Mediation skills

In recent years, there has been a significant expansion in the utilisation of ICT in language teaching and learning. In order to provide students with a quality education, teacher training is of paramount importance. Effective teacher training ensures that educators are well-equipped with the latest pedagogical strategies, technological tools, and interdisciplinary approaches necessary for fostering a dynamic and engaging learning environment. Furthermore, in view of the United Nations' Agenda 2030 (2015), the efforts of teachers increasingly focus on promoting sustainability awareness. This holistic approach not only enhances the educational experience but also aligns with broader societal goals, making language education a powerful tool for positive change This paper will present a case study with 14 pre-service secondary school teachers of English as a Foreign Language (EFL) in Spain. The purpose is to investigate whether pre-service teachers see feasible to implement Didactic Audiovisual Translation (DAT), particularly didactic voice-over, in the EFL classroom, and whether it can enhance integrated language skills and promote ecological awareness. The participants were initially introduced to DAT and its

Among the new methodologies developed to teach the L2, Didactic Audiovisual Translation (DAT) has proven to be highly successful as it deals with the four skills in a multimodal environment, which appears to increase motivation. This paper presents the results of a DAT implementation in an Elementary classroom (11-12 years old children) in a school which follows the Montessori Method. Twenty-four children, divided in groups of four, chose their favourite scenes of the TV series Goenkale (broadcast in the Basque channel Euskal Televista 1) and translated, dubbed and subtitled them from their L1, Basque, into the L2, English, by means of the tool VideoPad. As Montessori Pedagogy does not include tests, the authors could not follow the experimental scheme of pre and post-test to observe any improvement in language acquisition. Data was therefore collected by the teacher, and subsequently analysed considering the mistakes made by the pupils during the process. Pupils additionally completed a questionnaire, which indicated high levels of satisfaction towards this approach, thereby opening a new didactic path within Montessori Methodology.

The rapid rise of mediation, particularly in the resolution of cross-border commercial disputes, has intensified global focus on the role of accreditation. Traditionally regarded as a flexible, party-driven process, mediation increasingly relies on accreditation as the foundation of trust, competence, and professional legitimacy. Accreditation provides assurance of mediator impartiality, ethical conduct, and technical skill, thereby enhancing party confidence and aligning practice with international enforcement frameworks such as the Singapore Convention on Mediation. This article examines the conceptual and practical significance of accreditation in international mediation, with reference to leading global standards and bodies, including the International Mediation Institute (IMI), the Centre for Effective Dispute Resolution (CEDR, UK), the Civil Mediation Council (CMC, UK), and the Singapore International Mediation Institute (SIMI/SMC). It further explores accreditation’s harmonizing function across jurisdictions, its impact on party satisfaction and settlement outcomes, and its evolving role in the digital era of virtual mediation, hybrid Arb-Med-Arb processes, and artificial intelligence (AI). Finally, the article considers continuing professional development (CPD) and training-of-trainers (TOT) pathways essential for the sustainable professionalization of mediation worldwide.

In recent years, within the field of didactic audiovisual translation (DAT), creativity has been increasingly incorporated in the language classroom to encourage students to expand their learning experiences. Creative DAT implies the 're-creation' of the original audiovisual text by producing a new and original output, be it with the help of captioning or revoicing, where learners can use their imagination (and humor, if possible) freely. The learning experience is hence enriched, both in terms of the motivation boost derived from the inclusion of creativity, and as regards communicative skills enhancement, provided the freedom learners feel when they produce their own new creative versions of a video. In this article, creative DAT is described, and a preliminary piloting of a creative DAT implementation is analyzed. Findings offer a very promising scenario for the application of creative DAT practices in language education.

completed by all participants about the task performance process and result. Both, the results from participants' task performance and the survey responses, have been analysed from a quantitative and qualitative point of view. All the data were collected within the TEMPLATE project 49 .

Several academics have focused their research on analyzing the educational benefits of including specific subtitling modules within translator training aiming at training professional subtitlers (Blane, 1996; Klerkx, 1998; Williams & Thorne, 2000; Díaz-Cintas, 2001; Neves, 2004; Bartoll & Orero, 2008; Díaz-Cintas, 2008; Kruger, 2008; Bartrina, 2009). Although some of these authors (Klerkx, 1998; Neves, 2004; Kruger, 2008) pointed out the impact that subtitling has on the acquisition and development of general translation skills and argued in favor of its inclusion in general translation courses, there are still few studies dedicated to analyzing the use of active subtitling in non-audiovisual translation courses. Only three relevant qualitative studies (Kiraly, 2005; Incalcaterra 2009, 2010; Beseghi, 2018), a quasi-experimental study (Talaván & Ávila-Cabrera, 2015) and a didactic proposal (Orozco, 2009) that address the use of active interlinguistic subtitling in the field of transl...

