Active Subtitling to Train Linguistic Mediation and Digital Competence in Portuguese as a Foreign Language
DOI:
https://doi.org/10.24310/trt.29.2025.15881Palabras clave:
Linguistic mediation, Digital Competence, Subtitling, Portuguese as a Foreign Language, Amara SubtitlesResumen
Since the provisional release of CEFR-CV, inspiring proposals and analyses to train mediation in the foreign language classroom have been published. However, much remains to be explored, specifically in Portuguese as a Foreign Language (PFL). Based on the theoretical framework, in which I delve into the relationship between active subtitling, mediation, and the development of digital competence, in this paper, I present two subtitling exercises framed within a set of tasks designed explicitly for the development of students’ mediation skills. As we shall see, taking advantage of the mediating nature of subtitling has enabled us to progress in developing text mediation and concept mediation skills, as well as working across the board on our students’ digital competence.
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Baños, R., Marzà, A., & Torralba, G. (2021). Promoting plurilingual and pluricultural competence in language learning through audiovisual translation. Translation and Translanguaging in Multilingual Contexts, 7(1), 65–85. https://doi.org/10.1075/ttmc.00063.ban
Baños, R., & Sokoli, S. (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In K. Borthwick, E. Corradini, & A. Dickens (Eds.), 10 years of the LLAS elearning symposium: case studies in good practice (pp. 203–213). Dublin: Research-publishing.net. https://doi.org/10.14705/RPNET.2015.000280
BBC. (2019). Subtitle Guidelines. Retrieved from https://www.bbc.co.uk/accessibility/forproducts/guides/subtitles/
Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe Publishing.
Bolaños-García-Escribano, A., & Díaz-Cintas, J. (2020). Audiovisual translation. Subtitling and revoicing. In S. Laviosa & M. González-Davies (Eds.), The Routledge Handbook of Translation and Education (pp. 207–225). Oxon / New York: Routledge.
Borghetti, C., & Lertola, J. (2014). Interlingual subtitling for intercultural language education: a case study. Language and Intercultural Communication, 14(4), 423–440. https://doi.org/10.1080/14708477.2014.934380
Byram, M., Porto, M., & Yulita, L. (2020). Education for intercultural citizenship. In S. Laviosa & M. González-Davies (Eds.), The Routledge Handbook of Translation and Education (pp. 46–61). Oxon / New York: Routledge.
Caimi, A. (2006). Audiovisual translation and language learning: The promotion of intralingual subtitles. Journal of Specialised Translation, (6), 85–98.
Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and Pluricultural Competence. Studies towards a Common European Framework of Reference for language learning and teaching. Strasbourg: Language Policy Division. Council of Europe.
Council of Europe. (2020). CEFR: Learning, teaching, assessment. Companion volume. Strasbourg: Council of Europe Publishing. https://doi.org/10.1016/b978-0-7506-1183-1.50003-6
European Commission. (2020). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Digital Education Action Plan 2021-2027. Resetting education and training for the digital age.
European Commission. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 61(C189), 1–13.
García Benito, A. B. (2018). Didactización de material audiovisual para PLE: Experiencias de planificación de actividades de subtitulación. In D. Gonçalves, J. Fernández Rodríguez, M. M. Castro Rodríguez, M. C. Ricoy Lorenzo, X. Rodríguez Rodríguez, & X. M. Cid Fernández (Eds.), A fenda dixital: TIC, NEAE, Inclusión e Equidade // A Fenda digital: TIC, NEE, Inclusão e Equidade (pp. 155–167). Porto: Escola Superior de Educação Paola Frassinetti.
Gottlieb, H. (2017). Semiotics and translation. In The Routledge Handbook of Translation Studies and Linguistics (pp. 45–63). Oxon / New York: Routledge. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9781315692845-4
Lertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. In Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Voillans: Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252
Leung, C. (2022). Action-oriented Plurilingual Mediation: A Search for Fluid Foundations. In B. North, E. Piccardo, T. Goodier, D. Fasoglio, R. Margonis-Pasinetti, & B. Rüschoff (Eds.), Reflecting on the Common European Framework of Reference for Languages and its Companion Volume. (pp. 78–92). Strasbourg: Council of Europe.
