Theory and Practice
Edited By Laura Incalcaterra McLoughlin, Marie Biscio and Máire Aine Ní Mhainnín
This volume addresses issues relating to AVT research and didactics. The first section is dedicated to theoretical aspects in order to stimulate further debate and encourage progress in research-informed teaching. The second section focuses on a less developed area of research in the field of AVT: its potential use in foreign language pedagogy.
This collection of articles is intended to create a discourse on new directions in AVT and foreign language learning. The book begins with reflections on wider methodological issues, advances to a proposed model of analysis for colloquial speech, touches on more ‘niche’ aspects of AVT (e.g. surtitling), progresses to didactic applications in foreign language pedagogy and learning at both linguistic and cultural levels, and concludes with a practical proposal for the use of AVT in foreign language classes. An interview with a professional subtitler draws the volume to a close.
Part Two: Didactic Applications of Subtitling 109
Part Two Didactic Applications of Subtitling Claudia Borghetti Intercultural Learning through Subtitling: The Cultural Studies Approach 1. Introduction The creation of subtitles has only been seriously employed as a tool for lan- guage learning within the past decade. Nonetheless, interest in this recent development in language education research is markedly growing (Williams and Thorne, 2000; Hadzilacos et al., 2004; Talaván Zanón, 2006; Sokoli, 2006). The impulse behind this attention is most likely to be found in the transversal solidarity which has been established between technologi- cal development, knowledge acquisition theories, and didactic planning (Calvani, 1998: 44), rather than in the pursuit of diversity within didactic practice. Digitization, the internet, capillary dif fusion of technology, and increasingly user-friendly software, far from representing “neutral, static supplements” (ibid., my translation), have actively contributed to changing theoretical and epistemic thought – and consequently didactic thinking – to lead to theories of both knowledge acquisition and teaching that privilege a deliberate construction of knowledge, a meaningful and authentic con- text for learning, and collaboration ( Jonassen, 1994: 37). Like many other professional fields including that of audiovisual translation (AVT) itself, foreign language teaching (FLT) has found in technology1 both a stimu- 1 The renewed consideration given to translation as a means of linguistic acquisition of fers one example. The various forms of audiovisual translation, introduced into the foreign language classroom through related technology, have led didactic theory to reconsider the role of translation in language learning, recognizing merits which in the past had been denied (Rogers,...
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