ISSN: 1579-9794

Hikma 23 (Número especial I) (2024), 1 - 33

Training Translators for the Tourism Industry in the L2/LSP

Classroom through TV Series: Fostering Activities to

Develop ICC

La formación de traductores para la industria turística en el

aula de L2/LSP mediante series de televisión: el fomento

de actividades para desarrollar la CCI

RICHARD CLOUET

richard.clouet@ulpgc.es

Universidad de Las Palmas de Gran Canaria

Fecha de recepción: 16/02/2024

Fecha de aceptación: 08/10/2024

Abstract: This work is contextualised in the field of Translation and

Interpreting, more precisely in tourism translation, and falls within the area of

translator training. The study is part of a larger project on the adoption of

strategies for the acquisition of intercultural communicative competence (ICC)

by T&I students in second language (L2) classrooms. The article examines

how the use of TV series can be an effective method not only to improve

language competence, but also to enhance learners’ general knowledge of

the foreign culture(s); to develop their intercultural awareness, especially

through the use of subtitles (both same-language subtitles and translated

subtitles); and to improve their translation skills, in this case, in relation to

tourism translation. Thus, this paper argues that TV series help develop

trainee translators’ intercultural awareness, prepare them to be professional

intercultural mediators and they can be used as parallel texts for tourism

translation. The paper includes a sample of task-based activities that can

empower future translators in the tourism industry to overcome ambiguity and

misunderstandings, and to achieve a fruitful dialogue between people of

different cultures −a key aspect to be taken into account in the tourism

industry. The study finally concludes with an evaluation of these activities

supported by the results of a questionnaire administered to a group of

students who benefited from the learning experience. The findings confirm

their effectiveness in improving both translation and intercultural

communication skills.

Keywords: Tourism translation, TV series, Intercultural communicative

competence, Second language acquisition, Task-based activities

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Resumen: Este trabajo está contextualizado en el ámbito de la Traducción e

Interpretación, más precisamente en la traducción turística, y se enmarca en

el área de la formación de los traductores. El estudio forma parte de un

proyecto más amplio sobre la adopción de estrategias para la adquisición de

la competencia comunicativa intercultural (CCI) por parte del estudiantado de

TeI en las aulas de segundas lenguas (L2). El artículo examina cómo utilizar

las series de televisión como método eficaz no solo para mejorar la

competencia lingüística, sino también para potenciar el conocimiento general

de los estudiantes sobre la(s) cultura(s) extranjera(s); desarrollar su

conciencia intercultural, especialmente mediante el uso de subtítulos (tanto

subtítulos en la misma lengua como subtítulos traducidos); y mejorar sus

competencias traductológicas, en este caso, en relación con la traducción

turística. Así pues, este trabajo sostiene que las series de televisión ayudan

en el desarrollo de la conciencia intercultural de los traductores en formación,

los preparan para ser mediadores interculturales profesionales y que se

pueden usar como textos paralelos para la traducción turística. El trabajo

incluye una muestra de actividades basadas en tareas que pueden capacitar

a los futuros traductores de la industria turística para superar la ambigüedad

y los malentendidos, y para lograr un diálogo fructífero entre personas de

diferentes culturas, lo cual constituye un aspecto clave en la industria turística.

Finalmente, el estudio concluye con una evaluación de estas actividades,

apoyada en los resultados de un cuestionario entregado a un grupo de

estudiantes que se beneficiaron de la experiencia de aprendizaje. Los

hallazgos confirman su efectividad en la mejora tanto de las habilidades de

traducción como de comunicación intercultural.

Palabras clave: Traducción turística, Series de televisión, Competencia

comunicativa intercultural, Adquisición de segundas lenguas, Actividades

basadas en tareas

INTRODUCTION

Almost everyone enjoys watching films and TV series and talking about

them. From a motivational standpoint, audiovisual products are usually a

perfect choice for use in the foreign (FL) or second language (L2) classroom.

However, watching a film in class is not only an entertaining activity; we

assume that, depending on our teaching setting, both instruction and learning

take place. Indeed, it is the teacher’s role to find appropriate ways to make

such materials relevant from an educational point of view, the most common

approach in language education being to show students full-length films

occasionally to improve their listening skills. However, films and TV series do

not only provide rich aural and visual output. As communicative tools and

authentic resources, they are cultural products that may not only enhance

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language learning but also expose learners to written messages through

subtitles, as well as to real-life situations through the cultural, historical and

geographical background they feature, thus developing critical thinking and

intercultural awareness.

Our aim in this article is to demonstrate and illustrate the effectiveness

of using TV series as tools for language and translation learning in translator

training programmes. The activities described in section 4, conducted within

the Translation and Interpreting Degree Programme at the University of Las

Palmas de Gran Canaria (ULPGC), Spain, aim to inform future teaching and

training proposals. These proposals can benefit from the conclusions drawn

in the first two sections, which discuss the importance of intercultural

communication in the translation industry and the relevance of using

audiovisual materials to prepare trainee translators for the tourism industry.

More precisely, audiovisual materials are used to help students identify

cultural references and develop their intercultural communicative competence

(ICC) with a view to preparing them for the translation of a marketing video

that promotes tourism in France. It is argued that such materials may provide

trainee translators with a wide array of pedagogical options that can help them

better understand the foreign language, increase their awareness of the

foreign culture, while preparing them to become professional intercultural

mediators and particularly specialised translators in the field of tourism.

To demonstrate this, the activities presented in this article were

accompanied by action research aimed at evaluating the effectiveness of

using audiovisual materials −specifically TV series− as tools for language

learning and translation training in the context of ULPGC. Through a

questionnaire administered to a group of students, the study investigates how

audiovisual products can enhance students’ ICC, improve their foreign

language skills, prepare them for real-world professional challenges,

particularly in the field of tourism translation, and eventually increase overall

satisfaction with the learning activities.

1. INTERCULTURAL COMMUNICATIVE COMPETENCE AND THE TOURISM

TRANSLATION INDUSTRY

The integration of ICC in educational curricula −from schools to

universities and professional training programmes− has long been recognised

as being essential for “an open and respectful exchange of views between

individuals, groups with different ethnic, cultural, religious and linguistic

backgrounds and heritage on the basis of mutual understanding and respect”

(Council of Europe, 2008, p. 11). However, all too often the professionals who

employ graduate students indicate a lack of preparation to decode other

cultures in real-life situations. This is particularly true in the two fields that are

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at the core of this research paper −tourism and translation− and generally a

significant issue for tertiary education institutions, most of which are making

considerable investment and effort to add an international dimension to their

teaching and thus ensure the acquisition of rich international and intercultural

competences that will help students gain confidence in their own cultural

identity, acquire a set of skills to communicate and lead in a global world, and

thereby become interculturally competent professionals in the job market

(Clouet, 2022).

When defining intercultural communication in the tourism industry,

specialists refer to “the interaction between tourists of different nationalities or

from different cultures which operates in different units of tourist

accommodation: hotels, restaurants, leisure centres, travel agencies etc.”

