Pixel International Conferences

This paper explores the application of subtitling techniques in the context of Content and Language Integrated Learning (CLIL). The article focuses on the use of ‘fansubbing’ (i.e. the adaptation of audiovisual materials by amateurs) in the classroom in order to raise students’ motivation and promote independent learning, as ‘fansubs’ are nowadays a widespread phenomenon among students who translate their favourite TV shows on a voluntary basis . Beyond enhancing students’ engagement in the classroom, this technique also allows us to work with the 4Cs of CLIL: audiovisual products are culture-embedded and they provide specific contents; also, they can contribute to stimulate communication among students and trigger cognition processes.

The use of subtitling as a teaching resource in foreign language learning has been approached by a small number of scholars and, so far, its application in relation to CLIL has not been investigated from an academic point of view. Beyond the implications of using fansubbing in order to improve students’ motivation and contribute to reinforce the creation of new learning environments, subtitling can also render positive results as long as vocabulary acquisition is concerned. In the particular context of CLIL, code-switching can also be targeted by working with inter / intra linguistic subtitles.

This paper reports on data from a research project developed in the University of Oviedo in the academic year 2012 / 2013. This proposal, led by the author of this paper, was intended to assess the application and use subtitling and dubbing may have in several subjects including not only English but also French and Spanish . So far, the project has rendered rather good results in terms of students’ motivation, vocabulary acquisition and development of new teaching competences and skills. Beyond analysing the possible advantages of using subtitling techniques in foreign language acquisition, this research also investigates the perception of language teachers as regards the application of audiovisual translation as a teaching resource: in order to do this, a questionnaire has been submitted to a sample composed of 75 teachers; the analysis of results is supported by quantitative and qualitative methodologies and a statistical analysis of the data with SPSS has been performed.