SDH as a pedagogical tool

References

1. Ávila-Cabrera, José Javier, and Corral Esteban Avelino
   2021 “The Project SubESPSKills: Subtitling Tasks for Students of Business English to Improve Written Production Skills.” English for Specific Purposes631: 33–44. 10.1016/j.esp.2021.02.004
   https://doi.org/10.1016/j.esp.2021.02.004 [Google Scholar]
2. Baños, Rocío, and Stavroula Sokoli
   2015 “Learning Foreign Languages with ClipFlair: Using Captioning and Revoicing Activities to Increase Students’ Motivation and Engagement.” In10 Years of the LLAS E-Learning Symposium: Case Studies in Good Practice, ed. byKate Borthwick, Eroka Corradini, and Alison Dickens, 203–213. Dublin: Research-publishing.net. 10.14705/rpnet.2015.000280
   https://doi.org/10.14705/rpnet.2015.000280 [Google Scholar]
3. Baños, Rocío, Anna Marzà, and Gloria Torralba
   2021 “Promoting Plurilingual and Pluricultural Competence in Language Learning through Audiovisual Translation.” Translation and Translanguaging in Multilingual Contexts7 (1): 65–85. 10.1075/ttmc.00063.ban
   https://doi.org/10.1075/ttmc.00063.ban [Google Scholar]
4. Borghetti, Claudia
   2011 “Intercultural Learning through Subtitling: The Cultural Studies Approach.” InAudiovisual Translation Subtitles and Subtitling. Theory and Practice, ed. byLaura Incalcaterra McLoughlin, Marie Biscio, and Máire Áine Ní Mhainnín, 111–137. Bern: Peter Lang.
   [Google Scholar]
5. Borghetti, Claudia, and Jennifer Lertola
   2014 “Interlingual Subtitling for Intercultural Language Education: A Case Study.” Language and Intercultural Communication14 (4): 423–440. 10.1080/14708477.2014.934380
   https://doi.org/10.1080/14708477.2014.934380 [Google Scholar]
6. Chiu, Yi Hui
   2012 “Can Film Dubbing Projects Facilitate EFL Learners’ Acquisition of English Pronunciation?” British Journal of Educational Technology43 (1): 24–27. 10.1111/j.1467‑8535.2011.01252.x
   https://doi.org/10.1111/j.1467-8535.2011.01252.x [Google Scholar]
7. Couto-Cantero, Pilar, Mariona Sabaté-Carrové, and María Carmen Gómez Pérez
   2021 “Preliminary Design of an Initial Test of Integrated Skills within TRADILEX: An Ongoing Project on the Validity of Audiovisual Translation Tools in Teaching English.” Research in Education and Learning Innovation Archives271: 73–88. https://ojs.uv.es/index.php/realia/article/view/20634/18913. 10.7203/realia.27.20634
   https://doi.org/10.7203/realia.27.20634 [Google Scholar]
8. Danan, Martine
   2010 “Dubbing Projects for the Language Learner: A Framework for Integrating Audiovisual Translation into Task-Based Instruction.” Computer Assisted Language Learning23 (5): 441–456. 10.1080/09588221.2010.522528
   https://doi.org/10.1080/09588221.2010.522528 [Google Scholar]
9. Fernández-Costales, Alberto
   2017 “Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation.” InEducación Bilingüe: Tendencias Educativas y Conceptos Claves = Bilingual Educational: Trends and Key Concepts, ed. byMaría Elena Gómez Parra, and Richard Johnstone, 185–196. Madrid: Ministerio de Educación, Cultura y Deporte.
   [Google Scholar]
10. Fernández-Costales, Alberto
    2021a “Subtitling and Dubbing as Teaching Resources in CLIL in Primary Education: The Teachers’ Perspective.” Porta Linguarum361: 175–192.
