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MULTILINGUALISM, TRANSLATION AND LANGUAGE TEACHING The PluriTAV Project

COMITÉ CIENTÍFICO DE LA EDITORIAL TIRANT HUMANIDADES Manuel Asensi Pérez

Catedrático de Teoría de la Literatura y de la Literatura Comparada Universitat de València

Ramón Cotarelo

Catedrático de Ciencia Política y de la Administración de la Facultad de Ciencias Políticas y Sociología de la Universidad Nacional de Educación a Distancia

M.ª Teresa Echenique Elizondo Catedrática de Lengua Española Universitat de València

Juan Manuel Fernández Soria

Catedrático de Teoría e Historia de la Educación Universitat de València

Pablo Oñate Rubalcaba

Catedrático de Ciencia Política y de la Administración Universitat de València

Joan Romero

Catedrático de Geografía Humana Universitat de València

Juan José Tamayo

Director de la Cátedra de Teología y Ciencias de las Religiones Universidad Carlos III de Madrid

Procedimiento de selección de originales, ver página web: www.tirant.net/index.php/editorial/procedimiento-de-seleccion-de-originales

MULTILINGUALISM, TRANSLATION AND LANGUAGE TEACHING The PluriTAV Project JUAN JOSÉ MARTÍNEZ SIERRA (editor) BLANCA ARIAS-BADIA ROCÍO BAÑOS ANTIGONI BAZANI BEATRIZ CEREZO MERCHÁN FREDERIC CHAUME JORGE DÍAZ-CINTAS MARÍA GONZÁLEZ-DAVIES DIANA GONZÁLEZ PASTOR MARÍA JIMÉNEZ-ANDRÉS ALENKA KOCBEK ELIZABETE MANTEROLA JUAN JOSÉ MARTÍNEZ SIERRA ANNA MARZÀ

LAURA MEJÍAS-CLIMENT NÚRIA MOLINES GALARZA ANA MUÑOZ-MIQUEL INMA PEDREGOSA BEATRIZ REVERTER OLIVER ALICIA RICART VAYÁ EVA SEIDL KATERINA SINCLAIR BETLEM SOLER PARDO ANA TAMAYO GLORIA TORRALBA JACLYN WILSON GORA ZARAGOZA NINET

tirant humanidades Valencia, 2021

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Contents About this Book......................................................................................................... 15 PART I THE PLURITAV EXPERIENCE Chapter 1 Language Acquisition in Multilingual Settings: Weighing the Role of Audiovisual Translation Frederic Chaume and Jorge Díaz-Cintas

BIBLIOGRAPHY.................................................................................................. 27 Chapter 2 Developing Plurilingual Competence through the Use of Audiovisual Translation: an Overview of the PluriTAV Project Diana González Pastor, Alicia Ricart Vayá and Gora Zaragoza Ninet

1. THE PLURITAV PROJECT.......................................................................... 33 2. GOALS AND HYPOTHESIS........................................................................ 34 3. BACKGROUND............................................................................................. 36 3.1. Development of the Plurilingual Competence................................. 36 3.1.1. CEFR and FREPA................................................................... 37 3.2. Audiovisual Translation and Foreign Language Learning................. 39 3.2.1. AVT Modes............................................................................. 39 3.2.2. Previous Literature on AVT and FLL................................... 40 3.2.3. Previous Project Experiences................................................ 41 4. PROJECT METHODOLOGY...................................................................... 42 4.1. Members and Teams............................................................................ 42 4.2. Project Design....................................................................................... 43 4.2.1. Materials and Implementation of the DSs........................... 44 4.3. Creating a Website to Offer an Openly Available Platform............ 45 4.4. Celebration of an International Conference..................................... 48 4.5. Project Implementation....................................................................... 49 5. RESULTS AND DISCUSSION..................................................................... 51 BIBLIOGRAPHY.................................................................................................. 53

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Chapter 3 Pluri TAV Didactic Sequences: Concept, Design, and Implementation Beatriz Reverter Oliver, Beatriz Cerezo Merchán and Inma Pedregosa

