Okay, let's start with the second session of the sessions,
and now I'm going to add 2% and it comes to Bologna,
Medicare and
bologna.
They're saying
you've got he's a senior fellow
and a next generation European Union.
McGarry best postdoctoral research fellow
at the university domain prominence
in Spain.
And this chair a role
that Hampton University in United Kingdom.
He's also lecturer in the research translation and
plus program director of the University College London
in United Kingdom,
where he has to Adobe's other visual translation of Spanish language
and culture at the School of European, European Images,
Culture and Society since 2016.
He works with research groups, provide and promote.
His research revolves around debate about potential
of cloud subtitling and explore the latest innovation in audio.
These words from speech and education.
In recent years, he has carried out research on didactic
translation as part of travel
travels projects and has recently joined the.
How do you work Second Language be.
Second Language TV t project at CEPA in University Roma.
All of which focus on
the development of methodology and tools to use
audiovisual translation practices in foreign language location.
He is a member and Chartered Linguist, Linguist of Chartered Institute
of Linguistics and works as a freelance translation.
Subtitle for a number of International Bonanzas.
Now I'm going to with Carla with my
that whole samba in other languages, some translation
and interpreting studies from the University of Salford,
as well as a master degree in the recent translation
dubbing subtitling from the University of Sydney
and a master's degree in a specialized translation
from the University of Cordoba in 2016.
Should Phenix
appear to be to seize on Subtitling of Intercultural documentaries
during the first
year after finishing the hit series,
he worked as an in-house translator
and then as a freelance will give his work.
Translation Translator.
Currently, she's a lecturer of the University of Cordoba,
as well as in the master degree in audio visual translation
localization, supervising dubbing of the University of Study and Master
degree in a specialized translation at the University of Portland.
She's a member as well as well of the audience
research group audience and provides
and she is the chief editor of Translate
International Journal of Translation
and Interpreting.
And now is Carlo.
I'm going to present Carla.
Oh, by office
and it's 3:00. That's okay.
I've got a good session.
Yeah, we don't need my information.
Okay, Let's just at least
I like online
alliances. Okay? Full time.
She's a certified translator and interpreter, and she holds that Ph.D.
in translation and interpreting from the University of Alicante.
But she is a member of a renowned teaching innovation group
and private group, and she heads up Lucerne
Research Group from the University of Alicante,
and she's editorial coordinator of The A.V.
Club. Idea of translation and Interpreting.
Okay, that's enough.
We don't need more of this.
Okay, so we've English language
buffs in foreign language education and focus on translated.
Cultures on screen. So thank you.
And thanks everyone for coming here today to offer some teaching,
We're going to be using a very colorful, very pink
presentation today.
And this is what we're discussing today.
We're discussing a research case study that we've conducted
thanks to my fellow colleagues in the last two years or so.
And when we
backdating this to two years ago, when when we realized
how English language stops were entering the mainstream,
we realized that these have a lot of potential in terms
of using dogs to teach languages.
We were witnessing a boom in the industry
in terms of new habits, new viewing habits with English language stops
being far more widespread in industry.
And there were scholars such as Heath City and Pace
who were looking at different strategies that were being
undertaken to adopt these programs.
So we thought, why don't we bring this to the classroom
and not just to train adopting translators,
but also to teach languages.
So these new English language stops and obviously the use
of dubbing to teach languages is far from new.
We have papers dating back
to 2010, for instance, with Martin Duncan,
who carried out this study of inter lingual active dubbing.
In our case,
we highlighted the possibility to lingual
because that's the kind of approach that we took in our study.
So when we are
sorry.
I'm so sorry.
Oh, yeah.
So when we
when you approach didactic dubbing,
what kind of things do we need to take into account?
So first of all,
I can see no animations, but the first one was directionality.
So whether we're using into lingual or inter
lingual stops and what kind of language we're taking.
So in this case, we're obviously taking English language programs
that we were sorry, Spanish language programs that have been dubbed
into English to teach us.
