On my left is Karla Ortega from the University of Alicante.
She's a certified translator and interpreter
who graduated with the translation studies in 2010.
On the topic of Intertextuality,
she also holds holds a name, a new technology supplied to education,
and it was graduate diploma in multilingual advertising.
Transcription. In 2017.
She's a full time lecturer, full time permanent since 2016,
and she works audio, visual and creative translation.
They practice humor and like I said, Intertextuality.
She's also the academic director of the Diploma of Subtitling
and she's part of the Arena Project, the Trident
Research Group, and she's also part of that.
That's well, that's a good acronym.
And she's involved in the Encyclopedia of Translation and interpreting,
but also monographs of Translation and Interpreting,
published by the Three Balancing Public Universities.
Not yet.
And then
we've got a model post from the University of Cordoba.
She holds and there may be, excuse me,
in modern languages and translation and interpreting
for the University of Salford and Manchester
as well as and there may be more the official translation
dubbing and subtitling for the University of Seville,
and in them a specialized translation from the University of Cordoba.
She finished her Ph.D.
dissertation in 2016.
Also the University of Cordoba, which dealt with the topic
of intercultural documentaries or subtitling there.
She was also an in-house translator for a number of years,
as well as a freelance for the bishop translator, and she's now teaching
as a lecturer
at the University of Cordoba, but also some different masters degrees.
She's part of the research group audience
I'm 914 and Tripit.
So without further ado, the floor is yours.
Thank you very much, Alejandro.
Thank you for that post captions and everything.
So you summarized everything perfectly.
Thank you so much.
And thank you.
I mean, it's like the last session,
the last part of the session and the room is.
Completely.
Full, so we are a bit overwhelmed.
We know you're tired.
We're really tired as well.
So we'll try to make it short and straight to the point.
Excuse us, because we really like
this experience, this experiment that we conducted.
So maybe we I don't know.
You'll see a lot of emotion in here, so excuse us,
but we will be fast, I promise.
So you can go.
This is just the contents for today's presentation, but
we can just like, yeah, we can skip that.
And probably you will know what the ad is by now.
If you do then before you actually came to the the conference.
But anyway, as Jennifer was mentioning before, I think it's it's
nice to have this like so beginning with the presentation.
So no, no, no, it's nice.
You don't have to skip it.
So it does.
I really, really
it's improving like throughout these two days, but
it's really consolidated this opinion, research and learning innovation
and also, as you have seen,
it uses different modalities.
We have the princess and the queen round here
that la la la la la
and it's been validated
for the acquisition of Translation competencies,
which is something that my and I work with.
Our degrees are on translation, so we work with this.
And so this is especially important for us
and they will add captioning and revision in the hands
of the French skills and then mediation action oriented.
You will know this and then how we can have
a comprehensive learning process by contextualizing,
having prefabricated reality and multimodal content.
Real use is an then producing audiovisual texts, which is something
that we are going to do with our students in this experiment.
Yeah.
Thank you. Oh.
Okay.
So we wanted to apply this.
You can go separate circuits.
Sorry, we wanted to apply data that has been discussed
this couple of days to the translation or the specialized
translation classroom and this is what we wanted to do.
And actually,
since it has been applied to the teaching of a foreign language,
different foreign languages, we wanted to focus on the application
in translation, in specialized translation,
and we've been like publishing some articles in the past years and
in my case, and also together with my within this very translation,
which is the course that I teach at my university in Denmark,
the scientific translation, and also we just edited
a number at the span of the journal and there's a really interesting
article by Macarena at all on medicine and this application of
this translation.
And then you have many other areas of
expertise, and I really recommend that you go to the up site.
This is just so advertisement for my most project,
but you should go there if you want to see more audio.
Visual
translation applied to the teaching of specialized translation.
And obviously, and this is something that we want to show you,
it really helps.
It has many benefits, but it really helps for a better
understanding and acquisition of the terminology,
which is something that we did with our students.
It helps with skills
related to textual conventions and pragmatic contextualization.
It really helps students feel motivated, which is something
that is really I'm really worried about motivation in my classes
and they participate quite a lot, sometimes very shy with this kind of
activities, but it normally is nice for them to do something different
and then it helps, like using new software
and new technologies applied to the classroom as well.
So my you are like
we did this multidisciplinary approach
basically because I think my and I share this idea
that we want to bring somehow the professional world to our classes.
So we wanted to do a project that combined more or less the same
elements that in the real life, or at least with this project,
The Handmaid's Tale Project, because we began
with the translation of a chapter in the book in the market.
I will actually go through that later, Margaret Atwood's book.
And then with that first translation, we wanted to move to the adaptation
and to the dubbing of one scene based on that chapter.
So it's kind of the same that happened.
There's a film and if you went to our colleague at massage presentation
yesterday, she mentioned a film in the nineties 1990, I think,
but we basically worked with that novel and with the TV series,
and this is more or less that work that a translator should do,
like go back to the book, go to the novel, go to a series, etc..
That's kind of what we did in our classes.
If you don't know this Handmaid's Tale and again, maybe you came
to the presentation yesterday
and did a very nice interview introduction to The Handmaid's Tale.
