How Does Gender Shape Fieldwork Experiences?

We recently published Femininities in the Field edited by Brooke A. Porter and Heike A. Schänzel. In this post the editors explain why the book is necessary and what they hope will be achieved from its publication.

Gendered actions have been receiving quite a bit of press lately, and rightly so. While much of the press has been focused on power inequalities, some attention has been given towards gender equalities. With the academy far from being viewed as gender equal, our motivation for the book is to explore how femininities shape fieldwork experiences in the social sciences, specifically in tourism. Research in the field has long been considered as a masculine act in a masculine space, with the idea of the lone-researcher at the forefront tracing back to anthropological endeavours. For many researchers, this narrow construction can be intimidating. Yet, for any researcher in the field, we argue the undeniable influence, both positive and negative, of gender on fieldwork.

A main aim of this book is to describe gender as a variable worthy of attention, in the field, in the analysis, and in the reporting of any piece of research. Through fifteen self-reflexive analyses (including two by men), our contributors reflect on past fieldwork experiences through a gendered lens. Tourism research was the common thread for all contributors, but the experiences are diverse and without doubt, transdisciplinary. From tales from marine mammal research in the high seas to the party-filled streets of Mallorca, each contributor provides an explicit account of how gender affected their fieldwork. The diversity of the contributions became most apparent to us when it came time to choose a cover. We simply could not find an image that could effectively convey the book’s contents. After nearly twenty correspondences, we ditched the idea of an image and decided on a multifaceted illustration. The colourful graphics depict the diversities, and the expressions convey many of the heartfelt emotions revealed in the book.

This book is meant to be a tool for researchers at any stage in their career, for supervisors and mentors, and for committees involved in the fieldwork process. It is both a tool of reference and a path forward.

For more information about this book please see our website. If you found this interesting, you might also like Ethnographic Fieldwork by Jan Blommaert and Dong Jie.

Laura’s Trip to the Irish Research Network in Childhood Bilingualism and Multilingualism Meeting

Last month I was invited to give a talk on publishing with Multilingual Matters at the Irish Research Network in Childhood Bilingualism and Multilingualism. The one-day meeting was organised by Francesca La Morgia and took place at Trinity College Dublin (TCD). The research network aims to ‘establish links among researchers, policy makers, teachers, early childhood educators, educational psychologists, speech and language therapists and anyone who could benefit from gaining knowledge and sharing experiences that can advance the understanding and improve practices in the area of childhood bilingualism’.

Dr Enlli Thomas introducing her presentation

The day began with a keynote speech from Prof. Enlli Môn Thomas who is the co-editor, together with Ineke Mennen, of our book Advances in the Study of Bilingualism. Enlli talked us through research being undertaken on bilingualism in Wales and discussed what has been done and has, or has not, worked in some areas. It seems that often the attitudes toward Welsh are relatively positive, in that people understand why it’s important and what the benefits of being bilingual are, yet their linguistic behaviour does not always reflect these views.

Laura giving her talk on publishing with Multilingual Matters

The next part of the morning comprised presentations from Prof. Nóirín Hayes from the Children’s Research Network for Ireland and Northern Ireland and Maureen Burgess of TCD who spoke about funding sources and opportunities. Making up that trio of presentations was mine on publishing, which I hope was of interest to those who are looking to publish the outcomes of their work and want to learn more about the publication process and what it entails.

One of the key aims of the network is to connect those working in different spheres but with similar interests or goals, to share knowledge and to think about useful collaborations. As such, the afternoon began with short presentations by delegates so that we could get an idea of who was working in which specific areas. We then split off into workshops and I sat in on one led by Ciara O’Toole on language disorders in bilingual children and bilingual education. In the group were speech language therapists, teachers and researchers and it was interesting to hear everyone pooling their ideas and expertise to come up with some aims for the group and goals to achieve before the next meeting.

The day then drew to a close with each working group reporting back to everyone else and it was nearly time for me to return to Bristol. But not before I took a moment to visit two of TCD’s most famous things: The Book of Kells and Old Library – absolute ‘musts’ for a publisher on a trip to Dublin!

Laura

Language Textbooks: Windows to the World?

We recently published Representations of the World in Language Textbooks by Karen Risager. In this post Karen explains what inspired her to write the book and tells us what we can expect from reading it.

It is often said that language teaching opens windows to the world. Learning a new language is even sometimes said to further our development as world citizens. But when we look closely at textbooks (and other materials) used in language learning, what images of the world emerge?