Audio description (AD) is an audiovisual translation (AVT) and media accessibility mode aimed primarily at visually impaired users. Traditionally, AD has tended to use images and some sounds as the source text to create the AD script (the target text), therefore AD is known as an intersemiotic translation. However, some researchers have focused on the theoretical feasibility of opting for the interlingual translation of ADs into another language. Moreover, research has explored the combination of AVT with language teaching and learning, a discipline called "didactic audiovisual translation" with branches like didactic audio description (DAD). In this proposal, we argue that DAD needs to consider both the linguistic nature and application of AD to better differentiate the didactic potential of intersemiotic and interlingual AD, since they have different applications for L1 and L2 learning and teaching. More specifically, intersemiotic AD seems to be suitable for learning L1, for instance, to consolidate grammatical structures, to proofread texts, to develop writing and oral skills, to learn about L1 linguistic variation, etc. On the other hand, interlingual AD can be used to learn about vocabulary and grammar in L2, to develop foreign language oral and written skills, to develop translation skills, etc. All in all, given the potential of DAD for language learning and teaching, this line of research should be further explored with other combinations.

Audiovisual Translation and Media Accessibility in Education: A Global Perspective. Sapienza Università Di Roma (05/12/24-06/12/24)

The use of Didactic Audiovisual Translation (DAT) has been recognized as an effective approach to foreign language teaching and learning (Fernández-Costales et al., 2023; Talaván & Lertola, 2022). Within Audiovisual Translation (AVT), Audio Description (AD) has recently emerged as a specific and positive tool for foreign language learning (Bausells-Espín, 2022; Navarrete, 2018; 2021; 2022; Plaza-Lara & Gonzalo, 2022; Torralba et al., 2022). Apart from this scientific evidence, our prior teaching experience has led us to consider the integration of Lesson Plans as a perfectly valid and compatible method to introduce and practice audio description and translation in a classroom environment.
To prove the applicability of AD in the translation learning class, we carried out a case study that ran for an academic year (September 2023 - June 2024) across two translation subjects at the University of Lleida with a small group of final-year undergraduate students. We implemented an initiative through two consecutive online Lesson Plans (LP) that include DAT, particularly interlingual AD, in two areas (i.e., theatre and cinema and TV products). Our multilingual and multimodal design required students to use production and reception skills of both oral and written texts. The students worked in the LPs asynchronously, outside the classroom environment and without the lecturers’ supervision during the project. The study concluded with a qualitative and quantitative survey on the students' perceptions and feedback on the design of the LPs.
The purpose of this presentation is twofold. On the one hand, we aim at showing the design of the two LPs and analyse the students’ post-activities perceptions and feedback on the LPs. In turn, we will propose preliminary remedial measures and good practices for future improvement. On the other hand, we intend to provide a didactic unit aimed for translation lecturers who wish to have a complete and autonomous resource that incorporates AD in the learning and practice of translation.

Didactic subtitling designates the use of several technological resources specific to the creation of subtitles as teaching tools. This article describes the process of design, implementation and evaluation by expert judgment and by participants of a methodological proposal involving four types of subtitling tasks (transcriptions, condensations, reverse and standard subtitles). The context of the proposal is a virtual course aimed at university students of Italian language, implemented in the Foreign Languages Degree at the Autonomous University of Zacatecas, Mexico. The course design followed the ADDIE instructional model and for its evaluation a pre-experimental study with qualitative and quantitative data analysis and descriptive scope is exposed. Two samples of participants were used: 8 students of foreign languages and 5 experts whose areas of expertise are language teaching, translation and information and communication technologies. The results confirm that didactic subtitling, within the virtual environment and with the selected tools, is positively received by both experts and students and that subtitling is an activity they find motivating. .