(Rembach, 2021, p. 51) Furthermore, participants in tourist communication

are typically categorised into three groups (Albu, 2015): institutional actors

(government entities involved in the tourism industry), associative actors

(agents connecting tourism associations and public authorities), and individual

actors (companies and individuals). As can be observed, translators are the

big absentees from this classification.

ICC is a critical skill for all individuals working in the tourism industry,

including translators. Tourism professionals need to be sensitive to the cultural

norms, values, and practices of holidaymakers, and thus adapt their

communication style, behaviours, and services to meet the cultural

expectations and needs of diverse visitors. They must ensure that information

is conveyed accurately and comprehensively, improving the quality of

interactions and helping in creating a welcoming and inclusive environment

for tourists. Therefore, ICC is particularly valuable in marketing and promoting

tourist destinations. Well-prepared professionals can create culturally

sensitive marketing campaigns that resonate with target audiences from

different cultural backgrounds. They can accurately represent and

successfully communicate about the cultural diversity and uniqueness of a

destination, appealing to a wider range of potential tourists and avoiding

misunderstandings.

However, successful communication involves more than the

straightforward exchange of information; it requires a shared understanding of

each other’s desires and needs. Therefore, it is the duty and responsibility of

specialised professionals in the tourist sector to ensure that information in

brochures, leaflets, or webpages, for instance, is accurate and will be

appropriately received and interpreted by potential holidaymakers. As a

specialised professional working for the tourism industry, the translator must

likewise understand that communication transcends mere human interaction

though language; it is deeply motivated by culture, and it is the consequence

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of intricate interplay between context, knowledge, emotions, and cultural

influences.

Indeed, the core ideas of intercultural exchange are at the centre of

tourism, which both expresses and engages with culture, and therefore of

translation. Tourism and intercultural communication are intrinsically related.

Due to disparities in conduct and perception, there may be communication

gaps and misunderstandings in intercultural communication issues within the

tourism industry. This issue is not limited to the communication barriers that

may exist between tourists and employees of a hotel, restaurant, travel

agency, etc., but also includes the misunderstandings and incorrect

interpretations that may result from the reading of inappropriately translated

tourist brochures or leaflets, or the inadequate subtitles used in tourism

advertisements or promotional videos. Intercultural communication is

inherently characterised by misunderstandings, incorrect interpretations, and

communication barriers, which is particularly why translators working for the

tourism industry, as professionals of intercultural mediation, must be trained

to acquire intercultural communication skills that are crucial for effective

intercultural dialogue. These skills will help improve the quality of their

translations, enhance customer satisfaction, support destination

competitiveness, and positively impact the industry economically.

Consequently, translators for the tourism industry will benefit from

intercultural communication training by learning about and appreciating other

cultures as well as their own (Albu, 2015). Trainee translators must be guided

to gradually understand the complex relationship between communication and

culture, recognising that one cannot be explained and understood without the

other. They need to comprehend that culture is defined in terms of

communication, and communication is defined in terms of culture. When

dealing with texts about tourism, they must be conscious that culture gives

tourists the chance to connect with the histories, traditions, and practices of

different countries, and interacting with new cultures fosters the development

of self-awareness, openness and transformation. This understanding is

central to a successful translation process, where translators help the

recipients of their translations to “negotiate their cultural identities, rules of

meaning, perception, effects which may occur in the interaction process”

(Albu, 2015, p. 7).

This has led Agorni (2019) to call for new methodologies in the training

of future translators. Trainees must be prepared to face the challenges of

cross-cultural mediation practice, bearing in mind that future professionals

must be made aware that tourism translation sits at the nexus of several

academic fields, including history, the arts, sociology, and economics, as well

as a variety of semiotic resources, including speech, writing, sounds, and

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images. Therefore, such training cannot be confined to the translation

classroom alone. The language for specific purposes (LSP) classroom –what

Cerezo Herrero et al. (2021) call Translation- and Interpreting-oriented

Language Learning and Teaching (TILLT)– may be seen as an appropriate

place to develop ICC skills, such as flexibility, curiosity, openness and

awareness, along with linguistic and cultural competences essential for

handling tourism-related texts.

LSP will be referred to in the present work, as FL/L2 language

education in translator training programmes must move away from general

language teaching and respond to trainee translators’ specific needs

(Berenguer, 1997; Carrasco Flores, 2019; Cerezo Herrero et al., 2021; Clouet,

2021). Language teachers should recognise these needs and tailor their

efforts to meet the specific requirements of the translation profession (Cerezo

Herrero et al., 2021, p. 143), while still incorporating traditional skills from the

communicative language classroom. Moreover, as L2 aims at the efficient

performance of future specialists in their professional contexts as

translators/mediators, language teaching must consider the dimensions of

ICC, as discussed in the following section.

2. INTERCULTURAL COMMUNICATIVE COMPETENCE IN LSP

Puren (2008; 2014) associates the notion of intercultural competence

with the ability to master cross-cultural representations in interaction with

others. This intercultural competence is at the heart of the communicative

approach and directly serves its action-oriented objective of communication:

to equip learners with cultural competence that will enable them to talk about

their culture, open up to other cultures, respect differences, and look for

convergences, with the ultimate aim of communicating effectively.

For language teaching, it is clearly this intercultural competence

(understood as the aim of all communication) that is being targeted. As such,

John Corbett (2003, p. 2) combines the communicative competence with the

intercultural competence to the point of referring to ICC as the ability to

understand not only the language, but also the habits and behaviour of a

community or an individual and to explain it to others. The ultimate goal of the

intercultural approach is to train students, as Corbett puts it, to become

“diplomats” capable of decoding and understanding the habits and values of

others, considering the notion of native speaker-based communicative

competence to be idealistic and unrealistic (Corbett, 2003, p. 4; Byram, 1997,

p. 11). This recognition that language learners cannot speak in the same way

as native speakers, due to their different cultural backgrounds (Byram, 1997,

2021; Kramsch, 1995, 2003), and that language is more than a mere transfer

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of information has led to the development of the intercultural approach in

language teaching.

Byram (2004) describes intercultural communication as face-to-face

communication between two or more people whose cultural backgrounds,

languages and discourse strategies may hinder successful communication.

There might be different communication situations between two individuals, A

and B: the language used might be A’s mother tongue and B’s FL/L2, or both

A’s and B’s FL/L2. This language may be English as a lingua franca for

transcultural communication (Baker, 2020), but also any other language an

individual may have to resort to in order to establish successful and

meaningful communication.

Byram’s ICC model includes four sub-competencies (Byram, 1997,

p. 48): linguistic competence, sociolinguistic competence, discourse

competence, and intercultural competence. He also adds four sub-

components of intercultural competence, namely: knowledge, attitudes, skills,

and critical cultural awareness (Byram, 2009, p. 323), in other words, using

the French terms, savoir comprendre, savoir-être, savoir apprendre/faire, and

savoir s’engager. The main purpose of this model is for it to be used by

language teachers, providing them with a series of competencies for teaching

and learning, and to encourage them to adapt it to their educational context

(Byram, 2009, pp. 324 and 325).

