ABSTRACT
This chapter explores audiovisual translation (AVT) from a didactic perspective, with special emphasis on subtitling and revoicing. After a historical overview of AVT training, a detailed discussion ensues on how the technological advances and changes that have taken place in the creation, localization, and distribution of audiovisual productions have triggered the emergence of new professional practices and research avenues. In recent years, the proliferation of audiovisual and multimedia content has led to the diversification of translatable assets, and training in subtitling and revoicing has become an integral part of the translation curriculum offered in most educational centres. Yet, the teaching methodologies currently used in AVT courses are sometimes out of date, mainly relying on theoretical translation premises and trends rather than on current professional practices and state of the art technology. We take stock of the most recurrent AVT pedagogical methods, extricate some of the reasons behind this state of affairs and, following a competences-based approach, put forward a series of experience- and research-based recommendations for the design and implementation of AVT training in higher education.
