Subtitling in CLIL: Promoting Bilingual Methodologies through Audiovisual Translation

Alberto Fernández Costales ^[1]
1. [1] Universidad de Oviedo
  
  Universidad de Oviedo
  
  Oviedo, España
Localización: Educación bilingüe: tendencias educativas y conceptos claves = Bilingual educational: trends and key concepts, 2017, págs. 185-196
Idioma: español
Enlaces
- Texto Completo Libro

Resumen
- This chapter explores the use of subtitling as a teaching tool to promote bilingual methodological strategies in Content and Language Integrated Learning (CLIL). Subtitling as a didactic resource in CLIL �and in bilingual education in general� has been neglected so far, probably due to the stigmatization of translation in foreign language teaching and its association with the Grammar Translation method; however, translation can stimulate students� language awareness, and challenge language separation in bilingual education:
  
  namely, the introduction of subtitling in CLIL is intended to encourage code-switching or translanguaging (i.e. the purposeful alternation of the L1 and L2) by working with inter- and intra-linguistic subtitles, enhancing students� metalinguistic skills and leading to the natural use of linguistic codes in the classroom. In addition, watching subtitled videos and producing subtitles in the L1 and the L2 can promote CLIL�s 4Cs, as specific contents will be presented with the support of audiovisual material, and cognition, communication, and intercultural elements will be endorsed in the two languages.