The development of a critical understanding of education and

intercultural communication in our 21st century context of globalisation and

international education is central to the acquisition of ICC. However, although

Byram puts the focus on face-to-face interaction, the four sub-competencies

he presents can also be acquired through observation, not only of target

culture(s), but also of interaction situations between cultures, with the aim of

developing linguistic, cultural, and intercultural awareness. Indeed, tasks

oriented at interpreting cultural products (i.e. films or TV series) from different

countries may turn into “valuable exercises in interpreting cultural features and

developing intercultural awareness” (Chao, 2013, p. 250) and help students

acquire critical reflection on similarities and differences between cultures. In

other words, the cultural exposition through films or TV series accompanied

by teacher-led critical analysis of intercultural interactions can help learners to

savoir comprendre, savoir-être, savoir apprendre/faire, and savoir s’engager,

and thus operate comfortably in third spaces.

In the context of Translation and Interpreting Studies in Spain,

languages (including the mother language and LSP) are considered basic and

compulsory subjects within the curriculum, and students cannot be trained

without taking into account the necessary link between the two major fields:

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languages and translation. Consequently, materials and content should be

employed in order to reinforce that link and make learners aware of the cultural

content of language learning, encouraging them to compare and contrast the

foreign culture with their own (Clouet, 2021).

As such, language teaching/learning in Translation and Interpreting

Studies should be based on tasks through which LSP learners might develop

their intercultural communicative proficiency. These tasks should be

linguistically, culturally and interculturally reflective and enable students to

engage in effective intercultural communication, thus activating Byram’s four

sub-components (2021): knowledge (of a culture and cultural practices),

attitudes (curiosity and openness to other cultures), skills (discovering,

interpreting and relating), and critical cultural awareness (critical evaluation).

The objective is to gradually train future professionals to master linguistic,

sociolinguistic, discourse and intercultural competences, and interpret cultural

products from different countries.

Among those products, the present study argues that properly chosen

TV series may enhance students’ ability to not only understand their

interlocutors’ strategies of interaction and contrast them with their own

according to their own cultural conventions, but also to discover new

strategies geared at successful communication in an intercultural context

(Rodríguez-Arancón, 2023).

The intercultural context this work is related to is that of tourism, with

the tourism industry being the driving force of the Canary Islands’ economy

and the sector that provides the most important professional opportunities for

students of translation. The Canary Islands are the second region of Spain

with the highest number of foreign tourists, with 13.1 million international

tourists from diverse cultural contexts in 2019. Tourism is a major contributor

to the local economy; therefore, it is everyone’s responsibility to manage it

properly, not only in terms of creating infrastructures, reserving natural spaces

and promoting cultural experiences, but also in terms of creating promotional

material and translating it adequately into the different languages used by the

tourists (Déniz Suárez, 2015, p. 16).

Training must provide students with the knowledge and key skills

needed to be able to produce target texts (TM) of a tourist nature which

achieve their communicative purpose. This training should focus, on the one

hand, on knowledge of the source and target cultures, their customs, heritage,

art, geographical features, history, gastronomy, and festivals (Cerdá

Redondo, 2000); and, on the other, on mediation between languages and

cultures, with particular emphasis on the development of ICC. The use of

audiovisual documents, as explained hereafter, is one of the resources that

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can help improve ICC while teaching translation competences that can be key

for the future professional translator working in the field of tourism (Rodríguez-

Arancón, 2023).

3. ADVANTAGES OF USING TV SERIES IN LSP TO PREPARE TRAINEE TRANSLATORS

FOR THE TOURISM INDUSTRY

The use of television broadcasts, series and films for pedagogical

purposes has been commonplace since the early 1960s and has often been

supposed to communicate meaning better than any other media (Tomalin and

Stempleski, 1993). As early as 1961, Lottmann described the advantages of

using filmstrips in the FL/L2 classroom and provided teachers with

suggestions on pedagogical techniques. Canning-Wilson (2001) also

discussed the practical implications of using videos in the classroom.

In the Spanish context, the TRADILEX Project (2020-2023), also known

as “Traducción e Interpretación en el Proceso de Enseñanza-Aprendizaje de

Lenguas Extranjeras” (Translation and Interpretation in the Teaching-

Learning Process of Foreign Languages), is an educational initiative that

explores the use of Audiovisual Translation (AVT) as a pedagogical tool to

enhance the learning of a second language (L2). The project investigates how

active engagement with AVT practices −such as subtitling, dubbing, and audio

description− can improve communicative competencies in language learners.

It focuses on integrating these AVT activities into language learning curricula,

providing students with practical and creative ways to engage with the target

language (Fernández Costales et al., 2023; Plaza-Lara and Bobadilla-Pérez,

2024).

Generally speaking, “there is substantial research on the use of TV

shows and sitcoms in English language teaching, although most studies are

concerned mainly with the improvement of English proficiency” (Larrea Espina

and Raigón Rodríguez, 2019, p. 37). It is widely recognised that audiovisual

materials can be used as context for language use and as windows for cultural

information. They are, indeed, “a potentially rich resource of cultural

information, language practice and intercultural learning for foreign language

learners” (Chao, 2013, pp. 249 and 250) that “can be an effective platform for

the language learners to be immersed in the culture or way of life of the target

community” (Chang, 2015, p. 26). With the teacher’s appropriate guidance,

they can give rise to “valuable exercises in interpreting cultural features and

developing intercultural awareness” (Chao, 2013, p. 250), addressing key

features such as attitude, motivation, knowledge, awareness, and strategies.

The use of TV series is all the more interesting for trainee translators

as it highlights the intrinsic link between language and culture, following “the

traditional meaning of translation, where a text in one language is translated

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into the vocabulary of another language while doing justice to both the source

and the target cultures” (Kramsch and Zhu, 2020, p. 5). As linguist and

translation studies scholar Juliane House (2009) puts it, “intercultural transfer

is explicitly present and so likely to be perceived by recipients. They are

presented with aspects of the foreign culture dressed in their own language

and are thus invited to enter into an intercultural dialogue” (pp. 71 and 72). In

a more recent article, House (2020) specifies that:

Individual members of any culture are continuously influenced by

their society’s public and cultural representations (with regard to

values, norms, traditions) through the medium of language.

Language is therefore the most important part of culture. But

language is also an instrument used by its speakers to categorize

their cultural experience, thinking, and behaviour. Language and

culture are therefore closely connected on the levels of semantics.

(p. 12)

In line with House and Kramsh, Joseph Shaules (2019) explicitly

stresses the importance of preparing learners for intercultural encounters

when exploring the relationship between language, culture, and cognition.

This is even more crucial when teaching and training students to be future

professionals in the fields of translation and interpreting. In that sense, the use

of audiovisual cultural products in the LSP classroom entirely supports the

view that language use is linked to culture.

For trainee translators, the two most important benefits of such cultural

products are that they promote cross-cultural awareness and, through the use

of subtitles (both same-language subtitles and translated subtitles), help them

establish the auditory, visual and mental links they need as future translators

or interpreters. In other words, such documents expose students to authentic

materials and to voices, dialects, and registers other than the teacher’s,

providing cultural contexts that may train them to become interculturally

accomplished professionals who are “competent at interpreting foreign

cultural products […] taking into account their cultural context” (Yang and

Fleming, 2013, p. 297).

