Talaván Zanón, NoaFernández Costales, AlbertoPilliere, LindaBerk Albachten, Özlem2024-06-052024-06-052024Talaván, N., & Fernández-Costales, A. (2024). Intralingual Audiovisual Translation as a Foreign Language Aid: A methodological proposal for application at different levels. In Pillière, L. & Berk Albachten, Ö. (Eds.), The Routledge Handbook of Intralingual Translation (pp. 360-376). Routledge9781003188872https://doi.org/10.4324/9781003188872-27https://hdl.handle.net/20.500.14468/22268Didactic audiovisual translation (AVT) has been increasingly studied over the last two decades. From the use of subtitles as a support, soon the application of subtitling as a real task undertaken by students became a reality. From there, the use of didactic dubbing spread as well (both in practice and in research), and more recently, other less familiar AVT modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH) or voice-over, have also started to be used in the language learning setting. Likewise, other trends, such as creative didactic AVT, have come to the fore due to the impact they may have on students’ motivation towards language learning. The investigation of active subtitling and dubbing in formal contexts has delivered promising results concerning students’ engagement, improved translation skills, and the promotion of oral and written comprehension and production. Moreover, the application of AVT as a didactic resource in bilingual education has also rendered promising outcomes. All didactic AVT modes can be applied either through interlingual or intralingual translation. This chapter will focus on the pedagogical possibilities of the latter, the intralingual combination, applied to each didactic AVT mode. The potential benefits of every AVT task will be described, reporting on empirical evidence from studies in the field, and a series of methodological guidelines for using the different AVT modes as didactic resources through intralingual translation will be provided. In particular, we will offer proposals regarding the preparation of lesson plans, the selection of video clips, the use of ICTs, timing issues, task design, and evaluation. The main aim of this chapter is to offer a panorama on the didactic possibilities of intralingual didactic AVT and provide practical and hands-on examples of activities that work in several educational stages. To date, the investigation of AVT in foreign language learning has primarily focused on university students, with few projects devoted to secondary education and virtually none investigating the application of subtitling and dubbing in primary education. By reporting on activities and methodological proposals that have been tested in several educational stages, we will present a more comprehensive and rigorous view on the use of intralingual didactic AVT, describing its benefits and potential drawbacks in the foreign language learning context.enAtribución-NoComercial-SinDerivadas 4.0 Internacional55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filologíacapítulo de libro