McLoughlin, L. I., Lertola, J., & Talaván, N. (2020). Audiovisual Translation in Language Education. An introduction. In L. I. McLoughlin, J. Lertola, & N. Talaván (Eds.), Audiovisual translation in applied linguistics. Educational perspectives (pp. 1–8). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Muñoz-Basols, J. (2019). Going beyond the comfort zone: multilingualism, translation and mediation to foster plurilingual competence. Language, Culture and Curriculum, 32(3), 299–321. https://doi.org/10.1080/07908318.2019.1661687
Nikoli?, K. (2018). Reception studies in audiovisual translation – interlingual subtitling. In E. Di Giovanni & Y. Gambier (Eds.), Reception Studies and Audiovisual Translation (pp. 179–197). Amsterdam / Philadelphia. https://doi.org/10.1075/btl.141.10nik
North, B. (2022). The CEFR Companion Volume Project: What Has Been Achieved. In D. Little & N. Figueras (Eds.), Reflecting on the Common European Framework of Reference for Languages and its Companion Volume. (pp. 34–46). Bristol; Jackson: Multilingual Matters.
North, B., Piccardo, E., Goodier, T., Fasoglio, D., Margonis-Pasinetti, R., & Rüschoff, B. (2022). Enriching 21st-century Language Education: the CEFR Companion volume in practice. Strasbourg: Council of Europe Publishing.
Ogando, I. (2018). Subtitulación en ámbito PLE: Amara Subtitles para o desenvolvemento da multialfabetización. In A fenda dixital: TIC, NEAE, Inclusión e Equidade // A Fenda digital: TIC, NEE, Inclusão e Equidade (pp. 353–362). Porto: Escola Superior de Educação Paola Frassinetti.
Orrego Carmona, D. (2013). Avance de la traducción audiovisual: desde los inicios hasta la era digital. Mutatis Mutandis, 6(2), 297–320.
Piccardo, E. (2012). Médiation et apprentissage des langues: Pourquoi est-il temps de réfléchir à cette notion? Etudes de Linguistique Appliquée (ELA), 167, 285–294. https://doi.org/10.3917/ela.167.0285
Piccardo, E. (2021). The Role Mediation for Plurilingualism in Language Education. Retrieved from https://www.youtube.com/watch?v=8Q53te9vcqU
Piccardo, E., & North, B. (2022). Enriching the Scope of Language Education: the CEFR- Companion volume. In B. North, E. Piccardo, T. Goodier, D. Fasoglio, R. Margonis-Pasinetti, & B. Rüschoff (Eds.), Enriching 21st-century Language Education: the CEFR Companion volume in practice. (pp. 27–48). Strasbourg: Council of Europe.
Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education: Mediation, plurilingualism, and collaborative learning: The CEFR companion volume. Journal of E-Learning and Knowledge Society, 15(1), 17–36. https://doi.org/10.20368/1971-8829/1612
Ragni, V. (2020). Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI). In L. I. McLoughlin, J. Lertola, & N. Talaván (Eds.), Audiovisual translation in applied linguistics. Educational perspectives (pp. 9–29). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Redecker, C. (2018). European Framework for the Digital Competence of Educators: DigCompEdu (Y. Punie, Ed.). Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770
Sokoli, S. (2006). Learning via Subtitling (LvS): A tool for the creation of foreign language learning activities based on film subtitling. 1–8. Retrieved from http://www.euroconferences.info/proceedings/2006_Proceedings/2006_Sokoli_Stravoula.pdf
Talaván Zanón, N. (2019). La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengua extranjera. Doblele. Revista de Lengua y Literatura, 5, 85–97. https://doi.org/10.5565/rev/doblele.59
Talaván Zanón, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class. International Journal of English Studies, 19(1), 21–40. https://doi.org/10.6018/IJES.338671
Talaván Zanón, N. (2012). Justificación teórico-práctica del uso de los subtítulos en la enseñanza-aprendizaje de lenguas extranjeras. Trans. Revista de Traductología, 16, 23–37.
Talaván, N. (2010). Subtitling as a task and subtitles as support: pedagogical applications. In J. Díaz-Cintas, A. Matamala, & J. Neves (Eds.), New Insights into Audiovisual Translation and Media Accessibility: Media for All 2 (pp. 285–299). Amsterdam: Rodopi.