But it's a novel. It's based on a novel.
It's like at least open and patriarchal society
that Margaret Atwood described in 1985.
Many people didn't actually read the novel back then,
and many people read it when the TV series came,
which is something normal that we know it happens.
You have some vocabulary, some terminology
there, like Handmaid's, Commander's
Wives, Marthas, all around this society,
this system and theocratic dictatorship around the the story,
the plot and the translation was made by us time out there at that time.
And then the publishing house re-edited
they had a new edition of the the book when the TV series aired
some years ago in 2017, I think at the translation
of the TV series in Spain so far has been done by Javier Alarcon.
He's a translator of all the different seasons so far.
And well, we have all this own language
to decide this women's identity, social position and task obligations
and this system that we have described and that we wanted to
work with in our classes.
The didactic experiment was
based on two different degrees at two different universities.
The first part was conducted with my students
at the University of Alicante.
They are literary translation students, and this part took place
last year and last academic course,
and I think it was like April and May more or less.
It's like a group of around 42 students last year.
So we work with them and then March students
and these November, December continue with the project in this case.
And there were 34 students and she divided them into teams
and she will explain later how she did that.
But basically this is the structure and now we can see the experiment
like different stages.
So first with my literary translation students,
we read and translated
chapter three in the book and the novel by Margaret Atwood.
It was one of the projects,
one of the weekly projects that we do in the class.
So they had to translate, read, translate,
find all this terminology, everything.
And then we went to in class, we had all this in class discussion
and correcting the translation, like suggestions, everything.
And then with all that, we met with Javier Alarcon,
with the translator of the TV series, and we discussed about
the different terms, the terminology that one that was used before,
the one that was new in the TV series, Everything.
And then we moved to Mars classes from text to screen
with pre translation analysis, analysis of the Spanish
translator, translated novel,
and all the materials that my students shared with their student,
her students.
And then there was like an audio research translation project with a TV
series seen out of these chapter three in the novel.
And then they completed all their work, said
they did the reading, and finally they ended up
dubbing that same.
So we did actually codebase for translation
in my literary translation class.
I have to admit that I really love audio visual translation
and I don't get the chance to teach that at my university.
So I always do adaptation projects that combine literary translation with
audio visual translation.
I'm sorry, but according to my students
out of all the different literary translation
projects, the two that they like the most
were Alice in Wonderland and The Handmaid's Tale,
based in Adaptation Project that we did in class.
So that works. They were. Two.
Hundred percent motivated.
They really liked the experience.
So I mean, we also work it was based on less than five
in my like syllabi, you know, that we have to look
at complete will fill all their curriculum and everything.
So it was based on this lesson five
because we actually work with jargon, register terminology.
And then I'm crazy about Intertextuality,
as Alejandro pointed out.
So they had to research and go back to the book and everything.
So they were really motivated. Yeah.
And you have like a couple of screenshots.
This is one of the parts of their project with notes
also because Mark and I as this professional idea that we have
and the translation contained many notes for the students
with again, intertextual feelings and ideas that they need to
they needed to know before they actually took the project.
And then you have like a couple of other screenshots you kind of go
with the meeting with a TV series.
Translator with Alarcon.
And it's interesting because in like the first one,
you could see like the terminology that was taken from the novel
and then new terminology in the book.
And actually
Marcel explained that yesterday, but the
I think Season
one is based
on the book from the novel, and then all the other ones are made
after that.
So there's like a new terminology
that came out of the TV series and actually there's a new book
and some of the terms have been translated according to the TV series,
which is like a really interesting, but I don't have time for that.
So you can continue. Once
after Carla finished her project with her students,
I started my part with all the visual translation students.
This project was the final project
which was done in groups of four for students.
That was because that was the number of characters in this scene.
So all of them
had actually to to drop
some of the character.
Students were expected to work on three main aspects.
The first one was terminology and the communication
on the no real and serious on the creation of glossaries. Then
I don't know why I read it wrong
on the relation
between the book and the series,
and then they had to develop some personal competencies like
skills to work in themes on motivation.
So they received
sheet with extra instructions.
They were basically structure according to the four
phases of the project.
The first one was pre translation, in which they had to look
at the terminology and the Iliad Society and
review on the literary level.
Then they had to perform the translation from English into Spanish
and use the specific terminology found in their literary work and
it is important to mention that they did not use the,
the real translation, the professional translation
of the novel, but the translation made by Cala students. And
then they performed the
dubbing into Spanish, adjusting the text
and they had this comment
that feel free to add any sound effects, some music.
And some of them actually did it.
And finally they had to complete our sheet,
including all the specific difficulties found during the
all the phases of recommendation, translation, adaptation and recording,
and also discuss all their own perceptions
or regarding motivation,
how they felt they had improved the translation
skills.
So let's go to the results, which is the most interesting part.
It's been divided into nine groups, so that's why it was important to
to know that the working group of four
so a total of nine groups
and they had eight questions.
