ABSTRACT
Didactic audiovisual translation (DAT) has been increasingly studied over the last two decades. Following the use of subtitles as a support, the application of subtitling as a real task undertaken by students soon became a reality. From there, the use of didactic dubbing spread as well, and more recently, other less familiar AVT modes, such as audio description (AD), subtitles for the deaf and hard of hearing (SDH), and voice-over, have also started to be used in the language learning setting. 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. All AVT modes can be applied through either interlingual or intralingual translation. This chapter focuses on the pedagogical possibilities of the latter, the intralingual combination. The potential benefits of every type of task are 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 are provided. In particular, proposals regarding the preparation of lesson plans, the selection of video clips, the use of ICTs, timing issues, task design, and evaluation are offered.