You see
direct or prose translation.
Then coming from a Spanish university, we tested English
as a second language and I because I teach at UCLA, I was testing
native, native English speakers, learning
Spanish language and
we also have to take into account the kind of software
that we're using before using Octave.
They actually dubbing.
We have to take into account perhaps the use of screen
recording software and how the students will be
comfortable with this kind of software.
And also how we are going to be reviewing, assessing
the final product, if the teacher is directing the feedback,
or if we're also using peer assessment of for peer review.
And last but not least, we need to rate the materials that we use.
We need to be extremely careful with the kind of materials
that we use for this kind of purpose, and especially in terms of duration,
but also what kind of thing we want the students to do.
So in our case, the research question, which is at the bottom, was how
students perceive and translate instances of culture about humor.
In English language stops.
We were very our focus was quite narrow.
We just focused on cultural elements that triggered some kind of humor.
To do so, we selected
a passive inter lingual dubbing.
We selected a series.
It's an original production by Netflix
in Spanish and
which which has an equivalent of English top.
And we used, like I said before, Spanish speaking students
and English speaking students.
And now over to Karla, who will tell us more about this cultural cantina.
Okay, so we focus on cultural elements.
We saw a translation maybe because we felt and we know
that they actually post a translation problem.
So we thought that we could work with them
both in the translation classroom but also in language classes.
So it was going to be nice for
both of of this type of learning.
They actually post the translation problem and we have a Francois Salas
quote there,
mainly because there is no existence or there's like a different status.
But Frank Isola mostly
was studying literary translation.
So we also reviewed other audio based translation approaches.
That's why we based on Vincent and on Saturday as well.
And what we used was this second malaria,
which is actually a TV series in Spain
that depicts the life of these four female friends in Madrid, actually.
And they face they have
they every day in the different episodes
they have like different real world references.
And these are textual references are national, international
and also generational references.
And of course, this encyclopedia knowledge
that is needed to be able to transfer this information
was something we wanted to explore with our students.
And we thought that, especially with audio visual translation
and especially with cultural elements used for translation,
it will it was going to be easier for them
to understand them with the image and with the sound.
And always this has been explored and we've mentioned that before.
And also they were going to be retaining these elements
easily as well.
And so what we actually did
was to focus on these elements, but especially in those elements
that were used with an intention, with our humanistic intention.
So if we see this quote by Nat,
we believe that many times when there's a reference
that is used in a TV series, in a film, there is like
somehow an intention that is humorous behind this reference.
But we also agree with Gloria when she says that they are not really
humorous, say it's the way they are used
that makes this kind of reference is humorous.
So actually, we based our study on the review that Dora conducted.
She compiled many different taxonomies that study
the translation of cultural elements in audiovisual translation,
and we reviewed all of them to work on our own proposal
And going forward and these are the cultural elements
that we selected for our study eight Cultural Elements.
First one is that I'm going to see Diangana
the next one, which he's a singer, Spanish singer.
Next one is the Communion.
Typical dress for boys in Spain.
Marinetti So then obviously it was the third one and number four
was Obrafour bikini and well, my diet for the summer and all that.
And then Coppola, then the avid high speed train here in Spain.
And finally, two examples from Operation Dream for TV show
be as well with Maria and then in this valley Bustamante or in Genoa.
Those were the references that
thank you
think.
It's actually my favorite thing is also these valleys in Madrid.
The website is here to join our presentation.
You can meet him on the streets here.
So we we chose these elements because they were cultural elements
and they were used with our humorous intention behind all of them.
And then after all this review,
we created somehow our own proposal
based on quite a large business in advance and applied to our study.
And basically what we wanted to see is how students perceive this humor
and how they like to translate the humor, either by using course
conservation techniques or by using substitution techniques.
And this is what we explore with our students.
So we actually had these
techniques and we gave them examples that MA is going to be reviewing
to analyze how they were translating,
how they prefer to translate these kind of elements.