Technology occupies a significant resource that can be exploited empirically to contribute to translation learning and research,
as it can give enormous opportunities for language learners and educators to exploit in their teaching and provide students
with practical learning activities. Many researchers highly recommend the extensive use of IT in enhancing the competence of
translation students and L2 learners' language skills. Since there has been an abundance of empirical research studies carried
out over the last two decades, many novice researchers cannot review and handle them within their limited time. For this reason,
this paper introduces the key researchers who carried out studies on the employment of audiovisual translation (AVT) in
language learning and teaching; it explores and reviews the main previous research studies conducted on the impact of
audiovisual translation, namely subtitling and subtitles on enhancing language learning. It first considers briefly how audiovisual
translation emerged as an independent branch of Translation Studies (ST), then discusses its development as well as its
continuity within Translation Studies. It also explores its classifications and highlights future research avenues

This paper reports a mixed-method study on the factors shaping language learning through didactic audiovisual translation. The aim is to analyse the determinants influencing the effective implementation of an integrative project, revealing the strengths and weaknesses of the learning process. Data from 172 students were gathered through initial and final questionnaires, which offered insights into their perceptions of didactic audiovisual translation. The results demonstrate a noticeable shift in learners' attitudes towards audiovisual translation as a language learning tool during the tasks. This transformation led to the recognition of potential benefits, not only in conventional modes like subtitling and dubbing but also in less recognised modes such as audio-description and subtitling for the deaf and hard of hearing.

This chapter has been made available under a CC-BY-NC-ND license. 2 Educational bases of didactic AVT in FLE This chapter presents the methodological bases that justify the pedagogical use of DAT in LE at all levels of linguistic proficiency. From the use of audiovisual input and technology to the relevance of mediation skills in the present society, all significant aspects sustaining the educational benefits of using didactic AVT in the pedagogical arena at various levels-ranging from primary education to university levels-will be discussed. The overarching objective is to condense here the educational grounds that support the use of AVT in LE so we may contribute to setting the bases of didactic AVT as an area of study in its own right. Undeniably, audiovisual resources are a key asset in language teaching, as they provide learners with linguistic and culturally rich input. Students learn in an interactive way and complete tasks which are engaging and closer to the real world, as audiovisuals are context-bound (as opposed to de-contextualized exercises and drillings in some language classes). Media have been widely used in LE since the 1980s, as they are a powerful resource to introduce communicative situations in the classroom so that students are faced with authentic language. Among the manyfold benefits of using films in language teaching, Herrero and Vanderschelden (2019) bring to the fore the suitability of moving images to promote intercultural awareness and multilingualism, irrespective of the educational stage. Leaving aside the potential of videos as a pedagogic resource, the introduction of DAT in LE goes a step further, as it implies not only watching captioned or subtitled films but creating contents, turning the tide and empowering students to go from passive consumers to proactive creators (prosumers). By actively engaging in subtitling and revoicing activities, students' learning processes will be optimized. In fact, research on didactic AVT reports language gains are observed in several dimensions (see Chapter 1). In addition, didactic AVT facilitates the development of mediation 1 skills,

The didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the preexperimental long-term study that lays at the core of the project.

Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades de la sociedad. El siglo XXI se caracteriza por un uso constante de los productos audiovisuales y es fundamental que este elemento se convierta en un aliado en los procesos de enseñanza-aprendizaje. La Traducción Audiovisual Didáctica ha demostrado su potencial didáctico en el EEES principalmente, aunque también se ha utilizado como recurso en diferentes contextos como la enseñanza de lenguajes especializados, la logopedia e incluso en otros niveles educativos como Educación Primaria y Secundaria. Sin embargo, una aplicación sistemática de este recurso implica una formación rigurosa del profesorado que la vaya a aplicar. ReachDAT es un proyecto que se fundamenta en la sólida evidencia empírica sobre el uso de la TAD en el aprendizaje de lenguas y tiene como objetivo principal que el profesorado en formación de niveles de Grado y Máster conozca la forma de implementar la TAD en su aula de una forma rigurosa y con la capacidad de analizar el impacto de estas propuestas en su alumnado. Es decir, fomentando el papel de la reflexión rigurosa y sistemática en la praxis docente. Las investigaciones derivadas de experiencias previas avalan la necesidad de esta propuesta. A modo de conclusión, se espera que de esta propuesta formativa se obtengan datos que permitan caminar hacia la sistematización de la formación del profesorado en el ámbito de la TAD, para optimizar y facilitar el proceso formativo.