To show the intimate connection between language and culture and

teach students that language is, above all, a socio-cultural phenomenon, we

suggest that the analysis of TV series focuses on the target culture(s) and

their practices, which include languages, discourse strategies, ways of

behaving, attitudes and dispositions towards people, cultural artefacts, and

institutions (Borghetti, 2011; Borghetti and Lertola, 2014).

In that sense, one way of helping learners of foreign languages to

comprehend such authentic documents while maintaining a target language

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learning environment is by adding same-language text subtitles to videos

(Vanderplank, 1988, 2010, 2016). Same-language subtitles, also known as

captions, are identical in format to standard translation subtitles found in

foreign audiovisual documents and may provide easier access to the target

language, contributing to greater comprehension and learning (Talaván

Zanón, 2006, 2011, 2012, 2013).

A number of studies have looked into the importance of subtitles when

using these cultural products as pedagogical tools, mainly highlighting their

contribution to the improvement of linguistic competences, including

comprehension of the plot, retention of phrasing and vocabulary, and listening

comprehension (Chiu et al., 2012; Kuppens, 2010; Ghia, 2012; Talaván

Zanón, 2020; Vanderplank, 2010). Great advantage of subtitles can be taken

to teach LSP, not only on the receptive level, but also at the production level,

using techniques that will encourage students to use learning strategies

appropriate to their learning styles.

In Translation and Interpreting Studies, various combinations of same-

language and translated subtitles and dialogue can be used in the language

classroom. For instance, learners listening to the dialogue in their native

language and reading the foreign language in subtitles may acquire new

language, since they are able to grasp the overall message in their mother

tongue with little effort. They can then see in the subtitles how to formulate the

same expressions in the foreign language. Also, conversely, students can use

subtitles in their mother language as a means to confirm comprehension of

the target language (Lambert et al., 1981). In both cases, the use of subtitles

simultaneously improves the students’ listening and reading comprehension

and contributes to language input (Fernández Costales et al., 2023; Sokoli,

2018; Talaván Zanón and Lertola, 2024). Moreover, trainee translators can

resort to them as parallel texts for their translation purposes.

Furthermore, subtitling is not only useful for FL learners from a strictly

linguistic perspective. Subtitles, especially translated subtitles, directly

manifest cultural differences and how cultures and languages constantly

interact (Talaván Zanón and Tinedo Rodríguez, 2023). Making the right use

of them when watching audiovisual material in class may contribute to long-

term language development and intercultural awareness. This transmission of

cultural contrasts and differences is probably the most fundamental channel

that will facilitate students’ acquisition of awareness of other cultures. Indeed,

apart from being interesting for the rich and varied use that can be made of

both same-language and translated subtitles, TV series are also a good way

of introducing comparative culture into the classroom. They convey the notion

that language and culture do not evolve along separate paths but are

entwined, each partly shaping the other. Likewise, they provide trainee

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translators with illustrations that show the relationships between the source

culture and the target culture. In doing so, students are sensitised to the

cultural implications of both the mother tongue and foreign language and

motivated as the work carried out with TV series responds to their specific

needs as future professional translators.

As such, TV series can be included in the list of authentic material that

provide authentic language and cultural input, available to the LSP teacher in

Translation and Interpreting Studies to help students to discuss the unique

relationship of the language to the society studied. From the point of view of

translation, bringing such native materials into the classroom may enhance

the students’ skills for analysing and comparing key cultural elements in both

their mother language and foreign language cultures, and consequently use

these skills for translation purposes. It is the educators’ responsibility to

provide trainee translators with enough support to acquire an understanding

of culture as an aid to language learning and to promote the development of

their ICC while engaging in the translation process.

4. EXAMPLES OF ACTIVITIES

The implementation of the activities presented below took place within

the framework of the course Lengua B IV Inglés Aplicada a la Traducción y la

Interpretación (Language B IV English Applied to translation and Interpreting),

during the second semester of the second year of the Bachelor’s Degree in

Translation and Interpreting English-French and the Bachelor’s Degree in

Translation and Interpreting English-German at the University of Las Palmas

de Gran Canaria, Spain, during the 2022-2023 academic year. This is a 12-

ECTS mandatory course (eight hours of classes per week over fifteen weeks)

common to all students of both degrees, with a total of 120 students split in

four groups of 30. Lengua B refers to the first foreign language used by

translators and interpreters (L2), in this case, English. The teaching/learning

programme for this subject progresses from Level B2+ of the Common

European Framework of Reference (CEFR) towards Level C1, with the aim of

ensuring the acquisition of a proficient, specialised level of spoken and written

skills in English on completion of the four language subjects offered in the

degree programmes, enabling students to work successfully in the field of

Translation and Interpreting.

To create a balanced and efficient lesson plan that keeps students

engaged and ensures that learning objectives are met effectively, the activities

were timed as follows:

- Pre-viewing preparation: one hour

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- Preparation for My Family and viewing of “Parisian Beauty”: two

hours

- Activities while viewing the first episode of Emily in Paris: two

hours

- Discussion on representations and stereotypes: one hour

- Translation of “Lo que realmente importa”: four hours

The sections above have evidenced how audiovisual materials are

widely recognised as a valuable resource for LSP teaching for several

reasons: 1) they provide language input, cultural input, entertainment and

motivation; 2) they contribute to the development of learners’ linguistic and

intercultural competence through reflection on similarities and differences

between cultures; 3) subtitles, as the direct manifestation of cultural difference

and of how cultures and languages constantly interact, help learners develop

their savoir-comprendre of both linguistic and cultural elements; 4) the

combination of subtitle analysis and appraisal of cultural similarities and

differences through soundtracks, sound and pictures will foster and increase

their savoir-être, savoir apprendre/faire, and savoir s’engager, contributing to

improve their comfort in third spaces; and 5) they can be used as parallel text

for translation purposes.

With this in mind, we wish to next describe a strategy for using subtitles

and cultural comparison in the LSP classroom, taking as examples two

audiovisual documents: the British sitcom My Family (2000-2011), one of the

most-watched sitcoms in the United Kingdom during the first decade of the

century; and the first episode of the American series Emily in Paris (2020-

2022). The objective of working with both series is to acquire sufficient

linguistic, cultural and intercultural knowledge to undertake the translation into

English of the official video issued by Hosteltur in 2021 as part of a marketing

campaign to attract tourists and businesses to France: “Lo que realmente

importa”.

My Family (Humphreys, 2001) is based around the life of a middle-class

family, the Harpers, who live in Chiswick, London. The family is headed by

grumpy dentist Ben Harper and his wife Susan, a tour guide and later artist-

gallery worker. The episodes mainly focus on the couple and their three

children: apathetic Nick, rebellious Janey and clever Michael. For the purpose

of this study, the third episode of the second series entitled “Parisian Beauty”

is of particular interest to show how a sample of task-based activities can be

instrumental in increasing trainee translators’ awareness of intercultural

communication and of the need to overcome ambiguity and

misunderstandings to reach successful dialogue between people from

different cultures. In this episode, Janey, the Harpers’ daughter, has a French

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exchange student coming to stay. When Sylvie arrives, she is a big hit,

especially with Michael and Nick, but Janey thinks Sylvie is a creep and

expresses her displeasure. Nick dresses up as a “typical Englishman” (with

pipe and smoking jacket) to impress Sylvie, but Sylvie is far from being

interested in him.

