The effectiveness of audiovisual translation (AVT) for language learning has been widely discussed and demonstrated by
scholars in the past (cf. Lertola 2019). Nevertheless, many areas in this field of investigation
are still underexplored, such as the usefulness of AVT for the acquisition of plurilingual and pluricultural competence (PPC). This is of
paramount importance in the multilingual and multicultural societies we live in, and also given the emphasis the CEFR Companion
Volume (Council of Europe 2018) places on mediation and PPC. The latter has been the
focus of the research project PluriTAV (2017–2019), in which the authors of this paper have taken part, aimed at developing a set of
activities involving the use of AVT for the acquisition of PPC in the language classroom. This paper sets out to illustrate the theoretical
framework sustaining the PluriTAV project and to reflect on the potential of AVT for the acquisition of PPC. This will be achieved by
establishing links between AVT modes, transfer/mediation skills, and the descriptors developed within the Framework of Reference for
Pluralistic Approaches to Languages and Cultures (FREPA) (Candelier et al. 2012), as
well as referring to sample and specific activities developed within PluriTAV. In line with this project, the emphasis will be on language
teaching in Higher Education, yet the discussion and the activities suggested could be easily extrapolated and adapted to other educational
contexts and levels of language ability.
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