Practices, Education and Technology in Audiovisual Translation

Contents

List of Figures

List of Tables

List of Acronyms and Abbreviations

Foreword

Preface

Acknowledgements

1. Introduction

2. Practices

2.1. Audiovisual Translation as a Professional Practice

2.1.1. Industry Size and Context

2.1.2. Media Localisation Workflows

2.1.3. Media Consumption Habits and Trends

2.2. Audiovisual Translation as an Academic Discipline

2.3. Media Localisation Practices

2.3.1. Revoicing

2.3.1.1. Dubbing and Partial Dubbing

2.3.1.2. Voiceover and Narration

2.3.1.3. Interpreting and Sign Language

2.3.1.4. Audio Description

2.3.1.5. Free Commentary

2.3.1.6. Remakes

2.3.1.7. Amateur Dubbing

2.3.2. Subtitling

2.3.2.1. Interlingual Subtitling

2.3.2.2. Intralingual Subtitling

2.3.2.3. Surtitling

2.3.2.4. Live Subtitling

2.3.2.5. Integrated Subtitles

2.3.2.6. Amateur Subtitling

2.4. Audiovisual Translation Quality Standards and Evaluation

3. Education

3.1. Current Learning and Teaching Approaches in Higher Education Scholarship

3.1.3. Outcomes-based Education Framework

3.1.2. Learning Spaces and Teaching Delivery

3.1.3. Education Quality Evaluation

3.2. Translator Education and Training Approaches

3.2.1. Task-based Learning

3.2.2. Socio-constructivism, Project-based and Situated Learning Experiences

3.3. Translation Competence

3.3.1. Competence in Translation Studies

3.3.2. Competence in Audiovisual Translation

3.4. Translation Assessment

3.4.1. Assessment in Translation Studies

3.4.1.1. Types of Assessment Tasks

3.4.1.2. Marking Criteria and Rubrics

3.4.2. Assessment in Audiovisual Translation

3.5. Provision of Specialist Audiovisual Translation Education

3.5.1. Programmes of Study on Audiovisual Translation

3.5.2. Learning Technologies and Didactic Projects

3.5.3. Curriculum Design Challenges

3.6. Rethinking and Reshaping Audiovisual Translation Education

3.6.1. What is Taught? Industry- and Research-led Education

3.6.2. Who Teaches? Training the Trainers

3.6.3. Where to Teach? Training Institutions

3.6.4. How to Teach? Learning and Teaching Delivery Methods

3.6.5. Why Teach? Future Training Landscapes

4. Technology

4.1. From Desktop and Legacy Software to Cloud Ecosystems

4.1.1. The Development of Cloud Computing

4.1.2. The Migration of Translation Technologies to the Cloud

4.2. Audiovisual Translatorsâ Workstations

4.2.1. Media Localisation Editors

4.2.1.1. Revoicing Editors

4.2.1.2. Subtitling Editors

4.2.2. Translation Memory and Machine Translation Systems

4.2.2.1. Translation Memory

4.2.2.2. Machine Translation

4.2.3. Automatic Speech Systems

4.2.3.1. Speech-to-Text

4.2.3.2. Text-to-Speech

4.2.3.3. Speech-to-Speech and Automatic Dubbing

4.2.4. Project Management and Translation Quality Assessment

4.3. The Emergence and Consolidation of Cloud Technologies

4.3. Generative Artificial Intelligence and Large Language Models

4.4. Examples of Media Localisation Systems and Editors

4.4.1. Subtitling and Closed Captioning: OOONA Tools and OOONA Edu

4.4.1.1. Creating and Translating Subtitle Templates

4.4.1.2. Reviewing, Converting and Burning Subtitles

4.4.2. Dubbing and Voiceover: ZOOdubs

4.4.3. Audio Description: YellaUmbrella

4.4.4. Language Learning Platforms: TRADILEX

5. Conclusions

Index