating images and words. Perspectives on film translation between East and West (April 2012). The second stage was focused on the publication of the volume Film translation from East to West. Dubbing, subtitling and didactic practice (Buffagni/Garzelli, 2012), while the third stage involved the organization and implementation of the successive Grundtvig course for training and continuing education for teachers (September 2012). The theoretical aspect of the course (involving the seminar and the publication of the volume) was smoothly integrated with language didactics (the course), thus creating innovative synergies, enhanced by a careful use of new technologies. The reflection on the multiple possibilities for filmic translation (dubbing, interlinguistic and intralinguistic subtitling for the deaf, fansubbing) and the opportunities provided for didactic use were the major focus. This project brought to light the flexibility of the medium of cinema in a variety of didactic contexts and with different audiences (expert teachers and students), demonstrating the enormous potential for this device in terms of lifelong learning, as proposed in recent indications from the Council of Europe. ← 227 | 228 →

1.  Introduction: the origins of the project

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.