The potential benefits of subtitles for enhancing language acquisition and literacy in children
An integrative review of experimental research
While a considerable body of experimental work has been conducted since the beginning of the 1980s to study whether subtitles enhance the acquisition of other languages in adults, research of this type investigating subtitles as a tool for enhancing children’s language learning and literacy has received less attention. This study provides an integrative review of existing studies in this area and finds extensive evidence that subtitled AV content can indeed aid the acquisition of other languages in children and adolescents, and that it can moreover enhance the literacy skills of children learning to read in their L1 or the official language of the country in which they live and receive schooling. Recommendations for future research are also made, and it is highlighted that further research using eye tracking to measure children’s gaze behaviour could shed new light on their attention to and processing of subtitled AV content.
- 2.Theoretical framework
- 2.1Incidental language acquisition vs intentional language learning
- 2.2Automatic subtitle processing and dual coding theory
- 3.Materials and methods
- 4.Data analysis and presentation
- 4.1Subtitles as a tool for the incidental acquisition and intentional learning of other languages in children
- 4.2Subtitles as a tool for enhancing children’s literacy skills
Published online: 09 June 2021
Angelone, Erik, Maureen Ehrensberger-Dow, and Gary Massey
Bianchi, Francesca, and Tiziana Ciabattoni
2008 “Captions and Subtitles in EFL Learning: an investigative study in a comprehensive computer environment.” In From Didactas to Ecolingua: An Ongoing Research Project on Translation and Corpus Linguistics, edited by Anthony Baldry, Maria Pavesi, Carol Taylor Toresello, and Christopher Taylor, 69–90. Trieste: EUT Edizioni Università di Trieste.
Bird, Stephen A., and John N. Williams
Bravo, Maria da Conceição Condinho
2008 Putting the reader in the picture: Screen translation and foreign-language learning. PhD Thesis, Universitat Rovira i Virgili. Retrieved from: http://www.sub2learn.ie/downloads/tesicondhino.pdf
Cambra, Cristina, Aurora Leal, and Núria Silvestre
Cambra, Cristina, Olivier Penacchio, Núria Silvestre, and Aurora Leal
Davey, Ronnie, and Faye Parkhill
De Bot, Kees, John Jagt, Henk Janssen, Erik Kessels, and Erik Schils
D’Ydewalle, Géry, and Wim De Bruycker
D’Ydewalle, Géry, and Ubolwanna Pavakanun
D’Ydewalle, Géry, Caroline Praet, Karl Verfaillie, and Johan Van Rensbergen
D’Ydewalle, Géry, and Marijke Van de Poel
D’Ydewalle, Géry, and Johan Van Rensbergen
Eysenck, Michael W., and Mark T. Keane
Garza, Thomas J.
Goldman, Milton, and Sandra Goldman
Guillory, Helen G.
Hulstijn, Jan H.
Jensema, Carl J.
Koolstra, Cees M., and Johannes W. J. Beentjes
Koolstra, Cees M., Tom H. A. van der Voort, and Leo J. T. van der Kamp
Koolstra, Cees M., Tom H. A. van der Voort, and Géry d’Ydewalle
Koskinen, Patricia S., Robert M. Wilson, Linda B. Gambrell, and Carl J. Jensema
Koskinen, Patricia S., Robert M. Wilson, Linda B. Gambrell, and Susan B. Neuman
Koskinen, Patricia S., Robert M. Wilson, and Carl J. Jensema
Kothari, Brij, and Tathagata Bandyopadhyay
Kothari, Brij, Joe Takeda, Ashok Joshi, and Avinash Pandey
Krashen, Stephen D.
Kuppens, An H.
Linebarger, Deborah, Jessica T. Piotrowski, and Charles R. Greenwood
Markham, Paul, and Lizette Peter
Minucci, Michele V., and Maria S. Cárnio
Montero Pérez, Maribel, Elke Peters, and Piet Desmet
Mora, Joan C., and Eva Cerviño-Povedano
2019 “The Effects of Bimodal L2 Input on the Processing of Function Words by Spanish EFL Learners: An Eye-Tracking Study.” In Using Film and Media in the Language Classroom: Reflections on Research-led Teaching, edited by Carmen Herrero, and Isabelle Vanderschelden, 76–91. Bristol: Multilingual Matters.
Neuman, Susan B., and Patricia S. Koskinen
Parkhill, Faye, Jilaine Johnson, and Jane Bates
Pavakanun, Ubolwanna, and Géry d’Ydewalle
Perego, Elisa, Fabio del Missier, Marco Porta, and Mauro Mosconi
Pujadas, Geòrgia, and Carmen Muñoz
Schacter, Daniel L.
Szarkowska, Agnieszka, and Olivia Gerber-Morón
2015 Estudio descriptivo y experimental de la subtitulación en TV para niños sordos: una propuesta alternativa. PhD Thesis, Universitat Jaume I. Retrieved from: http://www.tesisenred.net/bitstream/handle/10803/353962/atamayo.pdf?sequence=1
Tamayo, Anna, and Frederic Chaume
Torraco, Richard J.
Van Lommel, Sven, Annouschka Laenen, and Géry d’Ydewalle
Vulchanova, Mila, Lisa M. Aurstad, Ingrid E. Kvitnes, and Hendrik Eshuis
Whittemore, Robin, and Kathleen Knafl
Winke, Paula, Susan Gass, and Tetyana Sydorenko
2014 Subtitling for deaf children: Granting accessibility to audiovisual programmes in an educational way. PhD Thesis, University College London. Retrieved from: http://discovery.ucl.ac.uk/1455707/