ISSN: 1579-9794
Hikma 24(1) (2025), 1 - 5
TALAVÁN, NOA; LERTOLA, JENNIFER; FERNÁNDEZ-
COSTALES, ALBERTO. DIDACTIC AUDIOVISUAL TRANSLATION AND
FOREIGN LANGUAGE EDUCATION. ABINGDON/NEW YORK,
ROUTLEDGE, 2024, 172 PP., ISBN 978-10-032-9395-8
In recent years, interdisciplinarity has been gaining ground in language
education, mainly as a stimulus for the creation of new curricular models and
their methodological integration. An example of these new models can be
found in translation and language teaching and learning (Carreres and
Noriega-Sánchez, 2011; Cook, 2010; González-Davies, 2004). The inclusion
of mediation in the Common European Framework of Reference for
Languages (CEFR, Council of Europe, 2001) and its updated Companion
Volume (Council of Europe, 2020) as a core language activity, has positioned
the language learner and user as an intermediary to bridge linguistic and
sociocultural divides. This includes teaching students to become agents who
transfer meaning across languages and codes while addressing the needs of
diverse interlocutors, expanding translation's educational relevance to
inclusivity and real-world applications. The role of translation in language
education in the 21st century has therefore evolved to address these specific
needs, including fostering plurilingual and pluricultural competences in diverse
educational contexts (Carreres, Noriega-Sánchez, and Pintado Gutiérrez,
2021; Laviosa and González-Davies, 2020), emphasizing the fluidity and
dynamic nature of language practices. In this way, recent societal and
pedagogic advances have shifted language teaching and learning towards
focusing on educational processes, learner agency, and addressing
communication gaps, rather than treating language proficiency as isolated
knowledge.
Within this context, practices of audiovisual translation (or AVT) and
media accessibility (or MA) have emerged as a particularly innovative element
in language education. In fact, an increasing body of research makes the case
for AVT and MA tasks in language education by arguing that such tasks can
be used as a means to improve a wide range of language (communicative)
skills as well as the acquisition and development of transferring skills—
understood as intersemiotic re-coding. This entails that students need to focus
both on the AVT process in the various modes (dubbing, subtitling, voice over,
etc.) and on the creation of audiovisual products (such as a dubbed or a
subtitled clip). Thus, AVT modalities emerge as a particularly useful tool that
has the potential to foster creative links between mediation and language
education. In the last few decades, research into didactic audiovisual
translation (or DAT) has become popular in language teaching and learning
(Bolaños García-Escribano, Talaván & Fernández-Costales, 2024). This
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Hikma 24(1) (2025), 1 - 5
approach has proven to be particularly groundbreaking, fruitful and is currently
an emerging and useful resource for developing various skills. DAT harnesses
intra-, cross-linguistic and intersemiotic transfer as well as intercultural
processes through audiovisual texts, and the combination of the auditory and
visual channels makes it a particularly versatile tool that facilitates referential
connections. Its ludic character is also attractive to both teachers and
students.
It is in this context that Didactic Audiovisual Translation and Foreign
Language Education (Routledge, 2024) by Noa Talaván, Jennifer Lertola, and
Alberto Fernández-Costales was published. This book is a comprehensive
exploration of the integration of audiovisual translation in language education.
The authors present DAT as an effective pedagogical resource that can
enhance students' language competence and stimulate key educational
factors such as motivation, cognitive processes, creativity, and the active use
of technology in the classroom. The book contains five chapters, an
introduction and a conclusion. The introduction briefly explains the scope of
the volume, the didactic AVT modes (from the most widely known, i.e.,
subtitling, dubbing and voice-over, to lesser-known modes, i.e., audio
description, subtitling for the deaf and hard of hearing, and free commentary)
as well as copyright considerations and specific descriptors for dubbing and
didactic audio description. Chapter 1 takes on key considerations that
determine the value of DAT under a state-of-the-art approach which stands
far from rather traditional dichotomies such as dubbing versus subtitling;
interlingual versus intralingual tasks; written versus oral skills, etc. By contrast,
the chapter defines the main DAT modes and makes a robust case for each
and every DAT mode by exploring various combinations (direct/reverse; intra-
/inter-lingual/creative) inspired by seminal works, both theoretical and
empirical. Chapter 2 explores the educational bases underpinning DAT, its
practical implementation across different educational levels, and specific
guidelines for various DAT modes. Chapters 3, 4 and 5 explore the
possibilities for implementing didactic subtitling and didactic SDH; didactic
dubbing and didactic voice-over; didactic AD; and didactic free commentary
respectively. These chapters provide general recommendations, specific
guidelines, complete sample lesson plans and sequences, and models for
assessment. This practical approach makes it a valuable resource for
practitioners and researchers with an interest in DAT and its applicability. The
closing chapter underscores the great potential of didactic AVT in the
language education, emphasizing how this bourgeoning field would benefit
from further research to expand the existing corpus of studies. It highlights the
need for investigations into long-term impacts, large-scale cross-disciplinary
projects, its application in bilingual education, and the importance of training
teachers to effectively implement this framework.
