Calls for papers

REGULAR ISSUE

For the open issues, JAT follows the continuous publication (CP) model. The CP model allows for the immediate publication of an article as soon as it is ready; that is, peer-reviewed, approved by the Editorial Board, copyedited, typeset, and proofread. This way accepted articles do not need to wait until a particular issue of the journal is completed. The open issue will have a publishing deadline on the last day of December. However, the online issue will be fed throughout the year and when the deadline of the open issue passes, it is closed and the next issue starts to be fed. JAT collects submissions for the open issues throughout the year (there is no submission deadline).

As the only dedicated academic journal on the field of audiovisual translation, The Journal of Audiovisual Translation (JAT) encourages the submission of original research papers and practice reports in the field of audiovisual translation (AVT) and media accessibility in areas including subtitling (or captioning), audio description (AD), dubbing and voice-over. We welcome contributions on traditional media such as television and film, new media, live events, opera, theatre, museums and other contexts. Submissions can be sent at any time - there is no specific deadline.

We welcome both theoretical and empirical contributions that meet a high standard of scholarship and contribute new knowledge on the discipline. We also encourage interdisciplinary studies within the broader discipline of Translation Studies, but also with psychology, cognitive science, media studies, communication studies, sociology, linguistics, inclusive design, accessibility studies and other areas.  

THEMATIC SECTION

Thematic Section 2024:

Audiovisual Translation as A Didactic Tool

to Enhance Foreign Language Speaking Skills

 

 

Deadline for extended abstracts: 15 May 2023

Deadline for full papers: 1 November 2023

Publication date: November 2024

Guest Editors

 

Alicia Sánchez Requena

Sheffield Hallam University, UK

Anca Daniela Frumuselu

University of Lleida, Spain

 The field of Audiovisual Translation (AVT) as a pedagogical tool has grown considerably in the last twenty years due to the shared effort of researchers and practitioners who have looked at how the active task of captioning and revoicing videos among foreign language (FL) learners has impacted their FL and communication skills (Lertola, 2019; Talaván, 2020). The potential of AVT in FL settings has been acknowledged by several European institutions which have funded research-led projects, such as LeViS (Learning via Subtitling), a Socrates/Lingua (2006-2008) project that developed a specific subtitling editor designed to be used by FL teachers and students (Romero et al., 2011; Sokoli, 2006; Sokoli et al., 2011); ClipFlair (Foreign Language Learning through Interactive Revoicing and Captioning of Clips), a Lifelong Learning Programme project (2011-2014) with a consortium of ten universities which created an online platform to create and use FL learning activities through captioning and revoicing (Baños & Sokoli, 2015; Sokoli, 2018); PluriTAV (2017-2019), that looked into the effectiveness of AVT to acquire and develop the plurilingual and pluricultural competence (PPC) (Baños et al., 2021). Most recently, the TRADILEX project (2020-2023) (Audiovisual Translation as a Didactic Resource in Foreign Language Education), an I+D+i project funded by the Spanish Ministry of Science and Innovation aimed to determine the degree of improvement in the FL learning classroom after including the pedagogical use of five main AVT modes: subtitling, voice-over, dubbing, audio description (AD) and subtitling for the deaf and hard of hearing (SDH), as didactic tools (Talaván & Lertola, 2022).

Previous work on AVT has focused on improving a variety of linguistic and intercultural skills in a variety of foreign language settings (Lertola, 2019). However, the present thematic section is interested in gathering studies that investigated the usefulness of AVT modalities to enhance foreign language speaking skills, an area scarcely investigated. Speaking does not only play a key role in daily situations, but also in formal assessments. It is believed that by using AVT modes actively, students can develop their speaking skills independently and with authentic situations, since there is not always time in the classroom to dedicate to individual oral skills development. Previous research studies used voice-over (Talaván & Rodríguez Arancón, 2018), dubbing (Sánchez-Requena, 2018) or audio description (Navarrete, 2020) to develop communicative and oral skills in foreign language settings, but further research is needed to prove its benefits. The originality of this proposal lies in the inclusion of five different AVT modalities: subtitling, voice-over, dubbing, audio description (AD) and subtitling for the deaf and hard of hearing (SDH) as a means to enhance FL speaking skills in one thematic section. To the knowledge of this proposal’s authors, there is no volume that gathers a multimodal AVT approach in relation to FL speaking skills.

Thus, we welcome studies that would focus on spoken skills enhancement through the use of didactic AVT modes, both intralingual and interlingual, such as:

  • Revoicing (dubbing, audio description, voice over, free commentary, fandubbing, etc)
  • Captioning (subtitling, subtitling for the deaf and hard of hearing, fansubbing, etc)
  • Less frequent AVT practices (respeaking, surtitling, easy-to-read, etc)
  • Didactic AVT implementation in formal (primary, secondary, higher education) and non-formal education scenarios (gamification, immersed experiences, virtual reality, etc)

Important dates:

Deadline for submission of abstracts (400-600 words): 15 May 2023

Notification of provisional acceptance (abstracts): 15 June 2023

Submission of full papers (7.500 words incl. references): 1 November 2023

Notification of provisional acceptance: 1-28 February 2024

Submission of revised articles: 1 April 2024

Submission of final articles: June 2024

Language revision, APA revision, final proofs: July-October 2024

 

Each abstract should contain both research questions/aims, methodology, and results and conclusions. While the length of the abstracts may vary, they should be between 400 and 600 words, supplied with a bibliography and 10 keywords.