Situating audiovisual translation and media accessibility for didactic purposes The uses and applications of audiovisual translation (AVT) and media accessibility (MA) in language teaching date back to the 1980s, when some scholars discussed the benefits observed when using subtitled materials to improve foreign-language skills in the language classroom. There has been growing scholarly interest in the application of AVT in language education since the seminal work of Vanderplank (1988), and much has been published in the last few decades (

Research on didactic audiovisual translation (AVT) has delivered fruitful results in the last decade and is gaining increasing attention in academia. The term "didactic AVT" was coined by Talaván (2020) to refer to the active application of different AVT modes in the foreign language classroom. Although subtitling and dubbing are the two AVT modes that have traditionally received more attention, research on other less popular modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over are gaining momentum. In this paper, the results of a pilot study for an AD didactic sequence for the B1 level will be presented. This pilot study has been carried out within the TRADILEX project, a R&D+i project funded by the Spanish Ministry of Science and Innovation (2020-2023), which aims to perform quasi-experimental research to determine DIGILEC Revista Internacional de Lenguas y Culturas 200 Digilec 9 (2022), pp. 199-216 the degree of improvement in English as a foreign language (EFL) after the implementation of a methodological proposal that integrates different AVT modes. Using a mixed-method methodology that combines quantitative and qualitative data obtained from different data sources, the preliminary conclusions drawn bring to light that there are signs of improvement in the students' production skills. This could confirm a possible relationship between the use of AD in the foreign language classroom.

Research on didactic audiovisual translation (AVT) has delivered fruitful results in the last decade and is gaining increasing attention in academia. The term “didactic AVT” was coined by Talaván (2020) to refer to the active application of different AVT modes in the foreign language classroom. Although subtitling and dubbing are the two AVT modes that have traditionally received more attention, research on other less popular modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over are gaining momentum. In this paper, the results of a pilot study for an AD didactic sequence for the B1 level will be presented. This pilot study has been carried out within the TRADILEX project, a R&D+i project funded by the Spanish Ministry of Science and Innovation (2020-2023), which aims to perform quasi-experimental research to determine the degree of improvement in English as a foreign language (EFL) after the implementation of a methodological proposal ...

Thursday, 23 rd March 9.00 am-Reception desk 9:30-10:00 TRADIT23 OPENING Dª Ana Lisbona Bañuelos (Vicerrectora de Estudiantes e Inclusión) Dª Beatriz Pérez Cabello de Alba (Vicedecana de Transferencia e Investigación y VICD.1ª de la Facultad de Filología) Dª Mª Dolores Castrillo de Larreta-Azelain (Directora del Dpto. de Filologías Extranjeras y sus Lingüísticas) Noa Talaván (President of TRADIT23) and Jennifer Lertola (Vice-president of TRADIT23)

Subtitling and alignment can be used as didactic tools as they contribute to the development of the linguistic, intercultural and instrumental competences that constitute the translation competence. Thus, the aim of this work is to present a methodological framework for translator training using subtitling and alignment as two activities applicable in language teaching to foster students' skills in a foreign language and their translation competence. Firstly, students are asked to transcribe the source subtitles of various video files and, afterwards, translate them into their mother tongue. Secondly, they are given the broadcasted source and target subtitles of several TV programs and nature documentaries to align them-these alignments will be later compiled into an electronic parallel corpus.

El MCER (Consejo de Europa, 2001) y sus volúmenes complementarios, Companion Volume with new descriptors (Consejo de Europa, 2018, 2020), destacan el desarrollo de la competencia plurilingüe y pluricultural (CPP) como uno de los principales objetivos de la enseñanza y el aprendizaje de lenguas. En este contexto, la presencia del enfoque plurilingüe en la educación ha situado a la traducción en una posición destacada. Así, autores como Cummins (2007) subrayan su papel no solo en la adquisición de lenguas extranjeras (LE) y la consolidación de las L1, sino también en el desarrollo de la biliteracidad y la afirmación de la identidad. Dentro del campo de la traducción, la traducción audiovisual (TAV) ha demostrado ser especialmente eficaz en la adquisición de lenguas (cf. Lertola, 2019). La naturaleza polisemiótica de los textos audiovisuales incorpora elementos que requieren la activación de formas específicas de mediación que no siempre se encuentran en la traducción general. En este ...