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The book's key contribution is its seamless integration of theory and
practice. It effectively advocates for AVT as a valuable didactic resource,
supported by carefully designed pedagogical tools and practical real-world
applications. Its innovative methodology enhances foreign language
education by incorporating creative tasks, audiovisual media, and culturally
immersive practices. It also highlights the untapped pedagogical potential of
AVT, especially in fostering creativity, linguistic accuracy, and learner
autonomy in the classroom. This groundbreaking publication presents a
comprehensive and forward-thinking approach to language education,
offering a pioneering proposal for DAT. The book’s design plays a crucial role
in engaging both practitioners, students, and researchers while offering a wide
range of task possibilities. Didactic Audiovisual Translation and Foreign
Language Education serves as a practical guide for educators looking to
integrate didactic AVT into their teaching methods, making a significant
contribution to the field of didactic audiovisual translation.
The overall value of this volume lies in bridging audiovisual translation
with language education through the systematic integration of DAT in the
classroom. It combines robust theoretical frameworks with practical, hands-
on guidance. By emphasizing DAT’s unique ability to engage learners in
authentic, multimodal communication, the authors present it as a
groundbreaking alternative to conventional language acquisition methods.
The book advocates for a multi-modal learning approach, highlighting how
DAT modes—such as subtitling, dubbing, and audio description—engage
multiple senses, thereby enhancing learners’ listening, reading, writing,
speaking and mediation skills. These modes also foster creativity, cultural
awareness, and a deeper connection with language by immersing students in
authentic communicative contexts, which is especially valuable in today’s
digitally-driven educational landscape.
One of the book’s strengths is its focus on practical implementation as
it provides:
• specific teaching strategies for integrating AVT in the classroom;
• sample lesson plans, sequences, and ad hoc rubrics for assessment
(self-assessment, peer-to-peer assessment, and teacher's
assessment) with criteria that include lexical and grammatical
accuracy, creativity, fluency, synchrony, and mediation skills; and
• guidelines that can be adapted for learners at various proficiency
levels.
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This makes the book highly accessible to educators, ensuring its
findings and suggestions can be applied effectively in teaching scenarios.
Practice with different didactic AVT modes naturally introduce cultural
and linguistic nuances. By incorporating these elements into language
education, the book highlights the potential to enhance students’ intercultural
competence and their ability to navigate linguistic diversity.
This book also establishes new pathways for research by presenting
DAT as a dynamic pedagogical resource. It lays the groundwork for future
studies by exploring how DAT can enhance creative and cognitive skills, boost
motivation, and support mediation strategies in language learners.
The inclusion of didactic approaches like audio description (AD) in the
book introduces important discussions on accessibility and inclusivity in
language education. It advocates for methods that support visually impaired
learners while also exposing others to socially relevant aspects of linguistic
and intersemiotic transfer.
Furthermore, the book aligns with the CEFR (Council of Europe, 2001)
and the Companion Volume (Council of Europe, 2020), promoting action-
oriented and mediation-driven learning goals. It encourages students to
become proactive communicators across languages and cultural contexts,
making it a significant contribution to European education policy goals.
The volume addresses limitations, challenges and considerations, such
as the careful integration of DAT tasks into syllabi, the necessity of briefing
students on these tasks, and the importance of providing adequate software
and technical resources to enable students to plan their activities and projects
in line with lesson plans.
The key takeaway is that DAT serves as a powerful pedagogical tool,
enhancing language learning across various skills and contexts while aligning
with core educational principles, such as promoting active learning, autonomy,
and cognitive development.
In Didactic Audiovisual Translation and Foreign Language Education,
DAT emerges as an innovative and dynamic approach to transforming
language education. The research and guidelines offered in this volume
provide a solid framework for educators, equipping them to seamlessly
integrate DAT into their curricula. This integration fosters active engagement,
intercultural competence, and the development of critical language skills.
Moreover, the targeted methodologies for DAD presented in the guidelines
offer practical, effective strategies to enhance classroom practices and
improve the overall learning experience.
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REFERENCES
Bolaños García-Escribano, A., Talaván, N., & Fernández-Costales, A. (2024).
Audiovisual Translation and Media Accessibility in Language
Education. Parallèles, 36(1),1–233.
Carreres, Á., & Noriega-Sánchez, M. (2011). Translation in language
teaching: insights from professional translator training. The Language
Learning Journal, 39(3), 281–297.
https://doi.org/10.1080/09571736.2011.567356
Carreres, Á., M. Noriega-Sánchez and L. Pintado Gutiérrez. (2021).
Introduction: translation and plurilingual approaches to language
teaching and learning. Translation and Translanguaging in Multilingual
Contexts, 7(1), 1–16. https://doi.org/10.1075/ttmc.00066.int.
Council of Europe. (2001). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Strasbourg. Council of
Europe Publishing.
Council of Europe. (2020). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Companion Volume with
New Descriptors. Council of Europe Publishing.
Cook, G. (2010). Translation in Language Teaching. Oxford University Press.
González Davies, M. (2004). Multiple Voices in the Translation Classroom:
Activities, Tasks and Projects. John Benjamins.
Laviosa, S. and González-Davies, M. (Eds.). (2020). The Routledge
Handbook of Translation and Education. Routledge.
[LUCÍA PINTADO GUTIÉRREZ]
