Numéro 36(1) de Parallèles (Avril 2024)
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Audiovisual translation and media accessibility in language education
Alejandro Bolaños García-Escribano, Noa Talaván & Alberto Fernández-Costales (Éditeurs invités), pages 3-17
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Learning specialised vocabulary through reverse subtitling in the context of translation and interpreting training
Laura Cruz-García, pages 18-29
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The language learners’ reception of fansubs and raw machine-translated subtitles: A pilot study
Juerong Qiu, pages 47-63
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How to sell your product: A lesson plan on dubbing to foster students’ communicative skills
Paula Buil Beltrán, pages 30-46
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Converting semiotic signs into a linguistic code: Implications for language learners’ oral skills
Marga Navarrete, pages 88-105
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The impact of fundubbing on the attitude towards the learning of Basque in primary education: A case study
Beatriz Azurmendi Sánchez & Ana Tamayo, pages 64-87
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The implementation of museum audio description in foreign language education: A pilot study
Chiara Bartolini & Eleonora Maldina, pages 130-146
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Audio description and pronominal verb production in students of Spanish: An analysis of unexpected linguistic outputs
Adriana Bausells-Espín, pages 106-129
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Literary translator training through audiovisual adaptation of children’s albums
Soledad Díaz-Alarcón, pages 164-181
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The role of accessibility in language teaching: Respeaking in the foreign language classroom
Luz Belenguer Cortés, pages 147-163
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Training pre-service primary education teachers in didactic audiovisual translation: A case study
Antonio-Jesús Tinedo-Rodríguez & Jennifer Lertola, pages 199-216
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Didactic transmedia storytelling: The case of Josep and the teaching of Catalan
Paula Igareda, pages 182-198
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Finding spaces for improvement in the didactic use of audiovisual translation in the EFL classroom: The case of the TRADILEX project
Cristina Plaza-Lara & María Bobadilla-Pérez, pages 217-233