La subtitulación en el aprendizaje de lenguas extranjeras by Noa Talaván Zanón (review)

Talaván Zanón’s La subtitulación en el aprendizaje de lenguas extranjeras, recipient of the first Premio de Investigación de la Sociedad Española de Didáctica de la Lengua y la Literatura, in 2011, offers the reader numerous arguments on the validity and usefulness of subtitling in the teaching and learning of foreign or second languages (L2). It proposes to contribute to the practice of audiovisual translation as it is currently employed in Europe, to enhance the use of authentic target language input in L2 instruction, and to foster the development of linguistic skills and cultural awareness.

The text begins with an introduction praising the virtues of subtitling as a language-learning tool within the European Union. It cites the potential of subtitles to promote life-long learning and intercultural dialogue. The introduction goes on to summarize the various modalities of audiovisual translation, including dubbing, subtitling, and voice-over, and maps out where each of these are practiced in Europe. The author highlights the significance of this as recent studies suggest that subtitling may enhance L2 learning. In countries where subtitling is the predominant modality, as in northern Europe, L2 speakers report greater proficiency than in countries where the other modalities are the norm.

The main body of the text adheres to a familiar two-part format, beginning with a theoretical framework for the use of subtitling in L2 teaching and learning. Subsequent to this, the reader is guided through a series of chapters dedicated to the practical application of the concepts and constructs explored in the first section. The theoretical framework consists of two chapters. Chapter 1 provides a conceptual orientation to the use of subtitling in L2 learning. It examines subtitling from the perspective of communicative language teaching and task-based learning, and underscores the importance of the use of authentic materials, of designing real-world communicative assignments, and of enabling the learner to learn by doing. In addition, the author explores a post-method perspective on language teaching, one in which language teachers must go beyond the prescriptive confines of any one particular method to create a more broad and flexible program given the wide range in the types of language learners pursuing L2 study and their motivations for doing so, and the contexts in which language teaching and learning take place. Talaván Zanón underscores the importance of translation within the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. While this skill has been abandoned, at least officially, in most L2 classrooms in the United States, empirical research supports the use of translation as an effective technique that promotes language learning. In the particular case of subtitling, language learners are exposed to authentic materials in the form of television programs or movies as they utilize language to conduct a real-world task. A key benefit of creating subtitles is that it is multimodal by nature. It integrates viewing a video, listening to the corresponding audio, and preparing a written translation in a dynamic exercise with a specific end product that is familiar to most TV and film viewers over the world. Chapter 2 reviews the principal pedagogical implications, both benefits and limitations, of the use of technology in L2 learning. It provides numerous teaching strategies and techniques, and offers specific suggestions with regards to the ideal duration of the video segments and types of previewing, viewing, and postviewing activities.

The practical component of the text consists of four chapters. Chapter 3 details the three principal modalities of audiovisual translation mentioned in the introduction and explains specifics such as the six second rule, the length of time the average spectator is able to read and assimilate the information found in a subtitle consisting of two lines and a maximum of thirty-five characters and spaces. Additionally, it addresses the choice of one modality over another, often motivated by economic concerns, but driven by political or ideological...