    [Google Scholar]
11. Fernández-Costales, Alberto
    2021b “Audiovisual Translation in Primary Education. Students’ Perceptions of the Didactic Possibilities of Subtitling and Dubbing in Foreign Language Learning.” Meta66 (2): 280–300. 10.7202/1083179ar
    https://doi.org/10.7202/1083179ar [Google Scholar]
12. Gómez Parra, María Elena
    2021 Educación bilingüe en la infancia. El enfoque PETaL. Bern: Peter Lang.
    [Google Scholar]
13. Herrero, Carmen, Alicia Sánchez-Requena, and Manuela Escobar
    2017 “Una Propuesta Triple: Análisis Fílmico, Traducción Audiovisual y Enseñanza de Lenguas Extranjeras.” InBuilding Bridges between Film Studies and Translation Studies, ed. byJuan José Martínez Sierra, and Beatriz Cerezo Merchán, special issue ofinTralinea, 1–10. www.intralinea.org/specials/article/2245
    [Google Scholar]
14. Huertas-Abril, Cristina A., and María Elena Gómez-Parra
    2018 Inglés Para Fines Sociales y de Cooperación: Guía Para La Elaboración de Materiales. Barcelona: Graò.
    [Google Scholar]
15. Incalcaterra McLoughlin, Laura, and Jennifer Lertola
    2011 “Learn through Subtitling: Subtitling as an Aid to Language Learning.” InAudiovisual Translation: Subtitles and Subtitling: Theory and Practice, ed. byLaura McLoughlin Incalcaterra, Mari Biscio, and Máire Áine Ní Mhainnín, 243–264. Bern: Peter Lang. 10.3726/978‑3‑0353‑0167‑0
    https://doi.org/10.3726/978-3-0353-0167-0 [Google Scholar]
16. Kohls, L. R.
    1996 Survival Kit for Overseas Living. Yarmouth: ME: Intercultural Press.
    [Google Scholar]
17. Kramsch, Claire
    1993 Context and Culture in Language Teaching. Oxford: Oxford University Press.
    [Google Scholar]
18. Kramsch, Claire
    2017 “Culture in Foreign Language Teaching.” Bakhtiniana12 (3): 134–152. 10.1590/2176‑457333606
    https://doi.org/10.1590/2176-457333606 [Google Scholar]
19. Kumai, William Noki
    1996 “Karaoke Movies: Dubbing Movies for Pronunciation.” The Language Teacher Online20 (9). https://jalt-publications.org/tlt/issues/1996-09_20.9
    [Google Scholar]
20. Larrea-Espinar, Ángela, and Antonio Raigón-Rodríguez
    2019 “Sitcoms as a Tool for Cultural Learning in the EFL Classroom.” Pixel-Bit, Revista de Medios y Educacion561: 33–50. 10.12795/pixelbit.2019.i56.02
    https://doi.org/10.12795/pixelbit.2019.i56.02 [Google Scholar]
21. Larrea-Espinar, Ángela, and Antonio Raigón-Rodríguez
    2022 “Unveiling American Values Using Sitcoms.” Porta Linguarum371: 89–104.
    [Google Scholar]
22. Lertola, Jennifer
    2012 “The Effect of the Subtitling Task on Vocabulary Learning.” InTranslation Research Projects 4, edited byAnthony Pym, and David Orrego-Carmona: 61–70. Tarragona: Intercultural Studies Group.
    [Google Scholar]
23. Lertola, Jennifer, and Cristina Mariotti
    2017 “Reverse Dubbing and Subtitling: Raising Pragmatic Awareness in Italian English as a Second Language (ESL) Learners.” The Journal of Specialised Translation281: 103–121.