Talaván, N., Ibañez, A., & Bárcena, E. (2016). Exploring collaborative reverse subtitling for the enhancement of written production activities in English as a second language. ReCALL, 29(1), 39–58.
Talaván, N., & Lertola, J. (2022). Audiovisual Translation as a Didactic Resource in Foreign Language Education. A methodological proposal. Encuentro. Revista Del Departamento de Filología Moderna, 30, 23–39.
Vanderplank, R. (2016). Captioned Media in Foreign Language Learning and Teaching. In Captioned Media in Foreign Language Learning and Teaching. https://doi.org/10.1057/978-1-137-50045-8
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. Luxembourg: Publications Office of the European Union. Retrieved from https://publications.jrc.ec.europa.eu/repository/bitstream/JRC128 415/JRC128415_01.pdf
Webgraphy
Azores. Seguro por naturaleza (2022). https://amara.org/videos/IRXTIp6C0aeL/info/azores-seguro-por-naturaleza-30-visitazores-azoresseguropornaturaleza/
Azores. Seguro por naturaleza 30'' (2022). https://amara.org/videos/IRXTIp6C0aeL/info/azores-seguro-por-naturaleza-30-visitazores-azoresseguropornaturaleza/
Legendar os Açores (2022). Seguro por natureza - https://drive.google.com/file/d/1rhxKBPOrqL-QHDMpEnY05pUE-4EwIWQn/view?usp=sharing
Legendar Portugal “ficha orientadora da atividade” (2022).
https://drive.google.com/file/d/1EBtkJ_vO_s6c_poq2XSJf9O0rFmeE_nb/view?usp=sharing
É tempo de alcançar (2022). https://amara.org/videos/7YQS6LypHEek/info/tempo-de-alcancar/
É tempo de inspirar (2022). https://amara.org/videos/EZ3emdrS65Uu/info/tempo-de-inspirar/
É tempo de saborear (2022). https://amara.org/videos/P27ykVeGdSzP/info/tempo-de-saborear/
É tempo de surfar (2022). https://amara.org/videos/yeJL2xGNkRGq/info/tempo-de-surfar/
Visit Portugal – É tempo de ser (2021) - https://www.visitportugal.com/ptpt/content/tempo-de-ser
Visit Portugal - https://www.visitportugal.com/pt-pt
Baños, R., & Sokoli, S. (2015). Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students’ motivation and engagement. In K. Borthwick, E. Corradini, & A. Dickens (Eds.), 10 years of the LLAS elearning symposium: case studies in good practice (pp. 203–213). Dublin: Research-publishing.net. https://doi.org/10.14705/RPNET.2015.000280
BBC. (2019). Subtitle Guidelines. Retrieved from https://www.bbc.co.uk/accessibility/forproducts/guides/subtitles/
Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe Publishing.
Bolaños-García-Escribano, A., & Díaz-Cintas, J. (2020). Audiovisual translation. Subtitling and revoicing. In S. Laviosa & M. González-Davies (Eds.), The Routledge Handbook of Translation and Education (pp. 207–225). Oxon / New York: Routledge.
Borghetti, C., & Lertola, J. (2014). Interlingual subtitling for intercultural language education: a case study. Language and Intercultural Communication, 14(4), 423–440. https://doi.org/10.1080/14708477.2014.934380
Byram, M., Porto, M., & Yulita, L. (2020). Education for intercultural citizenship. In S. Laviosa & M. González-Davies (Eds.), The Routledge Handbook of Translation and Education (pp. 46–61). Oxon / New York: Routledge.
Caimi, A. (2006). Audiovisual translation and language learning: The promotion of intralingual subtitles. Journal of Specialised Translation, (6), 85–98.
Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and Pluricultural Competence. Studies towards a Common European Framework of Reference for language learning and teaching. Strasbourg: Language Policy Division. Council of Europe.
Council of Europe. (2020). CEFR: Learning, teaching, assessment. Companion volume. Strasbourg: Council of Europe Publishing. https://doi.org/10.1016/b978-0-7506-1183-1.50003-6
European Commission. (2020). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Digital Education Action Plan 2021-2027. Resetting education and training for the digital age.
