Speaker
Description
Subtitling as a pedagogical task is gaining popularity in language learning. This session demonstrates three key steps from a project-based subtitling module for EFL students. Attendees will learn how to evaluate subtitling quality in student videos, compare human and machine translations with professional subtitles, and create subtitles for a video clip.
Abstract section 5: References
Díaz Cintas, J. (2008). Teaching and learning to subtitle in an academic environment. In J. Díaz Cintas (Ed.), The didactics of audiovisual translation (pp. 89-103). John Benjamins.
McLoughlin, L. I., & Lertola, J. (2014). Audiovisual translation in second language acquisition. Integrating subtitling in the foreign-language curriculum. The Interpreter and Translator Trainer, 8(1), 70-83.
Pedersen, J. (2017). The FAR model: Assessing quality in interlingual subtitling. The Journal of Specialised Translation, (28), 210-229.
Talaván, N., Lertola, J., & Fernández-Costales, A. (2024). Educational bases of didactic AVT in FLE. In Didactic Audiovisual Translation and Foreign Language Education (pp. 54-77). Taylor & Francis.
Ukušová, J., & Zahorák, A. (2021). A model of subtitling training in university education. Journal of Language and Cultural Education, 9(2), 44-57.
Abstract section 1: Relevance
This session introduces a subtitling module designed for undergraduate EFL students at a national university in Japan. While previous studies (Díaz-Cintas, 2008; Ukušová & Zahorák, 2021) developed subtitling modules primarily for translation trainees, this module targets language learners, similar to McLoughlin & Lertola (2014) and Talaván et al. (2024). Each student interviews a peer about extracurricular activities in Japanese and creates English subtitles for the video. Unlike in previous years, a number of students agreed to share their videos online this year, reflecting growing ownership of their work and the potential for local voices to reach global audiences.
Abstract section 4: Outcomes/results
Although the session demonstrates only a condensed version of each step, attendees will receive a sample course outline and list of resources to support implementation in their own teaching contexts. By showcasing a method that empowers students to share local perspectives through subtitled media, this session is proof of how small classroom projects can extend beyond the classroom and contribute to genuine global impact.
Abstract section 2: Contribution/research questions
In the project-based learning (PBL) subtitling course, students learn fundamental subtitling concepts before applying them through practice tasks that build towards their final project. During this practice-oriented session, attendees will participate in hands-on activities representing some of these key steps. They will use skills in transcription, translation, timing, and condensing, all of which engage them in meaningful language use through multimodal production.
Abstract section 3: Content/method
First, attendees will evaluate the quality of student videos based on Pedersen’s (2017) FAR model. Next, they will experiment with both human and machine translation and compare their work with professional subtitles. Finally, they will create short subtitles using Clipchamp, a user-friendly video editor available as a Windows or browser app.
| Title | Interview, Translate, Subtitle: A PBL Module for EFL |
|---|---|
| Teaching Context | College and university education |