1. THE DIDACTIC SEQUENCE. DEFINITION, CHARACTERISTICS, AND STRUCTURE........................................................................................ 57 2. DESIGN PHASES OF THE PLURITAV DIDACTIC SEQUENCES....... 59 3. WORKSHOPS DESIGN AND INITIAL AND FINAL PRODUCTIONS. 62 4. APPLICATION............................................................................................... 67 5. CONCLUDING REMARKS......................................................................... 72 BIBLIOGRAPHY.................................................................................................. 73 Chapter 4 Language Learning and Audiovisual Translation: Designing and Using Language Tests Ana Muñoz-Miquel and Betlem Soler Pardo

1. INTRODUCTION.......................................................................................... 77 2. LANGUAGE TEACHING THROUGH AUDIOVISUAL TRANSLATION. 79 3. ASSESSING LANGUAGE: LANGUAGE TESTS....................................... 82 4. PROJECT FRAMEWORK: PLURITAV...................................................... 85 4.1. Didactic Sequences.............................................................................. 86 4.2. Linguistic Competences to be Acquired........................................... 89 5. OUR LANGUAGE TESTS PROPOSAL...................................................... 91 5.1. Objectives.............................................................................................. 91 5.2. Design and Validation Procedure...................................................... 91 5.3. Participants............................................................................................ 92 5.4. Implementation in the Classroom..................................................... 93 5.5. Dubbing and Subtitling Language Tests as an Example.................. 94 5.5.1. Dubbing Language Test......................................................... 94 5.5.2. Subtitling Language Test........................................................ 97 5.6. Assessment Rubrics.............................................................................. 99 6. CONCLUSIONS............................................................................................. 100 BIBLIOGRAPHY.................................................................................................. 101 APPENDIX 1. Language tests for the Dubbing and Subtitling DSs............... 104 Chapter 5 Assessing Plurilingual Competence: the Challenge of Designing Suitable Tests and Rubrics Anna Marzà, Gloria Torralba and Rocío Baños

1. INTRODUCTION.......................................................................................... 113

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2. APPROACHES TO MULTILINGUAL ASSESSMENT............................. 114 2.1. PluriTAV’s Approach to Assessing Plurilingual and Pluricultural Competence.......................................................................................... 119 3. DESIGNING THE TAPPC............................................................................ 121 4. DESIGNING THE RUBRIC FOR THE TAPPC......................................... 129 5. FINAL REMARKS.......................................................................................... 136 BIBLIOGRAPHY.................................................................................................. 138 APPENDIX 1. PluriTAV framework of FREPA descriptors............................ 140 APPENDIX 2. Test for the Assessment of Plurilingual and Pluricultural Competence (TAPCC)................................................................................... 150 APPENDIX 3. TAPCC Rubric............................................................................. 158 PART II SELECTED PAPERS Chapter 6 A Hundred and One Faces of Translation in the L2 Teaching Context Antigoni Bazani

1. INTRODUCTION.......................................................................................... 169 2. TRANSLATION AND L2 TEACHING THROUGH A MONOLINGUAL LENS..................................................................................................... 170 2.1. A Conceptual Perspective.................................................................... 170 2.2. A Socio-political Perspective............................................................... 172 3. TRANSLATION AND L2 TEACHING THROUGH A BILINGUAL LENS................................................................................................................. 174 3.1. A Historical Perspective.......................................................................... 174 4. TRANSLATION AND L2 TEACHING THROUGH A POST-MONOLINGUAL LENS.............................................................................................. 180 4.1. An Innovative Perspective? .................................................................... 180 5. CONCLUSION............................................................................................... 186 BIBLIOGRAPHY.................................................................................................. 187 Chapter 7 Empowering Students of Transcultural Communication.

From Linguistic Knowledge to Multi-competence Eva Seidl

1. INTRODUCTION.......................................................................................... 193 2. EMPOWERING UNDERGRADUATE STUDENTS................................ 195

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2.1. The BA Transcultural Communication............................................. 196 2.2. Multicompetence-Based Approach.................................................... 199 3. TRANSLATION-ORIENTED LANGUAGE TEACHING....................... 201 3.1. Teaching Philosophy............................................................................ 202 3.2. Self-Regulation and Metacognition................................................... 204 3.3. A Multimodal Approach to TOLT..................................................... 206 3.3.1. From Listening to Writing: Text Analysis........................... 208 3.3.2. From Listening to Writing: Text Adaptation...................... 209 3.3.3. From Reading to Writing: Text Adaptation........................ 210 4. STUDENTS’ EFFORTS AND ACHIEVEMENTS..................................... 211 5. CONCLUSIONS............................................................................................. 214 BIBLIOGRAPHY.................................................................................................. 215 Chapter 8 Translators and Interpreters as Language Teachers. A Case Study Katerina Sinclair