I have always been interested in explicit and implicit cultural representations in textbooks, and one of the earliest examples I remember from my own experience is a chapter in a textbook for French produced in the 1970s (used in Denmark where I lived and still live): The book dealt with the (very dull!) daily life of a middle-class family in Paris consisting of a father, a mother and their children, a son and a (younger) daughter. In the chapter in question, there was a drawing of a small square near the family’s house. There were no people, but a dog and a cat were standing on the gound. The accompanying text ran approximately like this (in French): ‘The dog and the cat do not fight, for in France dogs and cats are good friends’. The microcosmos of the square thus suggested a country characterised by harmonious relations between groups that might very well be in conflict in other countries.

In Representations of the World in Language Textbooks I analyse cultural representations in six contemporary language textbooks (used in Denmark), one for each of the languages English, German, French, Spanish, Danish and Esperanto. I have chosen to take the idea of the ‘world’ literally, that is, while I examine representations of the respective target language countries, I also examine representations of the world at large, the planet: Which regions of the planet do the textbooks refer to, directly or indirectly? Do they take up global issues, such as climate change, or inequality? Do they touch on transnational processes, such as migrations, or the worldwide use of IT?

My professional background is both in languages (sociolinguistics, multilingualism, language education) and in cultural studies (international development studies, intercultural studies, studies of migration). Therefore, it is important for me to emphasise that the analysis of cultural representations in textbooks is greatly furthered if one is aware of which theories of culture and society one draws on. In the book I distinguish between five theoretical approaches:

  • National studies
  • Citizenship education studies
  • Cultural studies
  • Postcolonial studies
  • Transnational studies

Each of these approaches gives rise to a number of analytical questions concerning the cultural and social universe of the textbooks.

Among the numerous results of the analyses of the six textbooks is that the enormous continent of Africa, encompassing a large number of countries, ethnicities, issues and inequalities etc., is almost invisible – with some exceptions. So one may say that the textbooks examined, with all their qualities, are certainly not windows to Africa.

 

Karen Risager, Professor Emerita, Intercultural Studies, Department of Communication and Arts, Roskilde University, Denmark, risager@ruc.dk

For more information about this book please see our website. If you found this interesting, you might also like Teaching Intercultural Competence Across the Age Range edited by Manuela Wagner, Dorie Conlon Perugini and Michael Byram.

 

Where To Find Us Over The Coming Months!

With the start of the new year comes a whole host of opportunities to see us at conferences. Conferences are great opportunities to browse the books at your leisure, buy them at our special conference price and speak to one of the Channel View/Multilingual Matters team. We’re always happy to meet our readers and authors in person and talk about the books, publishing process or just discuss the sights of the host city!

Sarah at a previous CAUTHE conference

Sarah will be at our first major conference of the year when she attends the CAUTHE conference next week. This conference is an annual highlight for our tourism studies list and this year Sarah will be showcasing our brand new titles Femininities in the Field (edited by Porter and Schänzel), Tourism and Religion (edited by Butler and Suntikul) and Qualitative Methods in Tourism Research (edited by Hillman and Radel).

Anna, Tommi and Laura at AAAL 2017

Throughout March and April, Tommi, Anna, Laura and Flo will attend four major conferences in the USA: NABE, AAAL, TESOL and AERA. We’ll also be welcoming Elinor, our Marketing Manager, back to work after her maternity leave so March will certainly be a busy month for us all. In April, after an 8-year hiatus, Multilingual Matters will be exhibiting again at IATEFL in the UK. We’re looking forward to a ‘local’ conference and hoping for some nice spring sunshine in Brighton.

We are also making plans for PLL3 (Japan), Sociolinguistics Symposium (New Zealand) and Tourism Education Futures Conference (Finland), all three in June. The aforementioned are just a flavour of the conferences we’re set to attend in the first half of 2018 and do look out for us at a number of smaller symposia too, plus more later in the year. We hope to see you somewhere at some point this year!

The Importance of Language Teacher Psychology

This month we published Language Teacher Psychology edited by Sarah Mercer and Achilleas Kostoulas. In this post, the book’s editors introduce us to the collection.

Language learners are the end recipients who should benefit from everything we do, so it is perhaps unsurprising that they have been the focus of much of our work as language educators. However, as we explored the teacher-learner relationship, we have become aware that teacher psychology can also have considerable influence on the teachers’ ability to teach as effectively and creatively as possible, as well as on their learners’ psychology. But what do we really know about teachers’ motivations, their emotions, wellbeing, and thinking?

