L2: Volume 13 Issue 1

Multilingual Translation of English Idioms in Internet-based TV series: A Contrastive Approach

This paper analyzes the strategies and challenges involved in the translation of English idioms in a specific domain of broadcast media. Current technology and distribution networks make it possible to watch series from around the world shortly after they are aired in their original language. Although sometimes dubbed, Internet-based TV series are often broadcast with multilingual subtitles. I will focus here specifically on idioms in subtitles translated from English into German, Norwegian, Spanish, and Portuguese. The study considers 10 comedy and drama series screened by media service providers (Netflix, Amazon Prime Video, and Filmin).

The data will be described from a cognitive and contrastive perspective. I follow a methodology drawn from a previous article (Labarta Postigo, 2020). My main aim is to shed light on the strategies used in the translation process and to compare translation outcomes across languages. In terms of contrastive analysis, variants of the same language, such as Latin-American and European Spanish, and Brazilian and European Portuguese, have been considered.

The findings of this study are of potential use in pedagogical applications that develop learners’ cultural awareness and their understanding of figurative language in the foreign languages in question, as well as in the field of audiovisual subtitling translation.

The Ecology of Study Abroad for Language Learning: Synthesis and Interdisciplinary Insights

This report presents a review of study abroad research conducted from an ecological perspective (Kramsch, 2003; Leather & van Dam, 2003; van Lier, 2004) and identifies areas of inquiry that are lacking compared to second language acquisition and other fields (i.e., linguistics, psychology). It identifies value-based views as a high-priority area of interest and draws on frameworks in other fields to outline how language learning research could effectively describe the moral ecology of study abroad for language learning.

Creative Collaborations in Adult ESL Classrooms: Three Community Language Tutors’ Pre-Understandings, Contradictions, and Growth Points

This study draws upon Mindful L2 Teacher Education (Johnson & Golombek, 2016) to explore how volunteer community tutors of adult English as a Second Language (ESL) conceptualize and enact their roles as creative teachers. Through three case studies, I explore community language teachers’ pre-understandings, contradictions, and growth points. Findings revealed that tutors felt obligated to use survival ESL and grammar-based frameworks for teaching. Contradictions included their frustration with inconsistent student attendance, their fatigue creating lessons, and their feelings of isolation. Research on teacher education for community volunteers is important so that volunteers feel emotionally and pedagogically supported as they commit to teaching learners who otherwise might not have access to language instruction, including adults with immigrant and refugee backgrounds.

Experimenting with the Teaching of Academic Genres in the Target Culture: A Reflexive Testimony

Instructors’ Perspectives

This testimony discusses an experiment in teaching French academic genres in the context of a French reading and composition class held at UC Berkeley in spring 2020. The experiment was designed and implemented in collaboration with Emily Linares. The article describes the reasons for introducing students to these genres, within a multiliteracies framework and explains which pedagogical strategies worked best in this context, and why. It also points to possible socio-political implications of the experiment, which could also prove beneficial to minority students or students from underrepresented backgrounds in American universities.

Time for New Thinking about ELT in Latin America and Elsewhere

Instructors’ Perspectives

ELT in Latin America and elswehere in public schools and higher education and parts of the private sector has long been failing badly. The coronavirus pandemic should focus minds on changing that situation. Going back to TEFL business as usual should not be an option. In this article areas where radical change is needed are discussed and ideas for change proposed.

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