1. INTRODUCTION.......................................................................................... 219 2. STUDY............................................................................................................. 221 2.1. Research Design................................................................................... 221 2.2. Using the Self-Assessment Tool: European Profiling Grid............. 224 3. TRANSLATORS AND INTERPRETERS AS LANGUAGE TEACHERS............................................................................................................. 227 3.1. Entering the Language Teaching Profession..................................... 227 3.2. Ready to Teach?.................................................................................... 228 3.2.1. Training and Qualifications.................................................. 229 3.2.2. Key Teaching Competences.................................................. 231 3.2.3. Enabling Competences.......................................................... 234 3.2.4. Translation Competences Particularly Used in Language Teaching................................................................................... 235 3.3. Translators’ and Interpreters’ Experience with Language Teaching. 236 4. SUMMARY...................................................................................................... 238 BIBLIOGRAPHY.................................................................................................. 238 Chapter 9 Translanguaging in an Integrated Plurilingual Approach to Language Learning: Focusing on Audiovisual Translation Maria González-Davies and Jaclyn Wilson

1. THE INTEGRATED PLURILINGUAL APPROACH TO LANGUAGE LEARNING .................................................................................................... 241

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2. TRANSLATION IN OTHER LEARNING CONTEXTS (TOLC) .......... 246 3. WHAT IS AVT? ............................................................................................. 251 3.1. AVT Modes.............................................................................................. 251 3.2. Advantages of AVT in Language Learning.......................................... 252 4. THE STUDY: AVT IN A HIGH COMPLEXITY SCHOOL..................... 253 4.1. Implementation.................................................................................... 254 5. AVT TASKS FOR LANGUAGE LEARNING............................................. 255 5.1. Didactic Sequence 1 – Plurilingual Vloggers................................... 256 5.2. Didactic Sequence 2 – Situated Comedies........................................ 258 6. CONCLUSIONS............................................................................................. 261 BIBLIOGRAPHY.................................................................................................. 262 Chapter 10 Transmedia discourses and approaches to language teaching: the case of The Handmaid’s Tale Núria Molines Galarza and Laura Mejías-Climent

1. INTRODUCTION.......................................................................................... 267 2. TRANSMEDIA AND PLURILINGUAL APPROACHES......................... 269 2.1. From Literary to Transmedia Approaches: Bringing Meaningful Interaction into the Classroom........................................................... 269 2.2. A Plurilingual Approach: Bringing the L1 into the Classroom...... 272 3. THE HANDMAID’S TALE IN THE ENGLISH CLASSROOM............... 275 4. DEVELOPMENT OF THE SESSIONS........................................................ 277 4.1. Session 1: a Dystopic Society.............................................................. 277 4.2. Halfway Session: the Translation of the Television Series............... 280 4.3. Session 2: The Handmaid’s Tale in its Literary and Sociocultural Context.................................................................................................. 280 5. FINAL REMARKS.......................................................................................... 282 BIBLIOGRAPHY.................................................................................................. 284 Chapter 11 Audiovisual Translation in the Basque-Spanish Translation Classroom Elizabete Manterola and Ana Tamayo

1. INTRODUCTION.......................................................................................... 287 2. TRANSLATION AND INTERPRETING FROM BASQUE INTO SPANISH................................................................................................................. 288 2.1. The Professional Market...................................................................... 289 2.2. The Audiovisual Market: Film Production in Basque and its Translation ............................................................................................ 292

