How COVID-19 changes the way we approach pedagogy for translation
With the rapid development of digitisation and the dominance of social streaming platforms, the way we approach
pedagogy for translation has changed significantly, especially under the circumstances of COVID-19. Teaching traditionally in the
classroom seems insufficient to account for today’s overall distance learning atmosphere. Combined online and offline teaching
models, this paper borrows the concept of “multimodality”, developed by Kress and van Leeuwen (
2001, 4), to capture “when and how technologies are specialised or multi-purpose” in the application of remote
teaching and learning for translation. Therefore, this article describes a teaching project which investigates the insights into
three critical components inspired by non-professional subtitling and dubbing into a formal teaching context. These are a two-step
pre-course preparation: a student-led questionnaire and an in-class quiz, the teamwork production of AVT works and a final
post-reflection targeted at oral presentation and written review. Pedagogically, this collaborative approach enables students to
improve translator competence, cultural awareness and technological capacities.
Article outline
- 1.Introduction
- 2.Non-professional subtitling and its relevance to pedagogy for translation studies
- 3.Theoretical background
- 4.Methodology: A project-based approach
- 5.Case analysis, results and discussion
- 5.1Pre-course preparation
- 5.2Teamwork production of the AVT works
- 5.2.1
Justification of the selected materials to be (re)translated
- 5.2.2
Contextualising the case
- 5.3Post-reflection oral presentation and written review
- 6.Conclusion
- Acknowledgement
-
References
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