Los métodos y enfoques de enseñanza de lenguas se han ido adaptando a las diferentes necesidades de la sociedad. El siglo XXI se caracteriza por un uso constante de los productos audiovisuales y es fundamental que este elemento se convierta en un aliado en los procesos de enseñanza-aprendizaje. La Traducción Audiovisual Didáctica ha demostrado su potencial didáctico en el EEES principalmente, aunque también se ha utilizado como recurso en diferentes contextos como la enseñanza de lenguajes especializados, la logopedia e incluso en otros niveles educativos como Educación Primaria y Secundaria. Sin embargo, una aplicación sistemática de este recurso implica una formación rigurosa del profesorado que la vaya a aplicar. ReachDAT es un proyecto que se fundamenta en la sólida evidencia empírica sobre el uso de la TAD en el aprendizaje de lenguas y tiene como objetivo principal que el profesorado en formación de niveles de Grado y Máster conozca la forma de implementar la TAD en su aula de una forma rigurosa y con la capacidad de analizar el impacto de estas propuestas en su alumnado. Es decir, fomentando el papel de la reflexión rigurosa y sistemática en la praxis docente. Las investigaciones derivadas de experiencias previas avalan la necesidad de esta propuesta. A modo de conclusión, se espera que de esta propuesta formativa se obtengan datos que permitan caminar hacia la sistematización de la formación del profesorado en el ámbito de la TAD, para optimizar y facilitar el proceso formativo.

In recent years, multilingual practices like mediation and translanguaging have found their way into additional language pedagogy. This is due to the recognition that multilingual language users do not store or use their language in isolation, but rather build up a repertoire in which all languages are connected. Multilingual practices are particularly relevant for university programmes in translation and interpreting in which students are trained to work in multilingual environments in a mediating role. In this article, we will describe the professional demands that TI students have to meet and how multilingual practices can help them to develop towards these demands.

This talk explores mediation in two different contexts of university language education: for international students and staff at university language centers and for prospective translators and interpreters in T&I programs. Within both settings, I have been teaching German as L1 and FL for 20 years now. Being positioned at this intersection, tensions can be perceived (Carreres, 2014) as well as the wish for dialogue and mutual enrichment (Koletnik & Froeliger, 2019). This talk builds on previous research on differences and similarities in didactic approaches to language teaching within separate study programs. Seidl and Janisch (2019) critically compared two settings of German FL teaching: (1) for international students at university language centers and (2) for students in T&I study programs. They showed that, as compared to general FL learners, T&I students were expected much higher performance levels regarding, inter alia, their linguistic accuracy, textual analysis, appropriate use of register, or intercultural awareness.

The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners' foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners' foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memoryrelated, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners' grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of crosslanguage mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.

El MCER (Consejo de Europa, 2001) y sus volúmenes complementarios, Companion Volume with new descriptors (Consejo de Europa, 2018, 2020), destacan el desarrollo de la competencia plurilingüe y pluricultural (CPP) como uno de los principales objetivos de la enseñanza y el aprendizaje de lenguas. En este contexto, la presencia del enfoque plurilingüe en la educación ha situado a la traducción en una posición destacada. Así, autores como Cummins (2007) subrayan su papel no solo en la adquisición de lenguas extranjeras (LE) y la consolidación de las L1, sino también en el desarrollo de la biliteracidad y la afirmación de la identidad. Dentro del campo de la traducción, la traducción audiovisual (TAV) ha demostrado ser especialmente eficaz en la adquisición de lenguas (cf. Lertola, 2019). La naturaleza polisemiótica de los textos audiovisuales incorpora elementos que requieren la activación de formas específicas de mediación que no siempre se encuentran en la traducción general. En este ...

This paper explores the potential of multilingual practices in a multilingual classroom to facilitate the learning of linguistic theoretical tools and the development of metalinguistic thought. To teach linguistics to graduate students from diverse backgrounds, it is essential to provide a solid foundation of basic concepts, such as phonology, morphology, syntax, semantics, and pragmatics, to establish common ground (Caffarel & Martin, 2010). The class thus becomes a laboratory for a positive feedback loop, in which linguistic examples from different languages become social knowledge and identity recognition for each member of the class. Translanguaging, a technique for teaching a second language (Benes 2015), is a useful tool for metalinguistic assessment. In the present work, the role of multilingualism is described in how it was developed within the "International Summer School on Bilingualism and Multilingualism" (ISSBM 2022) which we organized in 2022 and that gave as a result the contributions collected in this book. Multilingualism played a crucial role in strengthening students' ability to refer to metalinguistic concepts and to deal with them in a scientifically valuable way.

