An increasing number of contributions have appeared in recent years on the subject of Audiovisual Translation (AVT), particularly in relation to dubbing and subtitling. The broad scope of this branch of Translation Studies is challenging because it brings together diverse disciplines, including film studies, translatology, semiotics, linguistics, applied linguistics, cognitive psychology, technology and ICT. This volume addresses issues relating to AVT research and didactics. The first section is dedicated to theoretical aspects in order to stimulate further debate and encourage progress in research-informed teaching. The second section focuses on a less developed area of research in the field of AVT: its potential use in foreign language pedagogy. This collection of articles is intended to create a discourse on new directions in AVT and foreign language learning. The book begins with reflections on wider methodological issues, advances to a proposed model of analysis for colloquial speech, touches on more 'niche' aspects of AVT (e.g. surtitling), progresses to didactic applications in foreign language pedagogy and learning at both linguistic and cultural levels, and concludes with a practical proposal for the use of AVT in foreign language classes. An interview with a professional subtitler draws the volume to a close.

This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view. The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into ‘minor’ languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.