Abstract
Creative dubbing and subtitling are presented in this article as didactic resources to improve integrated foreign language (FL) skills (specifically oral and written production). The increasing attention that the application of audiovisual translation (AVT) to FL learning has been receiving in the last two decades calls for further exploration into the potential benefits of modern AVT modes, such as funsubbing and fundubbing, understood as the creative translation of an audiovisual text, be it into subtitles or through the production of a new audio track. After considering the educational power of creative AVT and providing the corresponding theoretical justification, the article will present a methodological proposal on how to use these AVT modes in online environments. Finally, preliminary data derived from a short-term trial will be analysed and discussed.
Highlights
The didactic applications of audiovisual translation (AVT) can be traced back to the 1980s, when authors such as Vanderplank (1988) or Holobow, Lambert, & Sayegh (1984) started to analyse the potential benefits of the use of subtitles in foreign language (FL) learning
The writing production and the speaking production tasks were designed ad-hoc so as to assess both the departure point in terms of FL proficiency before creative dubbing and subtitling were introduced in the students’ learning process, and the enhancement acquired after a month and a half of work with these online educational resources
While students produce new reformulations for pre-selected videos, be it through creative subtitling or creative dubbing, they develop their digital skills within a familiar environment and enhance their FL skills, writing and speaking production
Summary
The didactic applications of audiovisual translation (AVT) can be traced back to the 1980s, when authors such as Vanderplank (1988) or Holobow, Lambert, & Sayegh (1984) started to analyse the potential benefits of the use of subtitles in foreign language (FL) learning. The idea is to make further use of the increasingly common forms of AVT present in cyberspace, i.e., funsubbing (or fakesubbing) and fundubbing ( known as gag dubbing or bad lip reading). In today’s society, Internet habits have changed and expanded AVT as we had previously known it, so when we ask FL students to create subtitles or dubbing tracks to be shared online, we should need to start to focus our attention on the idea cybersubtitling and probably cyberdubbing. Festivity and inventiveness become some of its defining features and being unique and creative is widely encouraged in an attempt to attract the audience’s attention or to gain their empathy. (Díaz-Cintas, 2018, p. 142)
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