Subtitling as an active pedagogical tool in the didactics of translation: first results of an empirical study

Abstract

This article is framed within the field of the didactics of translation and it focuses on the relationship between the didactics of general translation and active subtitling as a pedagogical tool. It is interesting to analyze the level of inclusion of new resources into the existent curricula and observe to what extent these different teaching methods are being used in the general translation classroom. Although subtitling has already become an independent discipline of study and it is a type of translation on its own, it is necessary to do further research on the different didactic varieties that this type of audiovisual translation offers. Therefore, the main objective of this article is to analyze the inclusion of interlinguistic active subtitling in general translation curricula at several Spanish universities and present an overview of the preliminary results. Far from analyzing the use of subtitling in the classroom in relation to the didactics of Audiovisual Translation, I focus on the use of subtitling as a pedagogical active tool to develop the so-called translation competence in a non-specialized didactic context. The first results obtained from the analysis of the existent teaching curricula and the actual teaching practices which are being carried out at three different universities in Barcelona will be presented throughout this paper.