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2.3. Training in Translation from Basque into Spanish.......................... 293 2.3.1. Translation Training from Basque into Spanish at the UPV / EHU............................................................................. 297 3. DIDACTIC PROPOSAL................................................................................ 301 3.1. Structure of the Teaching Unit .......................................................... 301 3.2. Competences and Learning Outcomes............................................. 304 3.3. Tasks and Assessment.......................................................................... 306 4. CONCLUSIONS............................................................................................. 306 BIBLIOGRAPHY.................................................................................................. 307 APPENDIX 1. Rubric 1 to grade AVT practices (sessions 6 and 7)............... 309 APPENDIX 2. Rubric 2 to grade the final report (after session 8)................. 311 Chapter 12 The Culturemes We Live and Communicate by Alenka Kocbek

1. INTRODUCTION.......................................................................................... 313 2. SPOKEN AND WRITTEN TEXTS AS CULTUREMES ......................... 316 2.1. The Verbal Dimension of Text-Culturemes: Text Macrostructure and Microstructure.............................................................................. 318 2.2. The Para-verbal Dimension of Text-Culturemes............................. 321 2.3. The Non-verbal Dimension of Text-Culturemes............................. 322 2.4. The Extra-verbal Dimension of Text-Culturemes............................ 325 2.5. The Cultureme Paradigm from the Perspective of FL Teachers..... 328 3. CONCLUSION............................................................................................... 329 BIBLIOGRAPHY.................................................................................................. 330 Chapter 13 Multilingualism and Multimodality in Communication with Refugees: Experiences of Local Service Providers and Language Teachers in European Countries Blanca Arias-Badia and María Jiménez-Andrés

1. INTRODUCTION: BACKGROUND AND RESEARCH QUESTIONS 333 2. THEORETICAL FRAMEWORK................................................................. 334 2.1. Linguistic Profiles of Refugees in Europe.......................................... 335 2.2. Teaching the Host Country Language(s) to Refugees..................... 336 2.3. The Role of Service Providers in Communication........................... 337 3. METHODOLOGY......................................................................................... 339 3.1. Classroom Observation....................................................................... 339 3.2. Interviews with LSPs............................................................................ 340

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3.3. Focus Group with Language Teachers............................................... 341 4. RESULTS AND DISCUSSION..................................................................... 342 4.1. Multilingualism.................................................................................... 343 4.1.1. Cultural Mediation and Liaison Interpreting..................... 344 4.1.2. Writing and Translation......................................................... 346 4.2. Multimodality....................................................................................... 347 4.2.1. Use of Static Images................................................................ 347 4.2.2. Use of Video Files................................................................... 353 4.2.3. Use of Audio Files in Instant Messaging Applications...... 354 4.2.4. Use of Written Texts for Typically Spoken Interaction...... 355 4.2.5. Use of gesture and movement............................................... 355 5. FINAL REMARKS.......................................................................................... 355 BIBLIOGRAPHY.................................................................................................. 357

ABOUT THIS BOOK

This book is structured in two parts. The first one, The PluriTAV experience, offers a complete account of the PluriTAV project.

PluriTAV (Audiovisual Translation as a Tool for the Development of the Multilingual Competence in the Classroom) was a three-year research project carried out between 2017 and 2019 by researchers at four universities (Universitat de València, Universitat Jaume I, University College London, and the University of Roehampton) and funded by the Spanish Ministerio de Ciencia e Innovación – Agencia Estatal de Investigación. The first part is comprised of five chapters written by members of the project. These individual chapters have been written to complement each other. Chapter 1, Language Acquisition in Multilingual Settings: Weighing the Role of Audiovisual Translation, by Frederic Chaume and Jorge DíazCintas, reviews the role of audiovisual translation and sets the groundwork for the following chapters within this first part of the book. Chapter 2, Developing Plurilingual Competence through the Use of Audiovisual Translation: an Overview of the PluriTAV Project, by Diana González Pastor, Alicia Ricart Vayá, and Gora Zaragoza Ninet, offers a complete panoramic description of the PluriTAV project, setting the background and paying attention to key aspects such as its goals and methodology, and other important elements. The third title (Chapter 3), PluriTAV Didactic Sequences: Concept, Design, and Implementation, by Beatriz Reverter Oliver, Beatriz Cerezo Merchán, and Inma Pedregosa explores the concept of didactic sequence and explains how it has been utilised in the project. Chapter 4 is devoted to the development of the different language tests used in the project to evaluate student performance. First, Ana MuñozMiquel and Betlem Soler Pardo contextualise the current situation regarding audiovisual translation in the field of language didactics.

