A project-based approach to subtitler training
DOI:
https://doi.org/10.52034/lanstts.v18i0.511Keywords:
subtitling, subtitler training, social constructivism, project-based educationAbstract
In this article I describe how a project-based approach can be implemented when training subtitlers. I present collaborative project-based work carried out at the Institute of Applied Linguistics, University of Warsaw, as part of an optional module on subtitling in the MA Programme in Translation. The project was conducted in cooperation with the Polish National Film Archive. As part of the project, students had to subtitle into English some Polish pre-World War II films. I describe the project, the structure and content of the course, the working methods, the assessment and the students’ feedback. Finally, I discuss the advantages and disadvantages of a project-based approach compared to traditional subtitling teaching models within the higher education framework.
References
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. London: SAGE.
Bolaños García-Escribano, A. (2016). The pedagogical potential of cloud-based platforms: Towards an integrated model for the didactics of subtitling in translator training environments (Unpublished master’s thesis). University College London, London, United Kingdom.
Bolaños García-Escribano, A. (2017). The didactics of cloud-based audiovisual translation: Towards an integrated model for online education in audiovisual translator training. Upgrade report. Centre for Translation Studies, University College London: London, United Kingdom.
Brondeel, H. (1994). Teaching subtitling routines. Meta, 39(1), 26–33. doi:10.7202/002150ar
Chmiel, A., Mazur, I., & Vercauteren, G. (2019). Emerging competences for the emerging profession: a course design procedure for training audio describers. The Interpreter and Translator Trainer, 13(3), 326–341. doi:10.1080/1750399X.2019.1656408
Corrius, M., De Marco, M., & Espasa, E. (2016). Situated learning and situated knowledge: Gender, translating audiovisual adverts and professional responsibility. The Interpreter and Translator Trainer, 10(1), 59–75. doi:10.1080/1750399x.2016.1154343
Díaz Cintas, J. (2005). Audiovisual translation today: A question of accessibility for all. Translating Today, 4, 3–5.
Díaz-Cintas, J. (2008). Teaching and learning to subtitle in an academic environment. In J. Díaz Cintas (Ed.), The didactics of audiovisual translation (pp. 89–103). Amsterdam, The Netherlands: John Benjamins. doi:10.1075/btl.77.10dia
EMT. (2017). European Master's in Translation: Competence framework 2017 [Report]. Retrieved from https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf
González Davies, M. (2004). Multiple voices in the translation classroom: Activities, tasks and projects. Amsterdam, The Netherlands: John Benjamins. doi: 10.1075/btl.54
González-Davies, M., & Enríquez-Raído, V. (2016). Situated learning in translator and interpreter training: Bridging research and good practice. The Interpreter and Translator Trainer, 10(1), 1–11. doi:10.1080/1750399x.2016.1154339
Greco, G. M. (2018). The nature of accessibility studies. Journal of Audiovisual Translation, 1(1), 205–232. Retrieved from https://www.jatjournal.org/index.php/jat/article/view/51/10
Kelly, D. (2005). A handbook for translator trainers: A guide to reflective practice. Manchester, England: St. Jerome.
Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. London, United Kingdom: Routledge. doi:10.4324/9781315760186.
Kiraly, D. (2003a). From instruction to collaborative construction: A passing fad or the promise of a paradigm shift in translator education? In B. J. Baer & G. S. Koby (Eds.), Beyond the Ivory Tower: Rethinking translation pedagogy (pp. 3–27). Amsterdam, The Netherlands: John Benjamins. doi: 10.1075/ata.xii.03kir
Kiraly, D. (2003b). From teacher-centred to learning-centred classrooms in translator education: Control, chaos or collaboration? In A. Pym, C. Fallada, J. R. Biau, & J. Orenstein (Eds.), Innovation and e-learning in translator training: Reports on online Symposia (pp. 27–31). Tarragona, Spain: Universitat Rovira I Virgili.
Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. doi:10.7202/012063ar
Kiraly, D. (2012a). Growing a project-based translation pedagogy: A fractal perspective. Meta, 57(1), 82–95. doi:10.7202/1012742ar
Kiraly, D. (2012b). Skopos theory goes to Paris: Purposeful translation and emergent translation projects. mTm. A Translation Journal, 4, 119–244.
Li, D., Zhang, C., & He, Y. (2015). Project-based learning in teaching translation: Students’ perceptions. The Interpreter and Translator Trainer, 9(1), 1–19. doi:10.1080/1750399x.2015.1010357
Marco, J. (2016). On the margins of the profession: The work placement as a site for the literary translator trainee’s legitimate peripheral participation. The Interpreter and Translator Trainer, 10(1), 29–43. doi:10.1080/1750399x.2016.1154341
Pérez González, L. (Ed.). (2003). Speaking in tongues: Language across contexts and users. Valencia: University of Valencia.
Romero-Fresco, P. (2018). In support of a wide notion of media accessibility: Access to content and access to creation. Journal of Audiovisual Translation, 1(1), 187–204.
Rundle, C. (2008). The subtitle project: A vocational education initiative. The Interpreter and Translator Trainer, 2(1), 93–114. doi:10.1080/1750399x.2008.10798768
Szarkowska, A., Díaz Cintas, J., & Gerber-Morón, O. (in press). Quality is in the eye of the stakeholders: What do professional subtitlers and viewers think about subtitling? Universal Access in the Information Society.
Varney, J. (2009). From hermeneutics to the translation classroom: A social constructivist approach to effective learning. Translation & Interpreting, 1(1), 27–43.
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the CC BY-NC 4.0 Deed that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The material cannot be used for commercial purposes.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
