Title
La formación de profesionales de la accesibilidad audiovisual
English translation
Training professionals in audiovisual accessibility
Conference name
III Congreso Internacional sobre Investigación en Didáctica de la Traducción
City
Country
Spain
Modalities
Date
08/07/2016
Abstract
In the society we live in, audiovisual media are our main source of information, culture and leisure. In addition to the much-needed translation of foreign language products, audiovisual contents must also be accessible to those people with visual and auditory impairments. The translation modes which allow these communities to autonomously enjoy audiovisual products are subtitling for the D/deaf and Hard-of-hearing (SDH) and audio description for the Blind and visually impaired (AD).
The Spanish General Law on Audiovisual Communication has fostered the rise of audiovisual accessibility since its approval in 2010, as it establishes a progressive increase in the volume of accessible programs on public and private TV stations. According to the report published by the Spanish Royal Board on Disability in 2015, the average percentage of subtitled programs reached 67% in 2014 (in comparison with 37% in 2010). On the other hand, 121.9 hours were audio described, in contrast to 27.6 hours in 2010.
In Spain, there is no agreement on who should train professionals on audiovisual accessibility, and nowadays courses on SHD and AD are offered by private companies, life-long training educational centres and universities (Palomo López, 2015). Due to the recent emergence of training in this field, not many resources aiming at developing the skills of these professionals have yet been published.
In order to fill this gap, the idea of elaborating a specific didactic handbook to learn how to translate audiovisual texts for people with visual and auditory impairments was born. This proposal is integrated in the series Aprender a traducir. Directed and edited by Amparo Hurtado Albir, since 2004 it “transfers research results on curricular design within translators’ training” (Hurtado Albir, 2012). This handbook proposes tasks to develop general and specific competences by future professionals. Together with didactic guidelines, it may be used both by self-taught students and teachers.
Our presentation will include the provisional table of contents of the handbook, as well as a sample of one of the teaching units and its associated tasks.
The Spanish General Law on Audiovisual Communication has fostered the rise of audiovisual accessibility since its approval in 2010, as it establishes a progressive increase in the volume of accessible programs on public and private TV stations. According to the report published by the Spanish Royal Board on Disability in 2015, the average percentage of subtitled programs reached 67% in 2014 (in comparison with 37% in 2010). On the other hand, 121.9 hours were audio described, in contrast to 27.6 hours in 2010.
In Spain, there is no agreement on who should train professionals on audiovisual accessibility, and nowadays courses on SHD and AD are offered by private companies, life-long training educational centres and universities (Palomo López, 2015). Due to the recent emergence of training in this field, not many resources aiming at developing the skills of these professionals have yet been published.
In order to fill this gap, the idea of elaborating a specific didactic handbook to learn how to translate audiovisual texts for people with visual and auditory impairments was born. This proposal is integrated in the series Aprender a traducir. Directed and edited by Amparo Hurtado Albir, since 2004 it “transfers research results on curricular design within translators’ training” (Hurtado Albir, 2012). This handbook proposes tasks to develop general and specific competences by future professionals. Together with didactic guidelines, it may be used both by self-taught students and teachers.
Our presentation will include the provisional table of contents of the handbook, as well as a sample of one of the teaching units and its associated tasks.