Next, they offer a detailed description of the elaboration of language

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About this Book

tests as instruments to assess language communicative skills, paying particular attention to those linguistic tests developed within the PluriTAV project. Finally, in Chapter 5, Assessing Plurilingual Competence: the Challenge of Designing Suitable Tests and Rubrics, Anna Marzà, Gloria Torralba, and Rocío Baños describe the process and theoretical framework supporting the elaboration of the Test for the Assessment of Plurilingual and Pluricultural Competence and its rubric to assess the acquisition of plurilingual and pluricultural competence through the different didactic sequences generated by PluriTAV. The second part of the book, Selected Papers, gathers a selection of papers presented at the PluriTAV International Conference Multilingualism, Translation, and Language Teaching, held in Valencia in October 2019. This conference was conceived as a means to communicate the accomplishments of the PluriTAV project while providing an opportunity for international scholars to share their research experiences within the general topic of translation and language teaching in multilingual contexts. This part is composed of eight chapters. The first one (Chapter 6) is A Hundred and One Faces of Translation in the L2 Teaching Context by Antigoni Bazani.

She explores the role of L1 and translation in L2 teaching and takes a holistic approach to the issue. Next, in Empowering Students of ‘Transcultural Communication’. From Linguistic Knowledge to Multi-competence (Chapter 7), Eva Seidl focuses on language teaching for translation students, paying particular attention to a multicompetence-based approach to language teaching. The next chapter (Chapter 8), Translators and Interpreters as Language Teachers. A Case Study, by Katerina Sinclair, analyses the teaching skills of translators and interpreters, basing her discussion on a qualitative / quantitative study. Fourth (Chapter 9) is Translanguaging in an Integrated Plurilingual Approach to Language Learning Focusing on Audiovisual Translation, a chapter in which Maria GonzálezDavies and Jaclyn Wilson present the results of a piece of research – including the implementation of didactic sequences – through which they try to respond to the questions of 1) whether languages

About this Book

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can be learnt through languages, 2) the possible role of (audiovisual) translation in helping advance language learning, and 3) the ways to relate individual and team skills and strategies optimally. In Transmedia discourses and approaches to language teaching: the case of The Handmaid’s Tale (Chapter 10), Núria Molines Galarza and Laura Mejías-Climent share a teaching experience based on the popular novel and television series The Handmaid’s Tale in the English classroom, following a transmedia / plurilingual approach, in an attempt to integrate cross-curricular contents related to the literary and cinematographic arts. The aim is to contribute to the full development of different student competences beyond the linguistic ones. The next contribution (Chapter 11) is written by Elizabete Manterola and Ana Tamayo and is titled Audiovisual Translation in the Basque-Spanish Translation Classroom. They present a didactic proposal based on audiovisual translation which is aimed at developing skills related to the Basque-Spanish language combination. The multilingual film Handia is used to carry out different activities that intend to encourage students to reflect on the languages of fiction films produced in bilingual environments and offer them training in the translation practices used in different audiovisual translation modes. Assessment criteria are also provided.

The Culturemes We Live and Communicate by (Chapter 12), authored

by Alenka Kocbek, suggests applying the cultureme paradigm to language teaching, using it as a tool to address all aspects involved in communication, focusing on how cultural and communicative purposes condition language use. Finally, the last chapter (Chapter 13), Multilingualism and Multimodality in Communication with Refugees: Experiences of Local Service Providers and Language Teachers in European Countries, by Blanca Arias-Badia and María Jiménez-Andrés, includes the results of different research actions conducted within the framework of the Rebuild project. The main objective of the project is to foster communication with refugees in three European countries through ICT tools – focusing on the use of multilingual and multimodal strategies.

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About this Book

In both parts of the book, freedom has been given to every author to express their ideas using the terminology with which they feel most comfortable.

All in all, this book should be of interest to students, scholars, and professionals involved in the field of language teaching and acquisition but who seek to expand their viewpoints to accommodate new or recent approaches which involve the use of translation in multilingual settings.

I would like to express my deepest gratitude to all the researchers who have made the PluriTAV experience possible. Thanks are also due to all the selected authors for their valuable contributions.

Juan José Martínez Sierra Universitat de València

Part I

The PluriTAV Experience