Please email your abstract directly to the editors at A.Sanchez-Requena@shu.ac.uk and ancadaniela.frumuselu@udl.cat

Guest Editors

Alicia Sánchez Requena (Sheffield Hallam University, UK) is currently working as Senior Lecturer in Spanish at Sheffield Hallam University (UK). She completed her PhD in 2017 at Manchester Metropolitan University (UK). Her research is on the field of audiovisual translation in foreign language education, and her specialisation is intralingual dubbing to enhance speed, intonation, and pronunciation in foreign language learning. Most recently, she has also undertaken research on accessibility modalities (audiodescription and subtitling for the deaf and hard of hearing) as part of the I+D+i project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education).

Anca Daniela Frumuselu (University of Lleida, Spain) is currently working as Lecturer of English at University of Lleida, Spain. She completed her PhD in 2016 at Rovira i Virgili University, Spain. One of her line of research is on the field of audiovisual translation in English as a foreign language and she has been investigating on the effects of subtitling on learners’ colloquial language acquisition and oral skills. Most recently, she has participated in the I+D+i project, TRADILEX (Audiovisual Translation as a Didactic Resource in Foreign Language Education), in collaboration with other international institutions and has been investigating on accessibility modalities, such as subtitling for the deaf and hard of hearing in the foreign language classroom.

References

  1. Baños, R., & Sokoli, S. (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In K. Borthwick, E. Corradini, & A. Dickens (Eds.), 10 years of the LLAS elearning symposium: Case studies in good practice, (pp. 203–213). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000280
  2. Baños, R., Marzà, A., & Torralba, G. (2021). Promoting plurilingual and pluricultural competence in language learning through audiovisual translation. Translation and Translanguaging in Multilingual Contexts, 7(1), 65–85. https://doi.org/10.1075/TTMC.00063.BAN
  3. Lertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252
  4. Navarrete, M. (2020). The use of audio description in foreign language education. In J.Lertola, N. Talaván and L. Incalcaterra (Eds.), Translation and Translanguaging in Multilingual Contexts, 132–152. https://doi.org/10.1075/BCT.111.TTMC.00007.NAV
  5. Romero, L., Torres-Hostench, O., & Sokoli, S. (2011). La subtitulación al servicio del aprendizaje de lenguas: el entorno LvS. Revue Internationale de La Traduction / International Journal of Translation, 57(3), 305–323. https://doi.org/10.1075/BABEL.57.3.04ROM/CITE/REFWORKS
  6. Sánchez Requena, A. (2018). Intralingual dubbing as a tool for developing speaking skills. Translation and Translanguaging in Multilingual Contexts, 4(1), 101–128. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=7610784&info=resumen&idioma=ENG
  7. Sokoli, S. (2006). Learning via subtitling (LvS). A tool for the creation of foreign language learning activities based on film subtitling. Proceedings MuTra2006: Audiovisual Translation Scenarios, 66–73.
  8. Sokoli, S. (2018). Exploring the possibilities of interactive audiovisual activities for language learning. Translation and Translanguaging in Multilingual Contexts, 4(1), 77–100. https://doi.org/10.1075/TTMC.00005.SOK
  9. Sokoli, S., Zabalbeascoa, P., & Fountana, M. (2011). Subtitling activities for foreign language learning: what learners and teachers think. In L. M. Incalcaterra, M. Biscio, & M. Á. Ní Mhainnín (Eds.), Audiovisual Translation Subtitles and Subtitling, 219–242. Peter Lang.
  10. Talaván, N. (2020). The Didactic Value of AVT in Foreign Language Education. In Ł. Bogucki & M. Deckert (Eds.), The Palgrave Handbook of Audiovisual Translation and Media Accessibility, (pp. 567–591). Palgrave Macmillan. https://doi.org/https://doi.org/10.1007/978-3-030-42105-2
  11. Talaván, N., & Lertola, J. (2022). Audiovisual translation as a didactic resource in foreign language education. A methodological proposal. Encuentro Journal, 30, 23–39. Retrieved from http://www3.uah.es/encuentrojournal/index.php/encuentro/article/view/66/56
  12. Talaván, N. & Rodríguez-Arancón, P. (2018). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella-Tejera (eds.), Focusing on Audiovisual Translation Research (pp. 211-229). Valencia: PUV, Publicacions Universitat de Valencia.

SPECIAL ISSUE

Currently, we do not have an open call for papers in the special issue.