Volume 9, Issue 2
  • ISSN 2032-6904
  • E-ISSN: 2032-6912
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With the rapid development of digitisation and the dominance of social streaming platforms, the way we approach pedagogy for translation has changed significantly, especially under the circumstances of COVID-19. Teaching traditionally in the classroom seems insufficient to account for today’s overall distance learning atmosphere. Combined online and offline teaching models, this paper borrows the concept of “multimodality”, developed by Kress and van Leeuwen (2001, 4), to capture “when and how technologies are specialised or multi-purpose” in the application of remote teaching and learning for translation. Therefore, this article describes a teaching project which investigates the insights into three critical components inspired by non-professional subtitling and dubbing into a formal teaching context. These are a two-step pre-course preparation: a student-led questionnaire and an in-class quiz, the teamwork production of AVT works and a final post-reflection targeted at oral presentation and written review. Pedagogically, this collaborative approach enables students to improve translator competence, cultural awareness and technological capacities.


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