European Commission. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 61(C189), 1–13.
García Benito, A. B. (2018). Didactización de material audiovisual para PLE: Experiencias de planificación de actividades de subtitulación. In D. Gonçalves, J. Fernández Rodríguez, M. M. Castro Rodríguez, M. C. Ricoy Lorenzo, X. Rodríguez Rodríguez, & X. M. Cid Fernández (Eds.), A fenda dixital: TIC, NEAE, Inclusión e Equidade // A Fenda digital: TIC, NEE, Inclusão e Equidade (pp. 155–167). Porto: Escola Superior de Educação Paola Frassinetti.
Gottlieb, H. (2017). Semiotics and translation. In The Routledge Handbook of Translation Studies and Linguistics (pp. 45–63). Oxon / New York: Routledge. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9781315692845-4
Lertola, J. (2019). Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. In Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Voillans: Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252
Leung, C. (2022). Action-oriented Plurilingual Mediation: A Search for Fluid Foundations. In B. North, E. Piccardo, T. Goodier, D. Fasoglio, R. Margonis-Pasinetti, & B. Rüschoff (Eds.), Reflecting on the Common European Framework of Reference for Languages and its Companion Volume. (pp. 78–92). Strasbourg: Council of Europe.
McLoughlin, L. I., Lertola, J., & Talaván, N. (2020). Audiovisual Translation in Language Education. An introduction. In L. I. McLoughlin, J. Lertola, & N. Talaván (Eds.), Audiovisual translation in applied linguistics. Educational perspectives (pp. 1–8). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Muñoz-Basols, J. (2019). Going beyond the comfort zone: multilingualism, translation and mediation to foster plurilingual competence. Language, Culture and Curriculum, 32(3), 299–321. https://doi.org/10.1080/07908318.2019.1661687
Nikoli?, K. (2018). Reception studies in audiovisual translation – interlingual subtitling. In E. Di Giovanni & Y. Gambier (Eds.), Reception Studies and Audiovisual Translation (pp. 179–197). Amsterdam / Philadelphia. https://doi.org/10.1075/btl.141.10nik
North, B. (2022). The CEFR Companion Volume Project: What Has Been Achieved. In D. Little & N. Figueras (Eds.), Reflecting on the Common European Framework of Reference for Languages and its Companion Volume. (pp. 34–46). Bristol; Jackson: Multilingual Matters.
North, B., Piccardo, E., Goodier, T., Fasoglio, D., Margonis-Pasinetti, R., & Rüschoff, B. (2022). Enriching 21st-century Language Education: the CEFR Companion volume in practice. Strasbourg: Council of Europe Publishing.
Ogando, I. (2018). Subtitulación en ámbito PLE: Amara Subtitles para o desenvolvemento da multialfabetización. In A fenda dixital: TIC, NEAE, Inclusión e Equidade // A Fenda digital: TIC, NEE, Inclusão e Equidade (pp. 353–362). Porto: Escola Superior de Educação Paola Frassinetti.
Orrego Carmona, D. (2013). Avance de la traducción audiovisual: desde los inicios hasta la era digital. Mutatis Mutandis, 6(2), 297–320.
Piccardo, E. (2012). Médiation et apprentissage des langues: Pourquoi est-il temps de réfléchir à cette notion? Etudes de Linguistique Appliquée (ELA), 167, 285–294. https://doi.org/10.3917/ela.167.0285
Piccardo, E. (2021). The Role Mediation for Plurilingualism in Language Education. Retrieved from https://www.youtube.com/watch?v=8Q53te9vcqU
Piccardo, E., & North, B. (2022). Enriching the Scope of Language Education: the CEFR- Companion volume. In B. North, E. Piccardo, T. Goodier, D. Fasoglio, R. Margonis-Pasinetti, & B. Rüschoff (Eds.), Enriching 21st-century Language Education: the CEFR Companion volume in practice. (pp. 27–48). Strasbourg: Council of Europe.