As we looked more closely at what has been published to date, we did find some fascinating, relatively well-explored lines of inquiry, but we also discovered that there was not nearly the same depth, breadth or complexity of research that exists for learners and their psychologies. We felt that this gap was disconcerting, especially in the light of the challenges within the teaching profession, and we were keen to explore how the constructs that were being used in language learner psychology might also apply to teachers. It was encouraging that our concerns and motivations for this volume were shared by other scholars in the field, whose enthusiastic response to our invitation has helped to make this such a rich and diverse collection.

The structure of this book reflects these concerns and attempts to address them. The first few chapters offer new insights into aspects of language teacher psychology that have already received some attention in research, such as motivation and identity. The next set of contributions broadens the agenda by looking into aspects that have only more recently begun to be examined. The third part of the book explores a relatively new line of inquiry considering how insights from positive psychology can be applied to language teaching. The final chapter illustrates how language teacher psychology can be studied as an integrated whole and not just as a collection of fragmented constructs.

As editors, we feel privileged to have worked with such great scholars who contributed their time and insights to the collection. We hope that readers derive as much enjoyment as we did by engaging with the chapters that make up the book. We also hope that it generates more research, more discussion, and more awareness of the importance of language teacher psychology. Indeed, the new book series Psychology of Language Learning and Teaching, would welcome contributions that extend this discussion. In the meantime, if you’d like to find out more about the book, you might want to take a look at the table of contents which are found at the bottom of this page.

Sarah Mercer and Achilleas Kostoulas

If you found this interesting, you may be interested in Positive Psychology in SLA edited by Peter D. MacIntyre, Tammy Gregersen and Sarah Mercer. You can also find more information on Language Teacher Psychology on our website.

The Multilingual Hospital: Confessions of a Sociolinguist

Our author and series editor, Viv Edwards, recently found herself in hospital. To divert her mind from her own situation, she seized the opportunity to look and listen to the activity around her…

11 July 2017 started very much like any other day. It ended in admission to an acute stroke unit. The implications of this life changing event dawned only gradually, as did the realization that things could be much worse. For starters, the damage to my brain had manifested itself in left-sided weakness; communication – that most precious of human gifts, particularly for a linguist – was unaffected. And by the time I had transferred from the acute unit to Valley, a neuro rehabilitation ward, it had become clear that this new environment was nothing short of a playground for sociolinguists.

In this world of Brexit, one of the recurrent themes has been the status of the large numbers of nationals of other countries employed in the NHS and concern over what a ‘hard Brexit’ might mean for patient and social care. This concern is certainly well founded.

Graph
These figures vary substantially across England. In London, 114 of every 1,000 staff (11.4%) are from the EU Source

Thus, while the majority of NHS staff are British, a substantial minority are not – some 12% in fact of all staff for whom a nationality is known. Between them, they report 199 nationalities (Source).

As a patient, my interest focuses very firmly on the need to fight immigration policies which risk bringing the NHS to its knees. But my interest as a sociolinguist was on languages spoken rather than nationalities. And while discussion of language in the NHS tends to centre on proficiency in English, this topic forms no part of my own narrative: all medical staff I encountered were fully proficient English speakers. Too narrow a focus on English simply misses the broader picture. In addition, my interests lie in the wider hospital community – the domestic team (cleaners and controllers of the hot drinks trolley) and, of course, patients and their families – and not just the medical staff.

Finding out

As I struggled with neurological fatigue and engaged with physio-terrorists – they who must be obeyed – in learning to walk again, my mission to establish which languages were spoken on Valley ward, and the attitudes towards them, was a valuable diversion. I was clearly dealing with an opportunity sample, not necessarily representative of the hospital as a whole, let alone the picture nationally. Nonetheless, there was potential to offer depth and light on bland official statistics. Ethically, this mission was open to question. I was hardly in a position to seek approval from an ethics committee but I comforted myself with the thought that ethics are rather more nuanced than sometimes suggested in research methodology textbooks. For instance, on hospital admission I have no recollection of having signed a consent form for participation in an international drugs trial so, strictly speaking, didn’t give informed consent. However, given that that the drug in question may have saved me from a catastrophic outcome, I have no desire to take the moral high ground.