The book is divided into 13 chapters within two distinct parts. Part 1 consists of 5 chapters and presents the project rationale, the research and teaching context in which it emerged, its findings, and learning and teaching materials created by project members. Part 2 comprises 8 chapters, each of them featuring a research paper amongst the papers presented at the PluriTAV International Conference Multilingualism, Translation, and Language Teaching, which was held in Valencia, Spain, in 2019. The book is prefaced by an introductory chapter written by the editor and concludes with some final remarks.

The paper sets out to devise an online subtitling course emphasising the human nature of translation. To gain a deeper understanding of audience behaviours and attitudes towards the consumption of subtitles, the article utilises questionnaires and case studies. Results are used to devise a learner-customised and technology-assisted online course about subtitling. The case studies that inspire the course content and design include the short-video platform Douyin (the Chinese equivalent of TikTok) and the comparison of two MOOCs, Working with Translation: Theories and Practice and Consecutive Interpreting. In summary, the course design for teaching subtitling will be based on the findings of the research questions and elastically adapted to the syllabus. We put forward our course with an emphasis on the practicality of producing subtitles in light of the technological acceleration in the marketplace and, more importantly, the humanistic nature of translation.

The CEFR (Council of Europe, 2001) and its companion volumes (Council of Europe, 2018, 2020) highlight the development of plurilingual and pluricultural competence (PPC) as one of the main objectives of language teaching and learning. Within this context, the plurilingual approach in education has placed translation in a prominent situation, with authors such as Cummins (2007) observing how it promotes not only the acquisition of foreign languages (FL) and the consolidation of L1s, but also biliteracy development and identity affirmation. Within translation, audiovisual translation (AVT) has proven to be particularly effective in language learning (cf. Lertola, 2019). The polysemiotic nature of audiovisual texts incorporates elements that require the activation of specific forms of mediation that cannot always be found in general translation. This article sets out to reflect on the influence that linguistic and semiotic transfer in AVT can exert on PPC (Baños, Marzà, & Torralba, 2021), drawing on the results of a quasiexperimental research undertaken within the PluriTAV project (Martínez-Sierra, 2021). This specific study aimed to assess the development of PPC through audio description (AD) in Spanish undergraduates studying English Philology, who were organised into an experimental and a control group, with only the former using AD as a didactic tool. Although results do not reveal a statistically significant improvement in PPC acquisition, they enable hypotheses to be formulated that can then be tested in further research. In addition, the experimental group showed some progress in the development of specific plurilingual and pluricultural skills, which suggests that the use of AD in the FL classroom can improve learners' plurilingual and pluricultural repertoire.

This paper reports on empirical evidence from TRADILEX, a project intended to develop a methodological proposal integrating different AVT modes to enhance communicative competence in an L2. To this end, a didactic sequence has been articulated with 15 lessons that will be tested with B1 and B2-level learners from Spanish universities. In this article, we present the results of the pilot study for the subtitling sequence. The participants were students of English Philology (B2) at the University of Jaen. Before working on the lessons, participants took an initial test of integrated skills to assess their language command of the L2. Once completed, they started the didactic sequence, consisting of six lessons. Finally, participants took a final test of integrated skills, the results of which are compared with those obtained from the initial test. The preliminary conclusions of the pilot study confirm that the communicative competence and the translation skills of students were enhanced. Beyond verifying the impact of didactic AVT on the learning process, the paper offers a model for pilot testing that can be used in future studies on didactic AVT.

The effectiveness of audiovisual translation (AVT) for language learning has been widely discussed and demonstrated by scholars in the past (cf. Lertola 2019). Nevertheless, many areas in this field of investigation are still underexplored, such as the usefulness of AVT for the acquisition of plurilingual and pluricultural competence (PPC). This is of paramount importance in the multilingual and multicultural societies we live in, and also given the emphasis the CEFR Companion Volume (Council of Europe 2018) places on mediation and PPC. The latter has been the focus of the research project PluriTAV (2017–2019), in which the authors of this paper have taken part, aimed at developing a set of activities involving the use of AVT for the acquisition of PPC in the language classroom. This paper sets out to illustrate the theoretical framework sustaining the PluriTAV project and to reflect on the potential of AVT for the acquisition of PPC. This will be achieved by establishing links betw...

