The use of active subtitling in general translation curricula

2017 edition

Sonia Gonzalez Cruz

This PhD project is framed within the field of the didactics of translation and it focuses on the relationship between the didactics of general translation and active subtitling as a methodological resource. Mainly, it aims at analyzing the development of translation competence among the students of the BA in Translation and Interpreting by means of active subtitling in general translation curricula. Several empirical experiments which have been carried out within this field, show that interlinguistic active subtitling allows for acquiring and developing certain translation skills and it also has a great impact on the students’ motivational factor. This practical classroom teaching is a relatively recent activity that has generated a lot of interest particularly in the field of teaching foreign languages, but it is also present within both the field of the didactics of general translation and the field of the teaching of foreign languages ​​for translators. From a pedagogical perspective, several trends and methods have emerged in order to innovate and improve the ways of learning in different educational contexts. Therefore, it is interesting to analyze the level of inclusion of these new resources into the existent curricula and observe to that extent these different teaching methods are being used in the classrooms.

Although subtitling has already become an independent discipline of study and it is considered to be a type of translation on its own, it is necessary to do further research on the different didactic varieties that this type of audiovisual translation offers. Therefore, the main objective of this project is to analyze the use of interlinguistic active subtitling in general translation programs. As it has been mentioned above, several experiments validate the use of this methodological resource and demonstrate the benefits obtained from the inclusion of this type of pedagogical activity in the translation classroom. The characteristics of space and time and the orthotypographical conventions by which subtitling is constrained, restrict the translation process in certain way and give rise to a higher process of reformulation of the text. In addition, several studies show that this type of activity helps increase the students’ motivation and therefore, this also has a bearing on the learning process and the development of the translation competence itself.