No abstract

The emergence of Information and Communication Technologies (ICT) has helped in the development and application of new language teaching materials that promote a multimodal approach (Jewitt, 2009(Jewitt, , 2013 Kress and Leeuwen, 2001). Multimodal digital tools, such as vodcasts, bring together diverse modes of communication, which may enhance students' foreign language audio-visual comprehension. This paper discusses a study on the attitudes of 40 Spanish students at a B2 level, aged between 14 and 19, towards the use of vodcasts, in comparison with audio tracks. Questionnaires were employed to gather data on student attitudes towards two British Council vodcasts. The results showed positive attitudes towards the use of multimodal digital tools (e.g., vodcasts) rather than traditional listening activities (e.g., audio tracks). We suggest these findings point to the potential of vodcasts not only as influential multimodal tools to improve EFL students' audio-visual comprehension but also to increase students' enjoyment and engagement when learning English as a foreign language.

Audiovisual translation (AVT) has been exhaustively studied from various perspectives such as Cross-cultural Studies or Reception Studies. More recently, attention has been paid to its value in teaching foreign languages. However, in spite of the numerous descriptive papers on the didactic potential of AVT, relatively few are based on empirical research and even fewer when referring to the teaching of English for Specific Purposes (ESP). Thus, this case study aims to contribute to this field by taking the pulse of the didactic opportunities that AVT, in particular subtitling, offers in ESP and to provide a sample of activities that enhance the development of the skill of listening comprehension by the use of materials which are real and attractive to students

Food has traditionally been a cultural symbol reflecting historical roots in every country. It is precisely those cultural bonds that have made the translation of culinary references so difficult. The translation of food-related terms requires translators to consider, on the one hand, the cultural associations embedded in these terms, their meaning and function in the ST and, on the other hand, the translatability of the terms in the TT. As a socio-cultural phenomenon, food plays a fundamental role in the process of globalization in which we are immersed. We cannot disregard the fact that cultures are merging and that the introduction of new food terminology in our lexicon provides irrefutable evidence of globalization and acculturation. This paper focuses on the analysis of the role of food and its translation in the process of globalization. It analyses the relationship between food and culture in animated films like the Shrek saga, The princess and the frog, or Brave -films where food is not the focal point, but where it serves different purposes, such as acculturation, recreation of cultural identities and stereotypes, or humour. The analysis includes a study of the translation techniques applied in the dubbed versions of these films and their relationship to the process of domestication and foreignization in order to assess the social implications in texts aimed at a young audience.Keywords: audiovisual translation, culinary references, culture, domestication, foreignization ResumenLa comida ha sido tradicionalmente un símbolo cultural que refleja raíces históricas en cada país. Son precisamente estos lazos culturales lo que hace tan difícil la traducción de referencias culinarias. La traducción de términos relacionados con la comida requiere que los traductores consideren, por una parte, las asociaciones culturales arraigadas en estos términos, su significado y función en el texto fuente y, por otra parte, la traductibilidad de los términos en el texto meta. Como fenómeno sociocultural, la comida juega un papel fundamental en el proceso de globalización en el que estamos inmersos. No se puede obviar el hecho de que las culturas se están fusionando y que la introducción de nueva terminología culinaria en nuestro lexicón es una evidencia irrefutable de la globalización y la aculturación. Este artículo se centra en el análisis del papel de la comida y su traducción en el proceso de globalización. Analiza la relación entre comida y cultura en películas de animación como la saga de Shrek, Tiana y el sapo o Brave; películas donde la comida no es el foco de atención, sino que responde a distintos intereses como la aculturación, la recreación de identidades culturales y estereotipos o la producción de humor. El análisis incluye un estudio de las técnicas de traducción empleadas en las versiones dobladas y su relación en el proceso de domesticación y extranjerización para valorar las implicaciones sociales en los textos dirigidos a una joven audiencia.Palabras clave: traducción audiovisual, referencias culi...

Methodological approaches like project-based learning, the didactic use of audiovisual translation and the use of Information and Communication Technology (ICT) have attracted the attention of researchers in recent years. These are the three pillars on which the current article rests. It presents an experimental study within the context of project-based learning in which students of engineering and architecture undertake a project to build and sell a sustainable house. In order to succeed in the project, the students have to progress from one stage to the next by completing various tasks that require the didactic use of the audiovisual translation modes of dubbing and subtitling as well as the use of mobile applications and new technologies. This research aims to show how the implementation of the project can contribute to the development of productive and receptive linguistic skills and even be considered an option to provide the framework for the design of the whole syllabus in an English for Specific Purposes subject. The study was carried out in a transversal subject of technical English in which students from different degrees of engineering and architecture converge.  As a pilot study, it was proposed to the students as an alternative to replace the part of the subject that focuses on written and oral production in English language. The results will reveal a high motivating component in the activities, achieving the consolidation of knowledge through meaningful learning and a lowering of the levels of anxiety in the affective filter.