Title
English language dubs in foreign language education. A focus on translated culture on screen
Conference name
1st International conference on didactic audiovisual translation and media accessibility
City
Country
Spain
Modalities
Date
22/03/2023-24/03/2023
Abstract
English-language dubs of audiovisual programmes produced in languages other than English have increased in recent years, thus leading to a growing research avenue in Audiovisual Translation (AVT) scholarship (e.g. Hayes 2021, Sánchez Mompeán 2021, Spiteri 2021). Dubbed programmes can constitute a perfect medium for the transmission and dissemination of cultural realities, hence the relevance of cultural references in AVT studies (Ranzato 2006).
This paper explores translated cultural references when applied to Foreign Language Education (FLE) settings, serving as a means to develop mediation-focused AVT activities. An experiment involving several excerpts, from a Spanish series dubbed in English, was developed. The survey, which took the form of a guided lesson, took place at two different higher education institutions in Peninsular Spain (N=55) and the United Kingdom (N=57), respectively. In this paper, we analyse English-speaking and Spanish-speaking students’ perceptions compared when working on translated cultural references for FLE purposes. We will discuss the relevant analytical categories and translation strategies in the localised clips, alongside alternative translations for cultural references produced by the students. We will analyse how the experimental subjects expressed their views on language and culture transfer by examining the instances of translated culture.
The results of this study allow for a comparison with similar experiments that utilise dubbing in FLE environments and confirm that, in general terms, foreign-language students tend to embrace conservation techniques. In terms of pedagogical uses and applications, this methodology can be prospectively applied to the learning and teaching of foreign languages, especially when mediation constitutes a key component (e.g. pedagogical translation).
This paper explores translated cultural references when applied to Foreign Language Education (FLE) settings, serving as a means to develop mediation-focused AVT activities. An experiment involving several excerpts, from a Spanish series dubbed in English, was developed. The survey, which took the form of a guided lesson, took place at two different higher education institutions in Peninsular Spain (N=55) and the United Kingdom (N=57), respectively. In this paper, we analyse English-speaking and Spanish-speaking students’ perceptions compared when working on translated cultural references for FLE purposes. We will discuss the relevant analytical categories and translation strategies in the localised clips, alongside alternative translations for cultural references produced by the students. We will analyse how the experimental subjects expressed their views on language and culture transfer by examining the instances of translated culture.
The results of this study allow for a comparison with similar experiments that utilise dubbing in FLE environments and confirm that, in general terms, foreign-language students tend to embrace conservation techniques. In terms of pedagogical uses and applications, this methodology can be prospectively applied to the learning and teaching of foreign languages, especially when mediation constitutes a key component (e.g. pedagogical translation).