The effectiveness of audiovisual translation (AVT) for language learning has been widely discussed and demonstrated by scholars in the past (cf. Lertola 2019). Nevertheless, many areas in this field of investigation are still underexplored, such as the usefulness of AVT for the acquisition of plurilingual and pluricultural competence (PPC). This is of paramount importance in the multilingual and multicultural societies we live in, and also given the emphasis the CEFR Companion Volume (Council of Europe 2018) places on mediation and PPC. The latter has been the focus of the research project PluriTAV (2017–2019), in which the authors of this paper have taken part, aimed at developing a set of activities involving the use of AVT for the acquisition of PPC in the language classroom. This paper sets out to illustrate the theoretical framework sustaining the PluriTAV project and to reflect on the potential of AVT for the acquisition of PPC. This will be achieved by establishing links betw...

The effectiveness of audiovisual translation (AVT) for language learning has been widely discussed and demonstrated by scholars in the past (cf. Lertola 2019). Nevertheless, many areas in this field of investigation are still underexplored, such as the usefulness of AVT for the acquisition of plurilingual and pluricultural competence (PPC). This is of paramount importance in the multilingual and multicultural societies we live in, and also given the emphasis the CEFR Companion Volume (Council of Europe 2018) places on mediation and PPC. The latter has been the focus of the research project PluriTAV (2017-2019), in which the authors of this paper have taken part, aimed at developing a set of activities involving the use of AVT for the acquisition of PPC in the language classroom. This paper sets out to illustrate the theoretical framework sustaining the PluriTAV project and to reflect on the potential of AVT for the acquisition of PPC. This will be achieved by establishing links between AVT modes, transfer/mediation skills, and the descriptors developed within the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA) (Candelier et al. 2012), as well as referring to sample and specific activities developed within PluriTAV. In line with this project, the emphasis will be on language teaching in Higher Education, yet the discussion and the activities suggested could be easily extrapolated and adapted to other educational contexts and levels of language ability.

This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedago...

The research also aims at identifying the differences between respondents as attributed to their professional and personal traits of age, gender, educational level, distribution of department, dispute resolution experience and representation party. Researchers adopted mixed data collection methods; quantitative and qualitative. For qualitative, a semi-structured interview was conducted with (9) officials including management, staff unions and expert external mediators. (63) Questionnaires were distributed to a systematic random sample population; (56) were received, with a response rate 88.9%. The results proved that there are no significant differences among respondents attributed to personal and professional traits of age, academic background, gender, department, years' of experience, educational degree and representation party. The research has presented some recommendations concerning the factors affecting the mediation outcomes of workplace disputes resolution. The recommendations include: Selecting expert mediators to deal with multi-culture groups. Ensuring equal gender representation in working groups, teamwork and committees and encouraging female participation in mediation processes to resolve dispute at work place. Developing the mediation schema in a way that empowers the mediator to increase her/his ability to lead and establish compromise solutions for workplace disputes.

Workplace conflict can be a destructive, damaging force which impacts upon individuals, teams and organisations. Mediation is one way of addressing such conflict, of turning it around to rebuild relationships and of creating healthy working environments in which people can thrive. In 2015, the Mediators' Institute of Ireland commissioned research to assist in informing development of its policies and standards. This challenge was accepted by the Kennedy Institute Workplace Mediation Research Group (KIWMRG), the authors of this report and a highly talented and experienced group of mediation practitioners and researchers. For the past 18 months, the KIWMRG team has carried out this research and has, in this report, come up with a set of implications arising from this research for the MII. These 36 implications address issues relating to training, standards and practice in relation to workplace mediation, and identify further significant gaps in research, particularly in the Irish context. The group has thus, in turn, set the MII a challenge in considering these implications and framing future training requirements, supporting practice and designing policy accordingly. The MII must also continue to support such research in order to begin to fill the gaps identified. The Report and its sister report, Shaping the Agenda 1, give a fascinating insight into the world of workplace mediation in Ireland and abroad. It identifies key issues in relation to mediator skills, competencies and behaviours in this sector of mediation. Of enormous significance is the application of this research to the Irish context and specifically to the setting and maintenance of standards of training and practice in relation to workplace mediation. This work has put the MII, as the professional association for mediators in Ireland, in a position to build standards and policies on solid, detailed and considered research, which will only enhance the usefulness and robustness of such standards and policies.

This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.

Being able to propose a taxonomy of translation techniques has been a long-standing aspiration of translation theorists. By building on previous proposals, this paper presents the HispaTAV typology of translation techniques (ToT), a new list specifically designed for subtitling trainees. The aim of the proposal is to increase students' awareness of the variety of possible solutions to translate segments of the source text, and to promote creativity, a key factor in the development of translator competence. The proposal has been presented to current translation students, who have provided feedback in terms of its usability for learning purposes.

