Departament d'Educació

Summary: This contribution presents the results of a research carried in a K-4 multilingual classroom. The non-curricular home languages become progressively more present thanks to the introduction of English from an open, integrative perspective which relates the foreign language with the other languages of the class repertoire.
The perceptions and manifestations of both children and the teacher show the changes in their perspectives and a raising awareness of the plurilingual possibilities of each person. Specific dialogue samples highlight the didactic potential of approaching
plurilingualism from a natural perspective that goes beyond the incorporation of English as a foreign language.

Research on subtitling in relation to language learning has gained momentum in recent years, since interlingual subtitling has proven to be a useful didactic tool in incidental foreign-language acquisition. However, are these results applicable in a predominantly dubbing country, where the habit of reading subtitles is reportedly low? The aim of this study is to take a first glance at the habits and attitudes towards sub-titled cartoons in a group of 118 Spanish children aged 9 to 12. For the data collection, the methodology of triangulation was used. Three sources of information were analysed: self-report data, the conversations arisen during discussion groups and the teacher's observation notes during the screening. After viewing a 22 minute cartoon, the participants filled a self-report survey in which they were asked about habit, readability of subtitles and acceptance of the subtitled cartoon. A few days later, they discussed these same topics with the teacher in more detail. Before the experiment, specific subtitling parameters for this age range were established, which are also presented in this paper. Results indicated that older participants were mainly familiar with subtitles, especially those born into immigrant families. Acceptance, on the contrary, was very high at all ages. Three conditions seem to influence this: habit, readability and an enjoyable show.

RESUMEN: Los escasos estudios académicos acerca de la industria del doblaje y la falta de unos estándares de calidad en esta actividad han provocado la inexistencia de unas normas profesionales en la traducción para el doblaje en España. Aunque existen ciertas convenciones comunes en todo el país, no hay homogeneidad en aspectos como los símbolos utilizados o las líneas que debe tener un take, sino que cada estudio de doblaje aplica sus propias normas según sus costumbres y necesidades. El grupo de investigación TRAMA (Traducción y Comunicación en los Medios Audiovisuales) de la Universitat Jaume I de Castellón, ha llevado a cabo un estudio empírico y descriptivo, financiado por el antiguo Ministerio de Educación, con el objetivo de elaborar un mapa de las normas profesionales del doblaje en España. En el presente artículo describiremos dicho estudio y analizaremos los datos obtenidos desde la perspectiva de la profesión del traductor, reflexionando sobre la relevancia que esta cartografía de convenciones reales tiene para la profesión y la formación del traductor-adaptador para el doblaje en España.