Audiovisual translation: A reception study on Bilingual child language brokers’ linguistic and cultural competences

Mercedes Enríquez-Aranda; Inma Mendoza García

doi:10.30827/portalin.vi40.26079

Authors

Mercedes Enríquez-Aranda Universidad de Málaga https://orcid.org/0000-0002-1159-5252
Inma Mendoza García Universidad Pablo de Olavide (Sevilla) https://orcid.org/0000-0003-4382-5822

DOI:

https://doi.org/10.30827/portalin.vi40.26079

Keywords:

audiovisual translation, bilingualism, child language brokering, linguistic competences, cultural competences

Abstract

This paper presents an empirical pilot study conducted from July through September 2019 at César Chávez Elementary School, a public, bilingual English/Spanish primary school in the city of San Francisco (California, USA).

The research was based on the hypothesis that children enrolled in such bilingual educational programs are exposed to linguistic and cultural content in English and Spanish, and will therefore differentiate the contents of the bilingual audiovisual products they consume both linguistically and culturally.

The aim was to assess the possible impact of bilingual audiovisual products on the acquisition of linguistic and cultural competences by child language brokers in the bilingual educational system of the USA, a country with more than forty years’ experience in this type of education.

The research tools used to collect and analyze the data were interviews and experimental tests.

The conclusions allow us firstly to determine whether audiovisual products are effectively used as a teaching tool in school and, secondly, to assess the use of audiovisual products as a methodological instrument in USA primary education bilingual programs. They can also help us track the origins of child language brokering in a bilingual context.

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Author Biographies

Mercedes Enríquez-Aranda, Universidad de Málaga

Dr. Mercedes Enríquez-Aranda is a Senior Lecturer (with tenure) in Translation and Interpreting at the University of Malaga (Spain). She holds a PhD in Translation and Interpreting from the University of Malaga, her main fields of research being reception studies in translation (literary translation, audiovisual translation and media accessibility) and translator training. She has published numerous studies in these fields.

Inma Mendoza García, Universidad Pablo de Olavide (Sevilla)

Dr. Inma Mendoza García is a full-time lecturer in Translation and Interpreting at Pablo de Olavide University, in Seville (Spain). She holds a PhD in English Philology and is a member of the Translation, Literature and Society research group (HUM-623). Her main lines of research are translation theory, literary translation (more specifically, the translation of children’s literature) and translator training, and she has published profusely on these topics.

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