In the absence of formal approval, I nonetheless attempted to behave as ethically as possible. The hospital has not been identified and the anonymity of participants respected. In cases such as Polish, the language spoken was transparent from people’s names, bypassing the need for consent. In other cases, I simply explained that, as a linguist, I was interested in which language(s) they spoke at home and, without exception, people were happy to share. I also mentioned what I was doing at a multidisciplinary case conference before I was discharged, where participants volunteered information on the languages spoken by colleagues I hadn’t been able to approach directly. Asking people what languages they speak is clearly a less sensitive issue than asking them where they come from.

Untitled-1
Figure 1: Languages spoken on the ward

Some 17 different languages were spoken on the ward (see Figure 1, left). In almost all staff roles, bilinguals outnumbered monolingual English speakers. The majority of patients, in contrast, were native speakers of English, no doubt reflecting the fact that most people in neuro-rehabilitation have suffered a stroke and are therefore more likely to be older rather than younger; the median age of immigrant communities in contrast, is lower than for the population at large.

Attitudes towards multilingualism

Multilingualism is normal condition

On a global scale, multilingualism is the norm, as captured by the slogan: ‘Monolingualism can be cured: learn another language’. By the same token, the multilingualism that lay just below the surface in Valley ward was, for the most part, taken for granted. Its ‘normalcy’ was neatly captured when a patient, who was admittedly suffering from intermittent confusion, asked Steven, a nurse born and brought up in Southampton, how many years he had been living in the UK.

Today, of course, we are all products of globalization and beneficiaries of the accompanying population movements. Speaking personally, I have two Polish daughters-in-law. One of the physiotherapists was engaged to a Peruvian; the partner of an HCA was also Peruvian; they had a Brussels-based granddaughter growing up with French, Flemish, Spanish and English. An occupational therapist was married to a Dane. The daughter of a Polish HCA was living in Greece and about to start studying in Malta.

Attitudes towards language learning

It is therefore not altogether surprising that many members of this multilingual community showed an interest in languages and language learning. There were many examples. A Spanish-speaking nurse who had volunteered to take part in a research project on bilingualism was happy to share her experience of an MRI scan of her brain. Some of us took a first tentative step in Twi, the language of my Ghanaian ‘roomie’, encouraged by her visitors who always warmly greeted other ‘residents’ with ‘Eti se?’ [How are you?]. When a physiotherapist learning Spanish in preparation for a trip to Peru discovered that I had a basic grasp of the language, she suggested we could conduct our therapy sessions in Spanish. When push came to shove, however, both activities required more concentration than either of us could muster and we rapidly reverted to English.

Language and laughter

The healing qualities of laughter are well attested. Increased endorphins facilitate feelings of well-being while higher levels of DHEA, a steroid produced by the adrenal glands, have been associated, among other things, with enhanced mental abilities. Improbable as it may seem, laughter was the hallmark of life on Valley ward. In such a multilingual environment, there were many opportunities to use other languages in unexpected contexts with the intent of making people laugh. One of the nurses quite often produced apparently random expressions in French and Italian. My own nursery Polish, acquired in my role as grandmother to a half Polish grandson, was surprisingly transferable to a clinical setting, given that Polish was the language with the largest number of speakers after English (tak [yes], nie [no] kupa [poo] koniec [finished], dobra noc [good night] and so on. When a member of staff was clearly tired at the end of a shift, the use of kochanie [darling] or miśu [sweetiepie] was usually successful in raising a smile. So, too, was the call from a doctor across the corridor of ‘Voulez-vous danser avec moi?’ [Do you want to dance with me?] as I practiced my first wobbly steps. The absurdity of this request in a setting where patients’ main challenge was to stay upright in the battle for forward propulsion certainly lightened the mood.

Language in the service of society

When requested, this hospital, like most others, routinely offers interpreters for outpatient appointments. Of course, this provision is not practicable in the context of longer term care. Here, multilingual staff are thus an asset, though staff repertoires aren’t necessarily a match for the languages of patients. I observed two cases of the value of multilingual staff but, for reasons of patient confidentiality, felt unable to probe further. The first concerned a Nepalese man, with extremely limited English, whose family members were unable to help. It isn’t difficult to imagine how reassuring he must have found it when a Nepalese member of the domestic team delivered hot drinks, or when the only Nepali-speaking nurse was on duty. The second case was a Polish woman, also with limited English, for whom access to Polish speakers was rather easier.