    [Google Scholar]
24. Lertola, Jennifer
    2018 “From Translation to Audiovisual Translation in Foreign Language Learning.” Trans-Revista de Traductología221: 185–202. 10.24310/TRANS.2018.v0i22.3217
    https://doi.org/10.24310/TRANS.2018.v0i22.3217 [Google Scholar]
25. Lertola, Jennifer
    2019a “Second Language Vocabulary Learning through Subtitling.” Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics32 (2): 486–514. 10.1075/resla.17009.ler
    https://doi.org/10.1075/resla.17009.ler [Google Scholar]
26. Lertola, Jennifer
    2019b Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages. Voillans: Research-publishing.net. 10.14705/rpnet.2019.27.9782490057252
    https://doi.org/10.14705/rpnet.2019.27.9782490057252 [Google Scholar]
27. Navarrete, Marga
    2020 “The Use of Audio Description in Foreign Language Education.” InAudiovisual Translation in Applied Linguistics: Educational Perspectives, ed. byLaura Incalcaterra McLoughlin, Jennifer Lertola, and Noa Talaván, special issue ofTranslation and Translanguaging in Multilingual Contexts4 (1): 29–50. 10.1075/bct.111.ttmc.00007.nav
    https://doi.org/10.1075/bct.111.ttmc.00007.nav [Google Scholar]
28. Ogea-Pozo, Mar
    2018 Subtitulado Del Género Documental: De La Traducción Audiovisual a La Traducción Especializada. Madrid: Sindéresis.
    [Google Scholar]
29. Ogea-Pozo, Mar
    2020 La Traducción Audiovisual Desde Una Dimensión Interdisciplinar y Didáctica. Madrid: Sindéresis.
    [Google Scholar]
30. Ragni, Valentina
    2020 “Didactic Subtitling in the Foreign Language (FL) Classroom. Improving Language Skills through Task-Based Practice and Form-Focused Instruction (FFI).” InAudiovisual Translation in Applied Linguistics: Educational Perspectives, ed. byLaura Incalcaterra McLoughlin, Jennifer Lertola, and Noa Talaván, special issue ofTranslation and Translanguaging in Multilingual Contexts4 (1): 9–29. 10.1075/bct.111.ttmc.00002.rag
    https://doi.org/10.1075/bct.111.ttmc.00002.rag [Google Scholar]
31. Romero, Lupe, Olga Torres-Hostench, and Stavroula Sokoli
    2011 “La Subtitulación al Servicio Del Aprendizaje de Lenguas: El Entorno LvS.” Babel. Revue Internationale de La Traduction / International Journal of Translation57 (3): 305–323. 10.1075/babel.57.3.04rom
    https://doi.org/10.1075/babel.57.3.04rom [Google Scholar]
32. Sánchez Requena, Alicia
    2016 “Audiovisual Translation in Teaching Foreign Languages: Contributions of Dubbing to Develop Fluency and Pronunciation in Spontaneous Conversations.” Porta Linguarum261: 9–21. 10.30827/Digibug.53920
    https://doi.org/10.30827/Digibug.53920 [Google Scholar]
33. Sánchez Requena, Alicia
    2018 “Intralingual Dubbing as a Tool for Developing Speaking Skills.” Translation and Translanguaging in Multilingual Contexts4 (1): 101–128. 10.1075/ttmc.00006.san
    https://doi.org/10.1075/ttmc.00006.san [Google Scholar]
34. Sokoli, Stavroula
    2006 “Learning via Subtitling (LvS). A Tool for the Creation of Foreign Language Learning Activities Based on Film Subtitling.” InProceedings MuTra2006: Audiovisual Translation Scenarios, ed. byMary Carroll, Heidrun Gerzymisch-Arbogast, and Sandra Nauert, 66–73. Copenhagen: University of Copenhagen.
    [Google Scholar]
35. Sokoli, Stavroula, Patrick Zabalbeascoa, and Maria Fountana
    2011 “Subtitling Activities for Foreign Language Learning: What Learners and Teachers Think.” InAudiovisual Translation Subtitles and Subtitling, ed. byLaura McLoughlin Incalcaterra, Marie Biscio, and Máire Áine Ní Mhainnín, 219–242. Bern: Peter Lang.
