Persona: Rodríguez Arancón, Pilar
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Rodríguez Arancón
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Publicación Subtitling short films to improve writing and translation skills(John Benjamins Publishing Company, 2024-02) Talaván Zanón, Noa; Rodríguez Arancón, PilarThis paper presents the results of SUBFILM, a teaching innovation project that studied the benefits of reverse didactic subtitling to improve both foreign language learning writing skills and general translation skills. Didactic subtitling is to be understood here as the active production of subtitles by the students within a guided online task. SUBFILM made use of complete short films as basic audiovisual resources, and students of a Translation course within the degree of English Studies at a Spanish university were asked to subtitle them from Spanish into English over a period of one and a half months. A total of 26 students finished the project, where interdisciplinary individual and collaborative learning were constantly being stressed. A quasi-experimental research design including diverse data gathering tools has provided sufficient evidence to prove the benefits of reverse subtitling of complete short films for the enhancement of translation skills and writing production, as well as for vocabulary and grammar proficiency. Hence, the conclusions derived from the study complement previous research and open new related paths for didactic subtitling research and practice.Publicación Religious References in the Subtitling of Succession into Spanish(Università di Bologna, 2024-10-24) Rodríguez Arancón, Pilar; Ávila Cabrera, José JavierThe way taboos are translated can be controversial as it can depend on the characteristics of the communicative act related to the speakers’ context, culture, age and idiolect. However, we could generalise that some taboos can cause a strong reaction to the audience in the context of audiovisual translation (AVT), and some of them are particularly delicate to address, as is the case of religious references. Subtitlers are responsible for transferring the source text (ST) into a target text (TT) in the form of subtitles. In the case of Spain, whether or not the resulting subtitles are more or less faithful to the original cannot be said to be the result of censorship nowadays. However, phrases such as “Jesus fucking Christ” can pose a challenge to the professional, who must consider the best option to render the full impact of its contextual load. The result, for example, can vary from abiding by the rules of what can be considered politically correct, not being fully faithful to the ST or, by contrast, transferring some offensive or taboo load to the TT in the form of a (non-)religious phrase. On streaming platforms in Spain, these expressions tend to be compensated by other offensive phrases which avoid the direct insult to “God” or “Jesus Christ” (Ávila-Cabrera 2020), thereby resorting to ideological manipulation (Díaz Cintas 2012). The present study analyses the series Succession (Jesse Armstrong 2018–2023), season 3, and its subtitled version into Spanish, broadcast by HBO España (Spain). Based on a Descriptive Translation Studies approach (Toury 2012) and following Ávila-Cabrera’s (2023b) taxonomy of translation techniques, our initial hypothesis is that religious references are usually subtitled in a neutralised or offensive way, the latter excluding the direct reference to the religious figure. This paper aims to show the way that religious references in this TV series have been subtitled into Spanish for the Spanish audience from a linguistic approach, contributing to enriching the literature on AVT and religious phrases as taboo elements.Publicación A descriptive study on sex-related language in the subtitling of Succession into Spanish(Universidade Federal de Santa Catarina, 2025-07-01) Ávila Cabrera, José Javier; Rodríguez Arancón, PilarSex can be considered a vulgar, forbidden or unwelcome topic in many contexts and this fact can add a challenge to subtitlers of audiovisual products depending on the cultures and languages involved (Ávila-Cabrera, 2024). Although some authors claim that sexual references tend to be altered, mitigated or omitted when dubbing (Ferrari, 2010; Scandura, 2021) and subtitling (Fuentes-Luque, 2020) from English into neutral Spanish, other researchers such as Villanueva-Jordán (2023) have demonstrated through a case study that neutral Spanish for the Latin American audience does retain sexual references in dubbing. This paper examines the subtitling of the four seasons of the TV series Succession (Armstrong, 2018–2023) from US English into Spanish (from Spain), as broadcast on Max (formerly HBO España). The primary objectives of the study are as follows: (1) to explore the extent to which sexual references from the source text are transferred to the target text. To achieve this, we will analyse the transfer through the lens of Descriptive Translation Studies (Toury, 2012). (2) To determine how sexual references are treated in the translated text, whether they are rendered using explicit sexual language or replaced with other taboo or offensive phrases. For this, we employ Ávila-Cabrera’s (2023b) taxonomy of translation techniques to examine the handling of these references and assess whether the taboo load is preserved in the subtitles. (3) To identify the most recurrent translation techniques used. Among the expected findings, we aim to test our initial hypothesis that considers that sexual phrases tend to be transferred as closely as possible in the subtitles in this TV series. In summary, our intention is to contribute to the literature of the treatment of sexual language in interlingual subtitling through this paper.Publicación Didactic Audiovisual Translation in Online Contexts: A Pilot Study(Universidad de Córdoba, 2024) Talaván Zanón, Noa; Rodríguez Arancón, PilarThe didactic applications of Audiovisual Translation (AVT) to Foreign Language Learning refer to the use of AVT modes (subtitling, dubbing, etc.) as didactic resources. It is a line of enquiry that has been receiving increasing attention in recent years, from researchers and practitioners alike. The TRADILEX Project has aimed to reinforcing this area of study by designing and testing a methodological proposal where various AVT modes (subtitling, voice-over, dubbing, and the media accessibility modes of audio description and subtitles for deaf and hard of hearing people) have been applied to enhance integrated skills in English as a foreign language. This article will offer an account of the whole online piloting process undertaken within TRADILEX. It will show how the methodological design, the lesson plans, and the instruments were confirmed as functional, reliable, and effective for integrated skills enhancement, before undertaking the pre-experimental long-term study that lays at the core of the project.