Netflix’s Emily in Paris, developed by the American producer Darren

Star (2020), stars Lily Collins as Emily, “a young American woman […] hired

by a marketing firm in Paris to provide them with an American perspective on

things” (IMDb, n.d.). Although it might not be an accurate picture of life in Paris

and relies on clichés and stereotypes about the capital city and its inhabitants,

“it does appeal to Americans’ dreams of what Paris may be like” (Ingalls,

2020). The series is about the difficult adaptation of a young American woman

to her new job as a junior marketing executive in Paris. Emily does not only

struggle with the language, but also with the new work culture and the

relationships she establishes with both colleagues and neighbours.

Both series are a rich source of material for use in the FL classroom.

They contain everything from low-brow slapstick humour to intellectual social

satire, and include references to major literary works, pop songs, and

numerous other cultural markers. As such, they can be adopted in a number

of ways to focus on specific targeted language or specific topics. And last but

not least, the exchange student’s arrival in London and the young executive’s

settling in Paris give rise to a variety of misunderstandings, comprising

situations of embarrassment and uncertainties, that can lead to discussion

with and among students to better understand issues related to intercultural

communication, including verbal and non-verbal aspects.

In the following approach to presenting cultural input and dialogue

between cultures through the viewing of specific content and the use of

subtitles, we have decided to focus on the representation of stereotypes in

both sitcoms. It should be pointed out that stereotypes are aspects of utmost

importance that should be tackled in the training of everyone who wishes to

work in the tourism industry. My Family uses stereotypes for each of its major

characters as well as those of the particular cultures that appear along the

twenty-eight minutes (British, French, and German). It presents a large

selection, and sometimes extreme cases of stereotypes, generalisations, and

major icons from each culture, although the choice of elements that are shown

is often more telling about the culture that created it than of the culture being

observed. This can provide an interesting topic of fruitful debate or discussion

among students. Emily in Paris, on the other hand, highlights issues of

intercultural communication related to elements such as minimal language

understanding, clothing, work culture, and work perspectives. Moreover, both

series show clear examples of culture shock.

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The activities suggested below relate to the comic elements of both

series based on a succession of humorous anecdotes owing to the differences

and misunderstandings between the French and British cultures, and the

French and American cultures. The tasks highlight the fact that the translated

dialogues would be a particularly demanding task, not only in light of linguistic

issues, but also because of cultural aspects conveyed both verbally and non-

verbally. Indeed, verbal messages are always accompanied by kinesic,

proxemic and paralinguistic elements that are essential to convey meaning.

Such non-verbal elements are culture-specific and represent a challenge

when it comes to interpreting them.

In the case of “Parisian Beauty”, for example, when meeting and

interacting with the Harpers, French exchange student Sylvie faces up with a

number of linguistic problems that hinder her correct comprehension of the

situation. The same obviously occurs with the Harpers, who tend to

misinterpret Sylvie’s intentions. The most obvious examples in the exercises

below include the confusion between the adjectives “airy” (meaning ‘breezy’)

and “hairy” (‘covered with hair’), or “mignon” (meaning ‘cute in French’) and

“filet mignon” (‘a tender cut of beef’).

In the case of episode 1 of Emily in Paris, Emily struggles with greeting

manners and her lack of ability in French is also used by her co-workers to

make fun of her. Some errors of intonation also result in misinterpretations

when Emily, for instance, conveys her ideas with a slightly loud intonation to

express her enthusiasm and is cut short by one of her colleagues who asks

her: “Why are you talking so loudly?”. The most striking example of

intercultural misunderstanding, though, probably has to do with work culture

and work −including romantic− relationships. Emily’s colleague Luc’s

statement is a clear illustration of this: “I think Americans have the wrong

balance, you guys live to work, we work to live.”

It is also to be noted that in both series most of the problems arising

between the two cultures are related to non-verbal cues that create confusion,

intercultural friction and misunderstandings. Being so culture-specific, they

reflect the importance of cultural norms in communication and encompass

aspects related to physical appearance (hair and skin colour, clothing, etc.),

paralanguage (vocal cues, accent, etc.), facial expressions (expressions of

sadness, surprise, interest, etc.), kinesics (body movements, gestures,

smiles, winks, etc.), haptics (touch, kisses, hugs, etc.), eye contact (sign of

attraction, attention, etc.), and proxemics (physical space and privacy, respect

of intimacy, etc.). Many of the situations presented in the episodes illustrate

the paramount role that non-verbal signs can play in conveying multicultural

and multilingual complexities.

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Below are some examples of activities to build ICC in the LSP

classroom for trainee translators in Spain. They are geared to developing the

satisfactory intercultural communication competence to undertake the

translation into English of the subtitles of the 2:28-minute marketing video “Lo

que realmente importa” issued by Hosteltur in 2021 to promote tourism in

France, as will be explained in section 4.4.

4.1 Before watching the episodes

Before watching the episode, students are given a warm-up activity to

discuss the advantages and disadvantages of travelling or living abroad. They

are required to answer the following questions in groups of four:

- Would you like to go abroad on an exchange programme?

What kind of exchange?

- Would you like to host a young foreigner at home?

- Would you like to experience being an au-pair in a foreign

country? Why? Why not?

- Would you consider working abroad? Where? Why? Why not?

Students will then be handed out the following worksheet and asked to

brainstorm reasons why people from other countries, and particularly students

and young professionals, would like to visit Spain, France and the United

Kingdom. From this, the students will then come up with a list of things to do

abroad, which will complement the answers given in the warmer activity

presented in Table 1:

WORKSHEET - Going Places: Spain, the United Kingdom and France

Part 1: Travel to Spain

Why do you think people want to come to Spain? Think of three different reasons.

Part 2: Being a student in Spain

1. What places do students like yourselves generally want to go to?

2. Why would they rather choose these places?

3. Why do they usually want to go to Spain?

Part 3: Travel to the UK

Why do you think people want to come to the UK? Think of three different reasons.

Part 4: Being a student in the UK

1. What places do you students generally want to go to?

2. Why would they rather choose these places?

3. Why do they usually want to go to the UK?

Part 5: Work in France

Why do you think people want to live and work in France? Think of three different

reasons.

Table 1. Worksheet 1

Source. Elaborated by the author

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Then, to raise their motivation and curiosity, and prepare them for the

target language and content of each scene of the episode, students are

expected to make guesses about the relationships between the different

characters (Table 2). Vocabulary building exercises are also distributed before

watching the episode to make them aware of the intrinsic link between

language and culture. These are subsequently discussed and checked as a

whole-class activity.

WORKSHEET – Before you watch “Parisian Beauty”

Part 1: Guess before you watch

The Harpers have Janey’s French exchange student coming to stay. Guess the

reactions of all the family members.