So the first one was related to their preferred task
and seven of the nine groups preferred the translation task
and then
also enjoyed dubbing, especially
dubbing of it because of what she's the main character,
she's very strong one.
Then they had to
discuss the variations found
between the book and the audiovisual text.
And six of this nine groups found that they translation by slightly
not a lot from the literary translation provided
related to the use
of this translation provided to them.
The literary translation five of the nine groups
recognized to have used this translation
for contact contextualization, since some of the groups
did not know The Handmaid's Tale or have not read it, or even what
securities and other purposes were to find terminology and
specific expressions
and to know more about the idiosyncracies
of characters and understanding the source stage.
Yeah, I'm going to say.
I was running. Okay.
The nine groups are
recognized to have
made a lot of changes due to the Synchrony reasons
when adapting their translation to the phase of dubbing.
And I think it's very interesting to
to stick
to the first question for this part
because they said that the dubbing phase
had then to to a proofreading
kind of probably to to revise the translation
and also to improve synchrony And all the skills acquired
were linguistic skills, adaptations, skills, translation skills
and also mediation, cultural skills, documentation,
mediation and creativity, self-confidence.
Even so, we found that
the activity was really fruitful
and positive for them.
Some of the comments
sent in our free question, open question
said that they felt really interesting,
motivated and even attracted to this literary work
that they didn't actually know before the activity.
And they especially enjoyed the dubbing task
working themes.
So can we what is like 20 seconds?
This is a piece of work made by
one of the groups that feedback first August.
I said, Let's see if it works.
Yeah. So
don't hold
it. Well, you may know this an Andalusian accent there,
but apart from that
yeah, this is like 30 seconds.
But they dug those lines like a five, Right.
So it was a long stay in a really interesting. Yeah.
And in actually we chose this because they have like feminine
and masculine voices, but some of their groups had like
effects, like special effects like storm.
I don't know how they.
All male students, the other female characters.
And it was really interesting
listening to this, but they didn't, they weren't really like.
It was really.
Like, so.
Sorry. It's yeah.
Just to conclude,
we think we have the world on many skills.
They the, the students felt that they, they had improved a lot
on documentation, intertextuality skills. So
we were able to work on the relation
between the literary translation with the other visual translation.
Then regarding the the proto the learning process,
we think that we achieved a comprehension comprehensive learning
in terms of language, cultural skills and mediation
based on actual oriented past.
So that was interesting for for them.
Yeah, and satisfactory.
As I said before, they also we also were able to develop
personal skills like creativity, motivation, collaborative environment.
And then as Carla, we all,
we always try to bring in some way the professional aspects
to the classroom and using by using these technical
tools, this kind of
stimulation of a professional project I think they were
students were also able to improve this provision of skills.
So this is just some references used in the presentation.
And I think we
I know that was quick
and we
obviously
thank you for speaking to the time.
Yeah, right on the spot.
So I'm wondering if there are any questions.
We are appetite for time, but perhaps a couple of questions
we can just if we would have time for
Valentine connections in the second phase of the story
quite correctly, you use literary work
from the students or your group.
What was the rationale for doing them to get their lines?
They just said, I understand
why using a translation be by students rather than.
Actually they had both.
They could use
the original translation, the one that was made in Spain,
but because we wanted them to feel that these were like a whole process,
like they were translating, like the students were translating
and we like reached a final translation
within like the group of literary translation class.
And it was like the final translation that we shared with them,
with all the materials, with the chapter,
with all the annotations, with everything.
But they could definitely go to the original one.
It's just like we wanted them to do this research phase.
When you go to the previous translation
and you look for the terms, you look for an expressions,
you look for everything.
So we wanted them to have the one that students had previously them,
and mainly because this is something I did with my students in the past,
like the whole project was done with my literary translation students,
so they did the whole one.
So they were imagine that you're going
to do their final TV show, TV series Translation,
and you have previously translate translated the novel.
So you go back to the novel, you look for the terms.
And then when we incorporated her students,
we thought it was nice to have. Like both group of.
Students working together and sharing the materials
and the translation, but it wasn't necessary.
It was just like one text for them to work with.
Yeah, and actually my students felt motivated because they,
they knew that they were
in some way collaborating with another side with the students
from another university, and that was challenging for them.
Yeah.
So maybe that's why
writing so that
have you even thought about maybe
organizing in a way for the students to contact to talk about?
We should definitely and we thought about my students need to.
Xavier Yes.
The only problem is that my students were last
year students and her students were these year students.
So but it would be really nice
for my students to see what they did with their translation and the final.
Just ask them. Yeah.
Whether they would like to be contacted next year.
But yeah, exactly.
Which is that
I teach in the first semester and she teaches in the second one.
Yeah, but yeah, but something else.
Yeah.
Because they would enjoy both groups and seeing what they did
with their translation and how they created an
audio visual product with their translation.
So because that's something that professionally that could be done.
Yeah, exactly.
That,
that was our point when I did it with my students
and then when we incorporated my students because it could happen.
I mean, this is based on a project done by someone else
and you are adapting to the audio visual translation.
Yeah, definitely.
Thank you. Well, thank you very much.
Again, big round of applause.