Abstract
ABSTRACT Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).
Highlights
Speaking, localization is the process involving the preparation, manipulation, engineering, and quality control of utilitarian or entertainment software, i.e., video games, and websites
Taking Brazil as an example, one can adapt an American utilitarian or entertainment software to be used in the country, which requires several technical, legal, and cultural adaptations
Chesterman and Williams (2002) argue that research in Translation Studies needs to investigate the impact of new technologies on translator training. They emphasize the importance of asking how modules concerning new technologies could include a more detailed study of translation memory systems, localization tools, among others, and how such modules should be worked on with the students during the academic program (CHESTERMAN; WILLIAMS, 2002, p. 26). Taking into account this methodological delimitation, the main goal of this paper is to describe a sequence of activities that involves students in a collaborative video game localization project, illustrating how some specific tools and materials present in the translation and localization industries can be used to localize an open source video game, as will be explained below
Summary
Localization is the process involving the preparation, manipulation, engineering, and quality control of utilitarian or entertainment software, i.e., video games, and websites. As stated in the Introduction of this paper, this section intended to show that the current pace of change in consumer behavior, media, technologies, and the statistics revealing high revenues on game industry requires a new type of translator that is aware of localization practices, giving Translation Programs good reasons to include them in their curricula, for both research and professional purposes (O’HAGAN; MANGIRON, 2013). This can make it possible for students to both study the topic and be able to search for new translation and localization job opportunities in a fast-paced and growing game market. Training translators in video game localization through a collaborative pedagogy
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