So based
on the taxonomy that Carla mentioned,
we designed our own activity and
five tips.
And while it is important to mention that these students
were not exposed to the original version of the series,
just to the adaptation so they could read the sentence,
and then what the the English dub clip.
Then they had to answer some questions through the questionnaire.
The first one was
on their own perception of this cultural element.
So they could
that could let us know if they understood the cultural element
totally or partially or or if they didn't understand it.
Then they could read some information about the cultural element
and answer another question to check whether they actually had understood
the cultural element or not or misunderstood it.
And finally, they could find
six Suerte six Differing
options Translation options in in.
Conservation and for retention of the exhibitions.
Yeah, they were designed with the help of a native
English native linguist so she could help us to
to be sure that they were correct.
And so let's go to the questionnaire, which is this one.
I will take time to explain it.
We did the same activity with two groups.
The first ones
were 557 students
from the University College, London
and and the 70% of them were English native speakers,
although the rest of them were highly familiar
with the British culture.
And the second group was comprised of 55 students.
Spanish were 80% of them were native Spanish students,
and the rest of them were equally
as familiar with the Spanish culture.
So the first group was supposed to direct translation
by the second group to taught reverse translation.
So let's see two of the examples.
The first one was this one, and they could
choose the preferred options for the dubbing version
Two of them were
conservative options and the other four were
and more creative, let's say
alternatives.
So we found out that this 75%
of a student of British students were more inclined
to conservative techniques, mainly retention,
which is quite interesting because they were
not really familiar with the Spanish content.
Yeah. And the younger. Yeah.
And they were more.
Yeah, yeah.
Like more inclined to conservative strategies and the Spanish students
preferred the retention as well, but also elimination,
even though they were supposed to be more familiar
with individual.
The second example, which is also
very musical, was Capella,
which is in the Spanish character of well, Carla said that it wasn't.
It's not what my students mentioned.
They'd never heard this applied to gay people.
And Marr told me that in Andalusia it's like.
Yeah, this, this reference was like, refer to to gay
people.
But well.
My, my students said they never would have.
Yeah.
That this joke was not really understood by all of the students,
but actually they're the most of the 29%
of the British students preferred specification
and the Spanish students naturalization.
Okay, Well, in some
we can see that all the students in both groups
were more inclined for to use
conservative techniques.
And these may lead us
to conclude that younger audiences prefer to respect
the cultural differences.
Our use of more
ad dubbing, which is more respectful
with the original culture.
So just to finish and try to be on time,
we can conclude that passive
lingual dubbing can be used in that sequence.
Is not only to teach the how to deal
with cultural elements, but maybe these methods can be valid.
Also to teach or the linguistic aspects,
maybe scientific language, or any other cultural,
linguistic items.
In this particular case, we found out that students preferred
that the Asians are more respectful and respectful towards
the culture elements, which is also the
the trend observed in in the is tedious translate translated
in Netflix.
These different strategies may be used to convey
intense instances of cultural humor
and but these degree of adaptation
may be different
depending on the needs and preferences
of the potential audience of each serious.
So this is clearly the reference
to seeing Case treated well.
Thank you and welcome to.
Is there any question?
Yes, I got it.
I can check the on line of questions just in case they have those.
Thank you very much for that.
Really interesting.
I wondered, did you have a chance to let
the English kids who were involved in the translation
to actually watch it and see if they understood
which position
we set up?
You mean the sample?
Right, The students who did this.
So the first part of the question of what's about comprehension.
Yeah.
So we wanted to assert whether they actually got the reference.
So actually because as I said, they're very young audiences nowadays
thinking about references like that, it's quite a way
from their actual experiences and
what's coming back to that.
Then we gave them some information about the references.
So this was all sequenced when they did the task in the classroom.
We did that the, the, the exercise with them so that we can
we could also have discussions with them on the references
and then they had to go with to reading in the foreign language
about that particular instance of cultural reference.