Workplace conflict can be a destructive, damaging force which impacts upon individuals, teams and organisations. Mediation is one way of addressing such conflict, of turning it around to rebuild relationships and of creating healthy working environments in which people can thrive. In 2015, the Mediators' Institute of Ireland commissioned research to assist in informing development of its policies and standards. This challenge was accepted by the Kennedy Institute Workplace Mediation Research Group (KIWMRG), the authors of this report and a highly talented and experienced group of mediation practitioners and researchers. For the past 18 months, the KIWMRG team has carried out this research and has, in this report, come up with a set of implications arising from this research for the MII. These 36 implications address issues relating to training, standards and practice in relation to workplace mediation, and identify further significant gaps in research, particularly in the Irish context. The group has thus, in turn, set the MII a challenge in considering these implications and framing future training requirements, supporting practice and designing policy accordingly. The MII must also continue to support such research in order to begin to fill the gaps identified. The Report and its sister report, Shaping the Agenda 1, give a fascinating insight into the world of workplace mediation in Ireland and abroad. It identifies key issues in relation to mediator skills, competencies and behaviours in this sector of mediation. Of enormous significance is the application of this research to the Irish context and specifically to the setting and maintenance of standards of training and practice in relation to workplace mediation. This work has put the MII, as the professional association for mediators in Ireland, in a position to build standards and policies on solid, detailed and considered research, which will only enhance the usefulness and robustness of such standards and policies.

"In order to change an existing imagined order, we must first believe in an alternative imagined order" Yuval Noah Harari Sapiens: A Brief History of Humankind (Chapter 6) This work is not about best practice. It is about next practice. Imagine corporate, political and community leaders empowering others with their mediative style and collaborative stance. Imagine governments embracing mediation principles to frame their approach to domestic and international problem-solving and dealing making. Imagine mediation being a necessary step before any form of civil litigation and arbitration-worldwide. Imagine mediation being a cross-disciplinary, core education component at kindergartens, schools, universities and professional bodies, and mediating being perceived as a widely respected independent profession. Imagine mediating with an earpiece that translates not what parties are saying but what they are actually feeling. Imagine being stuck in a negotiation and with the click of a button being able to get practical and evidence-based information about how to get yourself out of deadlock. Imagine epistemological worlds of dispute resolution, deal making, peacemaking, international relations, brain science and psychology deepening their capacities by engaging with one another on a scientific basis, rather than self-isolating or colliding. Imagine adequate funding for and acceptance of collaboration as an approach to human problem solving. All these imaginings and more are contained in the pages that follow-a collection of over 20 eclectic yet compellingly succinct and coherent essays, carefully curated to offer us Seven Keys to Unlock Mediation's Golden Age. Currently mediation finds itself in a fragmented age. Diverse disciplines make a claim to mediation; they include business, psychology, counselling, management, human resources, social sciences, political science and law, among others. As with all disciplines, they have their own theories, systems, literature, models, jargon, processes and practices and many mediation scholars remain within their own academic silos, resulting in a fragmentation of the field. More than that, the way mediation is practised draws boundaries around specific areas of practice,

An anthology of 23 peer reviewed articles, the objective of the Seven Keys is to encourage discussion among all stakeholders on navigating mediation’s best future. The seven keys are: Leadership, Data, Education, Profession, Technology, Government and Usage. Each key has between two and four articles, each no more than 1,111 words in length, contributed by some 40 leading authors around the world.

The important need for a strong collaborative practice group in order for collaborative practitioners to operate successfully is often not fully acknowledged. A research project undertaken to examine the delivery of Collaborative Practice (CP) services in family law by the authors identified the various roles for collaborative practice groups and the support they offer practitioners. The research took an exploratory approach, investigating the experiences of private CP service providers in a major regional city in South West Queensland and in metropolitan Sydney, New South Wales. The research found that the role of the practice group was an essential aspect for maintaining and developing the professional learning community that is integral to a thriving community of collaborative practitioners.

The academic year 2009/2010 has seen the birth of a new post-bachelor degree in "Languages and Intercultural Communication in the Euro-Mediterranean Area" at the University of Naples "L'Orientale", Italy. The nature of this degree is unusual since it represents a joint venture between the Faculty of Foreign Languages and Literatures and the Faculty of Arts and Philosophy.