    [Google Scholar]
36. Sokoli, Stavroula
    2018 “Exploring the Possibilities of Interactive Audiovisual Activities for Language Learning.” Translation and Translanguaging in Multilingual Contexts4 (1): 77–100. 10.1075/ttmc.00005.sok
    https://doi.org/10.1075/ttmc.00005.sok [Google Scholar]
37. Talaván, Noa
    2010 “Subtitling as a Task and Subtitles as Support: Pedagogical Applications.” InNew Insights into Audiovisual Translation and Media, ed. byJorge Díaz-Cintas, Anna Matamala, and Josélia Neves, 285–299. Amsterdam: Rodopi. 10.1163/9789042031814_021
    https://doi.org/10.1163/9789042031814_021 [Google Scholar]
38. Talaván, Noa, and Pilar Rodríguez-Arancón
    2014 “The Use of Reverse Subtitling as an Online Collaborative Language Learning Tool.” Interpreter and Translator Trainer8 (1): 84–101. 10.1080/1750399X.2014.908559
    https://doi.org/10.1080/1750399X.2014.908559 [Google Scholar]
39. Talaván, Noa, and José Javier Ávila-Cabrera
    2015 “First Insights into the Combination of Dubbing and Subtitling as L2 Didactic Tools Abstract.” InSubtiles and Language Learning. Principles, Strategies and Practical Experiences, ed. byYves Gambier, Annamaria Caimi, and Cristina Mariotti, 149–172. Bern: Peter Lang.
    [Google Scholar]
40. Talaván, Noa, Jennifer Lertola, and Tomás Costal
    2016 “ICap: Intralingual Captioning for Writing and Vocabulary Enhancement.” Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses291: 229–248. 10.14198/raei.2016.29.13
    https://doi.org/10.14198/raei.2016.29.13 [Google Scholar]
41. Talaván, Noa, and Tomás Costal
    2017 “IDub–The Potential of Intralingual Dubbing in Foreign Language Learning: How to Assess the Task.” Language Value91: 62–88. 10.6035/LanguageV.2017.9.4
    https://doi.org/10.6035/LanguageV.2017.9.4 [Google Scholar]
42. Talaván, Noa
    2019a “Creative Audiovisual Translation Applied to Foreign Language Education.” Journal of Audiovisual Translation2 (1): 53–74. 10.47476/jat.v2i1.57
    https://doi.org/10.47476/jat.v2i1.57 [Google Scholar]
43. Talaván, Noa
    2019b “Using Subtitles for the Deaf and Hard of Hearing as an Innovative Pedagogical Tool in the Language Class.” International Journal of English Studies19 (1): 21–40. 10.6018/ijes.338671
    https://doi.org/10.6018/ijes.338671 [Google Scholar]
44. Talaván, Noa
    2020 “The Didactic Value of AVT in Foreign Language Education.” InThe Palgrave Handbook of Audiovisual Translation and Media Accessibility, ed. byŁukasz Bogucki, and Mikołaj Deckert, 567–591. Cham, Switzerland: Palgrave Macmillan. 10.1007/978‑3‑030‑42105‑2_28
    https://doi.org/10.1007/978-3-030-42105-2_28 [Google Scholar]
45. Talaván, Noa, and Jennifer Lertola
    2022 “Audiovisual Translation as a Didactic Resource in Foreign Language Education. A Methodological Proposal.” Encuentro Journal301: 23–39. 10.37536/ej.2022.30.1931
    https://doi.org/10.37536/ej.2022.30.1931 [Google Scholar]
46. Tamayo, Ana
    2016 “Subtitling for the Deaf and the Hard-of-Hearing-A Learning-Service Approach at the Audiovisual Translation Classroom.” Ikala21 (3): 327–342. 10.17533/udea.ikala.v21n03a06
    https://doi.org/10.17533/udea.ikala.v21n03a06 [Google Scholar]
47. Vermeulen, Anna, and Ana Ibáñez Moreno
    2017 “Audio Description as a Tool to Enhance Intercultural Competence.” InTranscultural Competence in Translation Pedagogy, ed. byJulie Deconinck, Philippe Humblé, Arvi Sepp, and Hélène Stengers: 133–156. Wien: LIT Verlag.
    [Google Scholar]
48. Wintergerst, Ann C., and Joe McVeigh
    2010 Tips for Teaching Culture: Practical Approaches to Intercultural Communication. New York: Pearson Education.
    [Google Scholar]