Enseñar a subtitular. La toma de conciencia del proceso y la autogestión de recursos

This paper starts by showing the data collected through a questionnaire on the perception of subtitling services. Two groups of students from an undergraduate translation program in Lima (Peru) were surveyed: the students of one group were about to take the audiovisual translation workshop, while the other students had already passed it during their last year of training. These results are useful to justify the contents of a subtitling course that provides the students with the necessary tools to offer this kind service on a sustainable basis.

Interlingual subtitling is not a widely offered service among most of professional translators in Lima. There are some constraints and preconceptions regarding audiovisual translation that impede further interest in this translation modality: it is considered to be really complex and technical; it is considered that there is no demand for these services; and only recently some schools have started to offer training. This scenario makes it difficult for a translator trainee to access to information on how subtitling work can be managed in contrast to regular written translation. Since audiovisual translation is still a topic pertaining to academic settings in Lima, a course intended to develop professional competencies should focus on process awareness and self-management abilities, besides technical and procedural knowledge, in order to make subtitling a profitable service. Process awareness and self-management abilities are important for students to assess their own resources, prepare quotes, and plan group or individual subtitling projects.
These contents will be sequenced according to a regular course on subtitling, and assessment tasks will also be proposed during the presentation.