1. Why is Michael, the youngest son, distressed to find out that Sylvie is

coming to stay?

2. Why is Sylvie a big hit with Michael and Nick, the eldest son, when she

arrives?

3. Why does Nick dress as a French Existentialist? What is Sylvie’s reaction?

4. Ben laughs a lot with Sylvie. Why?

5. Janey thinks Sylvie is a creep? Why?

6. Ben is getting more and more paranoid about Sylvie. Why?

7. Sylvie’s pronunciation of “hair” and “hairy” is inappropriate and leads to

misunderstanding. Why? What could have happened?

8. Nick's room seems to be having strange effects on Michael. Can you

imagine the room?

9. Sylvie rings Paris and is overheard saying that someone is “mignon” (nice).

Who could that be?

Part 2: Vocabulary

1. Write the correct word in each space

Lecher lass cove chum crawler

a) a close and intimate friend.

b) someone who is promiscuous.

c) a person who tries hard to please someone in order to gain advantage.

d) a slang word for fellow or chap.

e) a young woman or girl.

2. Explain the following colloquial words or expressions:

a) A crappy day

b) I don't want to watch this drivel

c) Our whole marriage has been a sham

d) To have a fling with someone

e) She’s sucking up to all of my family

f) To take a pew

g) To have a crush on someone

h) To have a sultry look

i) To shirk one’s duties

Table 2. Worksheet 2

Source. Elaborated by the author

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These exercises are aimed at explaining vocabulary, and particularly

difficult colloquial expressions, before watching the episodes and will hopefully

help students to better understand the humour. Indeed, any previewing activity

should be associated with developing learners’ comprehension strategies and

preparing students for what they are going to see.

4.2 While watching the episode

The above activities were aimed at anticipating the pertinent linguistic

elements, especially vocabulary and colloquial expressions, and help

students appraise the situations of misunderstanding as well as the humour

they create. Their objective was to improve the level of language proficiency

they need to avoid misreading cultural clues and understand cultural

references and interactions, and thus to prepare them for the translation of the

marketing video.

Despite this previous work to make sure that students’ command of

linguistic skills is sufficient to understand cues, cultural allusions, and

underlying cultural values, the episodes will first be shown in their entirety with

the subtitles in English. These will help all students be on an equal footing as

far as language comprehension is concerned.

For instance, while watching the first episode of Emily in Paris, students

are required to answer the following questions (Table 3). The terminology

related to non-verbal aspects will have been studied in previous classes.

WORKSHEET – While watching episode 1 (season 1) of Emily in Paris

1. List the cultural references related to the United States and those related

to France.

2. What knowledge of traditions, beliefs, history, or national issues can help

you understand some of the cultural allusions?

3. Language, humour and culture are closely interrelated. Try to notice funny

situations created by linguistic and cultural misunderstanding.

4. Many of the situations of misunderstanding show the important role that

non-verbal signs can play in order to convey multicultural and multilingual

complexities. Organise these non-verbal cues according to the following

categories:

• aspects related to physical appearance

• kinesics (body movements, gestures, smiles, winks, etc.)

• haptics (touch, kisses, hugs, etc.)

• eye contact (sign of attraction, attention, etc.)

• proxemics (physical space and privacy, respect of intimacy, etc.)

Table 3. Worksheet 3

Source. Elaborated by the author

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After watching the episodes, students will work in groups and compare

their answers. A class discussion will then ensue to correctly analyse and

interpret the aspects of culture presented in the episodes and their

underpinnings. Such discussion is designed to address specific cultural

objectives to increase awareness and knowledge of source and target

cultures, especially as far as representations and stereotypes are concerned.

The following activities can help introduce this discussion.

4.3 Representations and stereotypes

It is explained to students that the media tend to reproduce stereotypes

with sometimes harmful effects, particularly in the tourism industry in which

the inappropriate shaping of collective identities can have a negative impact

on marketing strategies. The following activity (Table 4) aims to discuss and

combat stereotypes while promoting more positive representations.

WORKSHEET – Stereotypes: Other people

Stereotypes are impressions or generalisations that people have about different

cultures or groups. There are usually good and bad stereotypes in any culture.

Although they may be based in truth, they generally don't reflect the reality of a

diverse group of people.

Part 1 Stereotypes: Nationalities

Below is a list of nationalities. Write down any impressions or stereotypes you have

of the country or its people.

a. USA/Americans

b. UK/British

c. Germany/Germans

d. France/French

e. China/Chinese

Where do you get these impressions from? TV? Movies? Books? Have you ever

travelled to these countries?

Part 2 Stereotypes: About Spain

People also have stereotypical views of Spain. How do you think non-Spanish

people see Spain? Fill in the blanks in the list below with at least one example for

each category (ex. Food: Spanish people eat paella every day).

• Culture/Customs:

• Sport:

• Technology:

• Food:

• Character/Personality:

• Homes:

• Cities/Countryside:

• Education/School:

• Work:

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Part 3 - Think about it!

a. In My Family, Susan has rented the film Gigi as a little French

entertainment. Why do you think she has done this?

b. Sylvie buys Susan a beautiful present from Harrods. Why do you think

she does this?

c. Nick dresses up as a “typical Englishman”. What do you think the “typical

Englishman” is like?

d. Janey takes Sylvie to McDonald’s instead of having dinner at home. Why

might/would she do this, do you think?

e. Sylvie from My Family and Sylvie from Emily in Paris are both from the

capital city. What are they like? How are they stereotyped?

f. When she starts documenting her life in Paris on her @emilyinparis

Instagram account, what does Emily focus on? Why?

As Emily becomes accustomed to life in Paris, she makes countless faux-pas. Can

you explain some of them?

Table 4. Worksheet 4

Source. Elaborated by the author

Selected scenes can then be shown again and accompanied with

various activities to improve listening comprehension, teach vocabulary

including slang and idioms, discuss the content, check comprehension of the

script, and create conversations based on the content and script dialogue. As

such, the episode is used for the main purposes described earlier: to increase

linguistic competence through new vocabulary recognition and usage; to

improve cultural knowledge about the foreign culture and their own culture;

and to compare and contrast the cultural values and characteristics of the

United Kingdom, the United States, and France with those of Spain. The

various scenarios where people’s different perceptions play a major role in

interpreting situations will hopefully help students learn to apply appropriate

interpretations to mitigate potential tensions caused by inadequate discourse

and actions.

Post-viewing activities can include follow-up activities aimed at

enhancing students’ ICC by providing them with opportunities to interact and

activate critical thinking skills.

4.4 Translation

Using the two episodes as parallel texts that present similar content and

information in English, students will be required to subtitle the video “Lo que

realmente importa” into English, paying particular attention to what they have

learned about intercultural communication and being aware of the

perspectives and interpretive lenses through which they perceive other

realities.

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Prior to translating, students will work in groups of four to six to create

a grammar and expression resource. This resource will record specific

terminology and expressions from the episodes of My Family and Emily in

Paris, along with their translations into Spanish. Such resources are intended

to ensure standardisation and consistency when students use them for

translations of tourism-related documents. They will be informed that the

resources will be uploaded and shared on the Virtual Campus, the e-learning

platform employed by the University of Las Palmas de Gran Canaria, and that

they can be built on as they progress through their degree, Master’s degree

and professional career.