Languages – the secret weapon of the NHS

So, summing up, linguistic diversity is a fact of life in a globalized world. While wanting to avoid exaggerating its importance, it can be argued that it is a source of both hope and healing. In terms of hope, bilinguals are always pleasantly surprised to learn of evidence that speaking another language can delay the onset of dementia by up to four years (Bialystok et al, 2007); while the use of language-related humour has a potential role in creating feelings of well-being. Last but not least, multilingual staff are a valuable resource in the context of provision for multilingual patients.

In thinking about the nature and extent of diversity, however, it is important not to lose sight of the common humanity that underlies all difference. I find myself at one with Malcolm X on this:

I remember one night at Muzdalifa with nothing but the sky overhead, I lay awake amid sleeping Muslim brothers and I learned that pilgrims from every land – every color, and class, and rank; high officials and the beggar alike – all snored in the same language (Wolfe, 1998).

Many thanks to Viv for sharing her experiences with us. We wish her all the best for her continued recovery.

Bialystok, E., Craik, F. & Freedman, M. (2007) Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia 45(2): 459-464.

Wolfe, M. (ed.)(1998) One thousand roads to Mecca: ten centuries of travelers writing about the Muslim pilgrimage. New York: Grove Press.

Peer Review Guidelines

Peer review is central to academic publishing, yet many academics receive no training on how to do it. In this post, Anna, our Editorial Director, offers some guidance.

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Anna, our Editorial Director

The academics who peer review our manuscripts play an absolutely crucial role in the publishing process, and we are very grateful to everyone who agrees to contribute in this way. We’ve put together the following guidelines for inexperienced peer reviewers, and to answer some frequently asked questions about what we want (and don’t want!) from a peer review.

Publons offer useful training for anyone who wants to learn more.

Here are a few quick pointers for starters:

  • Be realistic about whether you’re going to be able to complete the review to the agreed deadline, and if things change, let us know as early as you can.
  • If you only feel qualified to comment on certain aspects of the manuscript, or feel we should get a second opinion on something (be it statistics or a particular geographical context) let us know.
  • Be as polite and constructive in your comments as possible. Even experienced authors find combative rejections difficult to handle.
  • If you are addressing certain parts of your review to the editors and publisher only, make this clear.
  • We’re happy for you to review a manuscript if you know the author(s), are working on a competing title for another publisher, agree/don’t agree with the author…

What are you asking me to do?

  • Offer a brief summary of the argument of the manuscript and its intended audience. You can be very brief here, but it can be a very helpful indication that the author(s) are not communicating their intentions well if your understanding of the manuscript differs from theirs.
  • Look at the manuscript as whole. If it is a monograph, does the order and structure of the chapters make sense, is there enough/too much literature and methodological discussion? Does it look like a PhD thesis? If it is an edited collection, do the introduction and conclusion do a good job of tying the collection together, do the chapters interrelate and all speak to the main themes of the collection? Are they grouped together sensibly? Does the collection open and close with strong chapters?
  • Engage with each chapter: particularly important in an edited collection, but for all manuscripts this is where we would expect the ‘meat’ of your report to be. In addition to considering issues such as methodology, theoretical argumentation, etc. you may want to answer these questions: are the authors making a strong argument? Are there clarifications that would make life easier for a reader? Are the authors assuming too much or too little knowledge on the part of the reader? Are there revisions the authors could make to make their work more accessible to researchers in other disciplines?
  • Suggest revisions!
  • Go back and look at the title – does it reflect the contents of the manuscript? Having read the manuscript, does the introduction need rethinking?

What should I not do?

  • Spend a lot of time marking up mistakes in grammar/expression. If this is a real problem, make a note of it your general comments, point to a few specific examples, and then try and ignore them.
  • Worry about whether the manuscript is presented in accordance with our style guidelines (or presentation issues in general) – we will sort this out.
  • Write a lengthy summary of the manuscript.
  • Write a back cover blurb, or marketing copy.
  • If the manuscript is really terrible, and it happens, be as polite and constructive as you can. If you want to include a brief set of comments for the series editors and publishers only that’s fine, but in the comments for the authors try to restrain yourself and if you can find any constructive suggestions please include them.

How long?

The question we get asked most is also the hardest to answer! Occasionally we will ask you to review a manuscript so brilliant and polished that you need only give us a few examples of its accomplishments and suggest a few minor clarifications – in this case a side of A4 is probably more than enough. Very occasionally we may send out a manuscript so appalling that it is completely, irretrievably terrible, and as peer reviewer all you can do is politely suggest we reject it and offer a few examples of its major flaws – again in this case a side of A4 will do. However in most cases, if you are going to thoroughly engage with the text and offer concrete, achievable suggestions for revision then 4-5 sides for the whole collection (1500-2500 words) is probably about right. For a lengthy edited collection where you need to respond in detail to the methodology etc. in each chapter, you may need to write more than this.

