http://orcid.org/0000-0003-3005-2998
With the advent of new technologies, such as the Web 2.0 and the Internet of things, the consumption of audiovisual programmes, websites, video games and multimedia content has grown exponentially over the last few decades. A similar technological revolution as the one induced by the arrival of the DVD and cable TV at the end of the 20th century is now taking place with the development of cloud-based and online systems. The consumption habits of today’s audiences are also changing, favouring the use of online platforms, streaming mirrors and video on demand sites, such as Amazon Prime, Movistar+, Netflix, Vimeo, Wuaki TV and Youtube, to name but a few. In the same vein, recent advancements in translation-specific software and applications have set the ground for further changes in the ways in which translators translate and localise such texts, with memory tools, automatic speech recognition and machine translation engines making inroads in the field of AVT.
The teaching methodologies currently used in translator training programmes are sometimes out of date, relying on translation theories and trends, instead of current professional practices. The use of cutting-edge technology in the translation classroom is thus limited to translation departments that receive more funding (often from well-established, powerful academic institutions) and can, thereafter, establish connections with the industry’s main stakeholders. The gap that exists between academics and professional translators, as is the case in many other professions, has also propitiated the following trend: audiovisual translator trainers are often either translators with professional experience and little research, or academics with little professional experience and much scholar research behind them. To bridge such gap, many translation departments across the globe have attempted to establish solid links with professional partners, not only with the aim of purchasing appropriate software but also of increasing the availability of internships, workshops and real-life professional experiences to translators-to-be.
This volume aims to shed light on current teaching and learning practices, methodologies and training issues encountered by translator trainers who specialise in audiovisual translation (AVT) and translation technology. A special emphasis is put on the importance of cloud-based systems, since more and more of these CAT tools and platforms are now being made available to professional audiovisual translators.
A list of topics to be included in this special issue is proposed below:
AVT theory and practice in translator training programmes;
teaching AVT practices (revoicing, subtitling, video game localisation and accessibility);
technologies used in AVT and their role in translator training programmes;
teaching technologies applied to AVT training courses;
e-/b-learning and distance learning in AVT training programmes;
cloud-based systems vs. desktop-based systems for AVT and the classroom;
pedagogical adaptation of current needs and demands from the AVT industry;
AVT-specific and technological competences and skills acquisition;
teaching translation methods, strategies and techniques for multimodal, multimedia(l) and audiovisual translation.
We are seeking original, well-informed, research-based contributions that appeal to an international audience. Priority will be given to contributions that report on completed research. Contributions will not exceed 8,000 words including tables, references, captions footnotes and endnotes. All papers will be subject to double-blind peer review. All submissions must have a clear training focus in line with the ITT aims and scope:
www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ritt20