Finally, students will work as a team to produce a translation into

English of the subtitles of “Lo que realmente importa”. The video was issued

by Hosteltur, an online platform aimed at professionals in the tourism sector

with contents created by tourism and communication professionals. In this

case, the video was produced in 2021 by French tourism professionals to

attract European visitors, and particular visitors from Spain, to choose France

as a competitive and holiday destination post-Covid. “Lo que realmente

importa” (What really matters) promotes a renewed tourist offer, highlighting

offers of slow tourism, discovery of natural spaces, culture and heritage, as

well as the French art de vivre, with more sustainable tourism as the common

thread.

Given the focus on experiences that encourage a return to essentials

−based on human values, sharing, coexistence, and also eco-responsibility−,

an intercultural perspective when preparing the subtitles of the video is of

utmost importance. Therefore, students are asked to give special importance

to the savoir-faire of the country and the art de vivre à la française

(gastronomy, wine tourism or discovery of local products in the company of

other people), always bearing in mind that their new target viewership will be

potential tourists coming from the British Isles and the United States.

Through this translation activity carried out in the language class, in

which the focus will be put on linguistic, cultural and intercultural elements,

trainee translators will understand the vital role played by translation as a

means of intercultural mediation, fostering communication and understanding

between different cultures and languages, transmitting the cultural heritage of

a community or nation, facilitating cross-cultural exchange and promoting

cultural diversity.

The purpose of this translation exercise is to show aspiring translators

how to use a contrastive method as a tool for language learning and

translation practice applied to the field of tourism. Students can recognise

important concerns and gain a greater understanding of the similarities and

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differences between both English and Spanish languages and cultures by

contrasting the vocabulary, sentence patterns and syntax. As Muñoz-Basols

(2019) puts it, “a crosslinguistic approach can certainly enrich our teaching

practices by opening an array of possibilities for using language in a more

nuanced and exacting way” (p. 308). Furthermore, the activities aim to raise

awareness that the translation process requires intercultural understanding

“which takes account of the impact of cultural distance when translating”

(Katan, 2013, p. 84).

5. ACTION-RESEARCH PROCEDURES: METHODOLOGY AND RESULTS

5.1 Methodology

The research followed action-research procedures, which involve

planning, acting, observing, and reflecting on practices. As Kiraly (2003)

states, “starting with observations of what actually goes on in our own

classrooms, followed by systematic plans and actions for change, we can

create a groundswell of local research that can inform our common search for

alternative teaching methods and techniques” (p. 25). The activities outlined

above were accompanied by action research, aiming to integrate new trends

into translation- and interpreting-focused language learning and pedagogy.

This approach is intended to better equip student translators for the

marketplace, particularly in the field of tourism translation.

As detailed in the introduction, this study aims to evaluate the

effectiveness of using audiovisual materials, specifically TV series, as tools

for language learning and translation training in the context of a Translation

and Interpreting Degree Programme at the University of Las Palmas de Gran

Canaria (ULPGC), Spain. The study seeks to explore how audiovisual

products, rich in cultural, linguistic and contextual information, can enhance

students’ ICC, foreign language skills, and overall satisfaction with the

learning activities.

To assess student satisfaction and evaluate the impact of the proposed

pedagogical activities, a questionnaire was administered to the participants at

the end of the sessions described above. These instruments, together with

observation carried out during the learning process, were intended to provide

the data for the research study. Following interpretive qualitative research

procedures (Braun and Clarke 2021; Saldaña, 2021), data collection and

analysis were conducted concurrently in an iterative and reflexive process.

The questionnaire sought to explore their perceptions of the effectiveness of

these audiovisual-based activities, focusing on the following research

questions:

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- How satisfied are students with the use of TV series in the

translation- and interpreting-focused language classroom?

- To what extent do students feel that these audiovisual materials

enhance their language and translation skills?

- Do students perceive that these activities have improved their

ICC and awareness of cultural references in translation?

- How well do the students believe the activities prepare them for

real-world professional challenges, particularly in the field of

tourism translation?

The responses from this questionnaire are meant to inform future

teaching and training proposals in translator education, with a specific focus

on preparing students to become professional translators in tourism

marketing.

The participants of this study were 30 second-year students enrolled in

the Translation and Interpreting Degree Programme at the ULPGC. The

students were all native speakers of Spanish who had an upper intermediate

to advanced proficiency in their first foreign language, English. It is also

interesting to note that French was their second foreign language. These

students had completed three semesters of Translation and Interpreting

Studies, which provided them with a foundational understanding of key

concepts in both translation and intercultural communication. This allowed for

a more informed reflection on how audiovisual materials could contribute to

their development as translators, particularly in the specialised field of tourism

translation. Furthermore, second-year students were deemed ideal

candidates as they were in the process of transitioning from theoretical

learning to more practical, profession-oriented activities, such as translating

specialised documents as well as authentic audiovisual content in their third

year of studies.

The data collected from the questionnaire were analysed using both

quantitative and qualitative methods. On the one hand, the quantitative data

from the Likert scale questions were analysed using descriptive statistics to

determine the overall level of student satisfaction and the perceived impact of

the audiovisual-based activities on their language, translation, and

intercultural skills. Mean scores, standard deviations, and frequency

distributions were calculated to provide a clear picture of the students’

responses. On the other hand, the qualitative data from the open-ended

questions were analysed thematically. Three common themes were identified:

the usefulness of audiovisual materials in enhancing language learning, the

challenges of translating cultural references, and the perceived relevance of

the activities to future professional tasks. These themes were then used to

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supplement the quantitative findings, providing a more nuanced

understanding of the students’ experiences and perceptions, as explained in

the summary at the end of this section.

5.2 Results

The data collected through the questionnaire provided valuable insights

into the students’ perceptions of using audiovisual materials for language and

translation training. The results are presented in two parts: quantitative

findings from the Likert scale questions and qualitative themes that emerged

from the open-ended responses.

5.2.1 Quantitative results

a) Satisfaction with audiovisual-based activities

The first section of the questionnaire focused on students’ overall

satisfaction with the use of TV series and audiovisual materials in the

classroom. On a scale from 1 (“very dissatisfied”) to 5 (“very satisfied”), the

majority of students expressed high levels of satisfaction. The mean

satisfaction score was 4.8, with 80% of respondents selecting 5 (“very

satisfied”) and 20% selecting 4 (“satisfied”). No student reported

dissatisfaction with the activities. Furthermore, when asked whether they

found the activities engaging, 90% of the students responded positively, with

87% agreeing that watching TV series in class made the lessons more

enjoyable and interactive.

b) Impact on language and translation skills

A significant part of the questionnaire explored the extent to which

students believed the activities improved their language and translation skills.