So once they knew more about it, then and only then could they
propose different references and different translations.
And that's when when we were quite interesting to see once
they knew what the records was about, then what kind of decision they made.
And sometimes it was quite different to the ones
that have been carried out in the introduction.
And I think that's one research avenue that we would also like to pursue,
which is comparing actually industry practices
and the kind of things that are being carried out by the likes
of Netflix as opposed to what younger audiences would expect.
On the other hand, I think I was more wondering
somebody who wasn't involved in that had a chance
to watch the different, I don't know, the different groups.
Oh, you mean viewers?
Yeah, viewers and I understand
which kind of version of the dubbing was more.
We haven't tested it, but that's.
That's me.
That's really interesting. Yeah.
Yeah, absolutely.
Sorry.
It's my bad.
You know, but it's interesting because we now
know it's right next paper
now. But it's interesting because we asked students
if they had understood the reference
right after watching and understanding everything
and all the information that we gave them.
And it was especially interesting with British students
because we realized how many things they missed.
Some of them like they could understand
because of the image, like audio visual translation,
which was one of our aims, like using that to teach and to learn
culture bound humor in in the classroom.
But Alejandro got really interesting answers to some of the examples,
and they had completely misunderstood, but in a really interesting way.
It was quite the opposite.
The one that was I mean, they but it's interesting
because they use all these audiovisual information to get a better idea,
but somehow they had missed and they had really interesting
feedback to give us. It was really
okay.
Is that any more questions to ask?
So before the cultural translation is,
one of the main problems that
I was wondering is really
how much might be talking
that many people have not translated to Attention Station
because they don't share the same reference.
So why changing that?
We need the council to implement some distance from reference.
Well, one.
Explanation for that that we we also fluctuating is that
our students are at a very early stage
in the learning career,
just in our careers, but also in their learning progress.
And we've also seen that younger students like first year,
second year students, are still quite close to the original text.
They still think
they have to stick to the things that they see in the source text
and they don't actually capitalize on other things like humor
or like coming up with more natural solutions
that perhaps go away from from the actual references.
So that's something they like.
Develop like creative strategies.
They don't really think they can change something.
I think that's one of the answers.
But also I think this is changing like over the time,
the way things are translating and cultural elements.
I think our translated are change over the time.
And I think we are facing a moment when more and more cultural references
are kept in the dark versions more than maybe some time ago.
And actually when we compared to Netflix options,
most of the times they retained their cultural element,
even though it was for an American English speaking audience.
So it also changes for time. So
listen, maybe, you know, there's nothing online.
I was checking, no questions online.
Okay. So
I'd like to to do one question, one more question.
So I have noticed that there are only minor disparities
between it's funny Spanish students and English as two in students.
But I'm wondering if these the same in
that being industry between the Spanish and
English.
There's not much that has been done on cultural references, apart
from perhaps once
that was works on a cultural screen, especially with regards to dubbing.
But with a colleague who actually helped us with these options.
We were looking at how the different English
language docs reflected accents, for instance.
And what we found out was that the industry,
especially because it's based in Los Angeles
and they have all of those studios in California,
they prioritize neutralizing
the accents and just getting rid of any kind of accent, etc.
Whereas in the UK that means studios that we saw, they,
they played a little bit more with accent, with culture,
with different kinds of regional accents, for instance.
But they didn't.
That's what is striking, that the industry,
that kind of layer, cultural layer which would be
given by the accent, is being getting real.
It's being eliminated.
It's like a lack of tradition
sometimes because it's like not that long.
Yeah, I think.
What many scholars have been saying is that the video game copying
has kind of influenced a lot
the ways in which programs are being taught,
especially in these American companies studios, whereas UK
studios are more playful, perhaps because we are more use to
some children programs, for instance, or if you watch the BBC
and there are foreign speakers, they will have an accent
like when they are being voiceover tweaking so.
Linked to attract traditions and the way they think things.
So we have no more time and we're going to thank you very
much for listening to.