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

• Enríquez-Aranda, Mercedes ^[1] ; Mendoza García, Inma ^[2]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  2. [2] Universidad Pablo de Olavide

     Universidad Pablo de Olavide

     Sevilla, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 40, 2023, págs. 113-130
• Idioma: inglés
• DOI: 10.30827/portalin.vi40.26079
• Títulos paralelos:
  • La traducción audiovisual: estudio de recepción sobre las competencias lingüísticas y culturales de los intermediarios lingüísticos infantiles bilingües
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo presenta un estudio piloto empírico realizado de julio a septiembre de 2019 en un centro público bilingüe inglés/español de Educación Primaria, César Chávez Elementary School, en San Francisco (California, EE. UU.).

    La investigación parte de la hipótesis de que los niños que se inscriben en estos programas educativos bilingües están expuestos a contenidos lingüísticos y culturales en inglés y español, por lo que diferencian por lengua y cultura estos contenidos en los productos audiovisuales bilingües que consumen.

    El estudio pretende evaluar el impacto que el uso de productos audiovisuales bilingües puede tener en la adquisición de competencias lingüísticas y culturales de los niños intermediarios lingüísticos en el sistema educativo bilingüe de EE. UU., un país con más de cuarenta años de experiencia en programas educativos bilingüe.

    Las herramientas de investigación utilizadas para recolectar y analizar los datos fueron entrevistas y pruebas experimentales.

    Las conclusiones pueden permitirnos determinar si los productos audiovisuales se utilizan efectivamente como herramienta didáctica en la escuela y evaluar el uso de productos audiovisuales como instrumento metodológico en los programas bilingües de Educación Primaria de EE. UU. Estas reflexiones pueden servirnos para rastrear los orígenes de la intermediación lingüística infantil en un contexto bilingüe.

  • English

    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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