The results were overwhelmingly positive. 85% of students rated the

audiovisual activities as either “highly” or “very highly” effective in improving

their listening and comprehension skills in English, with an average score of

4.5. Many students commented that the combination of visual and aural input

helped them better understand spoken English, including various accents and

colloquial expressions. Moreover, 80% of respondents believed that the use

of TV series significantly enriched their vocabulary, particularly with regard to

idiomatic expressions and cultural references that were context-specific.

Concerning translation skills, 75% of students reported that the activities

helped them become more aware of how to handle cultural references in

translation. They noted improvements in their ability to interpret and translate

idiomatic expressions, slang, and culturally specific content, scoring this

aspect with an average of 4.3.

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c) Development of ICC

One of the key objectives of the audiovisual-based activities was to help

students develop their ICC. The questionnaire results indicated that the

activities were largely successful in achieving this aim. On the one hand, 80%

of students agreed that the use of TV series improved their ability to identify

and translate cultural references, with an average score of 4.4. Students noted

that they had become more sensitive to cultural nuances and the importance

of context when translating. On the other hand, critical thinking and cultural

awareness were developed positively. 70% of students agreed that the

activities encouraged them to think critically about how culture influences

communication. Several respondents highlighted that they were more

conscious of the challenges involved in translating content from one culture to

another, particularly in terms of maintaining cultural relevance and sensitivity.

d) Preparation for professional challenges in tourism translation

Finally, students were asked whether they believed that the

audiovisual-based activities had prepared them for real-world translation

tasks, particularly in the field of tourism translation. 75% of them felt that the

activities effectively prepared them for professional challenges, with a specific

focus on tourism translation, giving an average score of 4.2. Students also

noted that the marketing video, in particular, provided a realistic and practical

experience, helping them understand the specific demands of translating

promotional content for a global audience. Furthermore, 65% of respondents

expressed increased confidence in their ability to serve as intercultural

mediators, with 60% indicating that they would feel more comfortable handling

translation tasks involving culturally sensitive material.

5.2.2 Qualitative results

The qualitative data collected from the open-ended questions offered a

deeper understanding of the students’ experiences and perceptions. Several

key themes emerged from the analysis:

a) Engagement and motivation

Many students emphasised that using TV series in the classroom made

the lessons more engaging and enjoyable compared to traditional textbook-

based methods. One student remarked: “I never thought learning English

could be so fun and useful at the same time. Watching TV series makes me

feel like I’m learning and enjoying a lot at the same time. It’s motivating.”

Another student mentioned that the use of audiovisual materials created a

more relaxed and stimulating learning environment, which contributed to

increased motivation and participation.

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b) Real-life application of language and translation skills

Students appreciated the authenticity of the audiovisual materials,

noting that they provided exposure to “real-life” English. Several students

mentioned that TV series allowed them to hear natural conversations in

different settings, including informal dialogues, which they found more

challenging to understand in traditional learning environments. One student

wrote: “Watching TV series helped me to get used to how British and American

people actually speak in informal settings. It’s very different from the dialogues

we usually study.”

In terms of translation, students felt that the exercises connected theory

with practice. Many highlighted that translating the marketing video for tourism

required them to apply the skills they had learned throughout the audiovisual-

based activities. One respondent said: “The activities gave us the chance to

practice what we’ve been learning, especially in dealing with culture-specific

concepts that are essential for tourism.”

c) Challenges in translating cultural references

While most students reported improvements in their ability to translate

cultural references, several also mentioned the challenges they encountered

when translating the subtitles of Hosteltur’s video “Lo que realmente importa”

into English. Some found it difficult to find equivalent expressions in English

for certain Spanish idioms or cultural references. One of them noted: “There

were moments when I was not sure the choices I made would sound natural

and culturally acceptable in English.” Another student highlighted “the difficulty

[she had] trying to make [her] translation sound attractive enough for potential

tourists.” This highlights the complexity of balancing linguistic accuracy with

cultural adaptation, an issue that is particularly relevant in the field of

translation for tourism.

d) Recommendations for improvement

Students also provided constructive feedback for improving future

iterations of the activities. A common suggestion was to incorporate a broader

range of audiovisual materials, including documentaries, news clips, or user-

generated content, to expose them to different registers and genres. One

student commented: “It would be great to have a wider variety of materials,

not just TV series, because in real life, we might be asked to translate all sorts

of things.”

Additionally, several students suggested incorporating more group

discussions and collaborative projects to allow for a deeper exploration of

intercultural topics. One respondent mentioned: “I’d like more time for class

Richard Clouet 27

Hikma 23 (Número especial I) (2024), 1 - 33

discussions after watching the episodes, so we can go deeper into the cultural

aspects and get different perspectives from my classmates.”

5.3 Summary of findings

In summary, the results of the questionnaire highlight several key

findings: the majority of students expressed high satisfaction and engagement

with the audiovisual-based activities, finding them enjoyable and motivating.

Students reported improvements in their language and translation skills,

particularly in understanding idiomatic expressions and cultural references.

The activities also helped develop intercultural competence and critical

thinking, with many feeling more confident in translating culturally specific

content. Furthermore, students valued the activities for their preparation for

professional challenges, specially in tourism translation, where intercultural

skills are crucial. However, some students found certain cultural references

difficult to translate and suggested expanding the variety of audiovisual

materials and promoting more collaborative learning opportunities.

CONCLUSIONS

As demonstrated by the results of the questionnaire administered to

students in the Translation and Interpreting Degree Programme at ULPGC,

audiovisual materials do not only offer opportunities to listen to different

language varieties and registers, and to know about other cultures, but they

also stimulate learners to explore their own identities, through awareness and

reflection on their own culture and the foreign cultures. As authentic teaching

resources for the LSP classroom in Translation and Interpreting Studies,

audiovisual materials offer valuable linguistic and socio-cultural benefits,

complementing traditional LSP curricula by raising awareness and fostering

intercultural competence. This, in turn, equips trainee professionals to perform

more effectively in industries like tourism. Beneath their playful surface, these

materials provide an opportunity to study society from a different perspective,

offering insights into cultures different from our own and exposing learners to

diverse values, ideas, thoughts, attitudes, and norms. In other words, they are

a powerful tool for stimulating students’ critical reflection and offering practical

examples of tourism translation.

TV series make it possible for students to carry out meaningful activities

in the LSP classroom as they present communicative situations in all their

complexity and may provide students and teachers with keys to their

interpretation, avoiding cultural clashes and contributing to overcoming

intercultural communication difficulties present in the translation process. This

is even truer when using subtitles, both same-language subtitle to help their

comprehension from a linguistic perspective and translated subtitles that are

the direct manifestation of cultural differences and of how cultures and

28 Training Translators for the Tourism Industry in the L2/LSP Classroom […]

Hikma 23 (Número especial I) (2024), 1 - 33

languages constantly interact. They also make explicit the challenge of

transmitting cultural contrasts and differences.

The use of such authentic materials in the LSP classroom for trainee

translators is not only a way of improving students’ language skills, but also

an excellent resource for introducing them to their future professional

environment −in the present case, the tourism industry−, in which they will be

required to cross cultural borders and communicate successfully. Drawing

creatively on their language resources and discussions on ICC through the

use of TV series, trainee translators will develop practical strategies that are

directly transferable to the job market.

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