Piccardo, E., North, B., & Goodier, T. (2019). Broadening the scope of language education: Mediation, plurilingualism, and collaborative learning: The CEFR companion volume. Journal of E-Learning and Knowledge Society, 15(1), 17–36. https://doi.org/10.20368/1971-8829/1612
Ragni, V. (2020). Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI). In L. I. McLoughlin, J. Lertola, & N. Talaván (Eds.), Audiovisual translation in applied linguistics. Educational perspectives (pp. 9–29). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Redecker, C. (2018). European Framework for the Digital Competence of Educators: DigCompEdu (Y. Punie, Ed.). Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/159770
Sokoli, S. (2006). Learning via Subtitling (LvS): A tool for the creation of foreign language learning activities based on film subtitling. 1–8. Retrieved from http://www.euroconferences.info/proceedings/2006_Proceedings/2006_Sokoli_Stravoula.pdf
Talaván Zanón, N. (2019). La traducción audiovisual como recurso didáctico para mejorar la comprensión audiovisual en lengua extranjera. Doblele. Revista de Lengua y Literatura, 5, 85–97. https://doi.org/10.5565/rev/doblele.59
Talaván Zanón, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class. International Journal of English Studies, 19(1), 21–40. https://doi.org/10.6018/IJES.338671
Talaván Zanón, N. (2012). Justificación teórico-práctica del uso de los subtítulos en la enseñanza-aprendizaje de lenguas extranjeras. Trans. Revista de Traductología, 16, 23–37.
Talaván, N. (2010). Subtitling as a task and subtitles as support: pedagogical applications. In J. Díaz-Cintas, A. Matamala, & J. Neves (Eds.), New Insights into Audiovisual Translation and Media Accessibility: Media for All 2 (pp. 285–299). Amsterdam: Rodopi.
Talaván, N., Ibañez, A., & Bárcena, E. (2016). Exploring collaborative reverse subtitling for the enhancement of written production activities in English as a second language. ReCALL, 29(1), 39–58.
Talaván, N., & Lertola, J. (2022). Audiovisual Translation as a Didactic Resource in Foreign Language Education. A methodological proposal. Encuentro. Revista Del Departamento de Filología Moderna, 30, 23–39.
Vanderplank, R. (2016). Captioned Media in Foreign Language Learning and Teaching. In Captioned Media in Foreign Language Learning and Teaching. https://doi.org/10.1057/978-1-137-50045-8
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. Luxembourg: Publications Office of the European Union. Retrieved from https://publications.jrc.ec.europa.eu/repository/bitstream/JRC128 415/JRC128415_01.pdf
Webgraphy
Azores. Seguro por naturaleza (2022). https://amara.org/videos/IRXTIp6C0aeL/info/azores-seguro-por-naturaleza-30-visitazores-azoresseguropornaturaleza/
Azores. Seguro por naturaleza 30'' (2022). https://amara.org/videos/IRXTIp6C0aeL/info/azores-seguro-por-naturaleza-30-visitazores-azoresseguropornaturaleza/
Legendar os Açores (2022). Seguro por natureza - https://drive.google.com/file/d/1rhxKBPOrqL-QHDMpEnY05pUE-4EwIWQn/view?usp=sharing
Legendar Portugal “ficha orientadora da atividade” (2022).
https://drive.google.com/file/d/1EBtkJ_vO_s6c_poq2XSJf9O0rFmeE_nb/view?usp=sharing
É tempo de alcançar (2022). https://amara.org/videos/7YQS6LypHEek/info/tempo-de-alcancar/
É tempo de inspirar (2022). https://amara.org/videos/EZ3emdrS65Uu/info/tempo-de-inspirar/
É tempo de saborear (2022). https://amara.org/videos/P27ykVeGdSzP/info/tempo-de-saborear/
É tempo de surfar (2022). https://amara.org/videos/yeJL2xGNkRGq/info/tempo-de-surfar/
Visit Portugal – É tempo de ser (2021) - https://www.visitportugal.com/ptpt/content/tempo-de-ser
Visit Portugal - https://www.visitportugal.com/pt-pt
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2025-10-24
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Ogando González, I. (2025). Active Subtitling to Train Linguistic Mediation and Digital Competence in Portuguese as a Foreign Language. TRANS: Revista De Traductología, (29), 101–122. https://doi.org/10.24310/trt.29.2025.15881
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