AAVV - New perspectives in Audiovisual Translation

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Audiovisual Translation Migrates to the Cloud: Industry, Technology and Education

ALEJANDRO BOLAÑOS GARCÍA - ESCRIBANO

University College London

1

Introduction

Audiovisual translation (AVT) has grown extensively in the past few decades, moving from the margins to the mainstream of translation scholarship, and so has the AVT market, which continues to grow by leaps and bounds worldwide (MESA 2019).

In an industry spearheaded by fast-paced technological developments, the demand for tech-savvy and well-trained language professionals is an enduring reality nowadays. Translators are expected to excel at language-related tasks in professional settings by putting their technological literacy into practice. The AVT industry constitutes an ever-changing landscape (Baños and Díaz-Cintas 2015), so professionals need to become more imaginative to keep abreast of a growing list of innovations and remain employable. Today, the newest technologies in the AVT industry are taking the form of browser-based platforms and systems as well as other tools made available through the internet and thus occurs the steady migration of translation workbenches and workflows to the cloud.

The nature and evolution of the AVT profession have far-reaching implications in its teaching. First, there is a greater need for well-trained localisers and translators that specialise in AVT; secondly, honing translation competences and providing trainees with a well-informed education and authentic training practices, including situational experiences, need to be prioritised; and, thirdly, industry conventions and software ought to have a wider presence in training environments. In short, the teaching of AVT in higher education and other educational settings should ultimately aim to satisfy the latest industry demands by using cutting-edge technology, where possible, in the classroom. This chapter aims to depict the status quo of industry technologies in order to justify and legitimise the proposal of a comprehensive inclusion of new technologies, with an emphasis on cloud-based systems, in AVT education.

2

Academic and professional landscapes of AVT in the 21st century

Although AVT remained practically untouched by scholars until the early 1970s (Pérez-González 2014), it is now considered a solid, relevant research field in academia. As a matter of fact, the literature has grown exponentially, leading to a significant body of published research (Pérez-Escudero 2018) as well as the expansion of AVT specialised training in higher education (Bolaños-García-Escribano and Díaz-Cintas 2019).

All AVT practices share at least one common denominator: the audiovisual text. It is understood that an audiovisual text is received aurally and visually at the same time and is conditioned by the interaction between the verbal and non-verbal signs, thus giving rise to four main components that are common to all audiovisual texts, i.e. the acoustic and visual channels and verbal and non-verbal signs (Zabalbeascoa 2008). For some scholars, however, audiovisual texts are far more complex and can be composed of up to fourteen different codes, thereby reinforcing the multimodal nature of AVT (Gambier 2013). These categories, further discussed by Delabastita (1989), allow for a better understanding of AVT practices, which can be subsumed depending on how the linguistic transfer is made.