 

Our Series Editor and Author, Simone E. Pfenninger, Wins Conrad Ferdinand Meyer Prize

This month we were delighted to hear that co-editor of our series Second Language Acquisition, co-editor of Future Research Directions for Applied Linguistics and co-author of Beyond Age Effects in Instructional L2 Learning, Simone E. Pfenninger, has been awarded the 2018 Conrad Ferdinand Meyer Prize.

The Conrad Ferdinand Meyer Prize is a Swiss prize that is given annually to up to three recipients (an artist, a literary author and a scientist). Simone received the award for her work on the project “Beyond Age Effects”, which she conducted in Switzerland between 2008 and 2017. Parts of the results of this project were published in her 2017 book with David Singleton, Beyond Age Effects in Instructional L2 Learning.

The large-scale longitudinal project, undertaken in Switzerland between 2008 and 2017, focused on the effects of age of onset (AO) vis-à-vis the learning of English that manifest themselves in the course of secondary schooling. The two main goals of the project were to identify factors that prevent young learners from profiting from their extended learning period, as documented in numerous classroom studies, as well as to understand the mechanisms that provide late starters with learning rates in the initial stages of learning which enable them to catch up relatively quickly with early starters. These are questions of considerable theoretical and practical significance, since they are at the heart of debates revolving around age – one of the most controversial variables in foreign language (FL) learning and teaching research.

Over 800 secondary school students (636 of them longitudinally over a period of five years) were tested, who had all learned Standard German and French in primary school, but only half of whom had had English (their third language, L3) from third grade (age 8) onwards, the remainder having started five years later in secondary school. This constellation provided a unique window into the benefits of early versus late FL learning.

Advanced quantitative methods in classroom research (e.g. multilevel modeling) were combined with individual-level qualitative data, rather than examining the relationship between well-defined variables in relative isolation (as in ANOVA-type analyses). The findings cast some doubt on the importance of maturational and strictly durative aspects of FL instructional learning: success mostly does not relate to AO or length of the exposure. Close analysis of the interplay of variables showed that a number of variables are much stronger than starting age for a range of FL proficiency dimensions, e.g. (1) effects of instruction-type, (2) literacy skills, (3) classroom effects, (4) extracurricular exposure and (5) socio-affective variables such as motivation. The findings also suggest that different learner populations (monolinguals, simultaneous bilinguals, sequential bilinguals) are differentially affected by L3 starting age effects, partly due to individual differences (e.g. (bi)literacy skills), partly due to contextual effects that mediate successful L3 outcomes (e.g. language environment at home, classroom effects and teaching approach).

Congratulations to Simone for this brilliant achievement!

If you found this interesting, you might like to read Simone’s book co-authored with David Singleton, Beyond Age Effects in Instructional L2 Learning.

Jan Blommaert Reflects on his Reading of Classic Works about Ethnography

This month we published Dialogues with Ethnography: Notes on Classics, and How I Read Them by Jan Blommaert. Jan has made a short video introducing the book and its argument that ethnography must be viewed as a full theoretical system, and not just as a research method.

For more information about this book please see our website. If you found this interesting, you might also like Jan’s 2013 book Ethnography, Superdiversity and Linguistic Landscapes.

The Rise and Rise of Audiovisual Translation

We recently published Fast-Forwarding with Audiovisual Translation edited by Jorge Díaz Cintas and Kristijan Nikolić. In this post the editors discuss how the field of audiovisual translation has changed over time and how their new book contributes to the conversation.

Croatia, the native land of Kristijan, belongs to the group of the so-called subtitling countries, whereas Spain, from where Jorge hails, is firmly rooted in the practice of dubbing. Or so some used to say, as changes in the field of audiovisual translation have taken place so fast in the last decades that such neat, clear-cut distinctions are difficult to justify these days. Everything seems to be in flux.

Technological advancements have had a great impact on the way we deal with the translation and distribution of audiovisual productions, and the switchover from analogue to digital technology at the turn of the last millennium proved to be particularly pivotal. In the age of digitisation and pervasiveness of the internet, the world has become smaller, contact across languages and cultures has accelerated and audiovisual translation has never been so prominent. VHS tapes have long gone, the DVD came and went in what felt like a blink of an eye, Blu-rays never quite made it as a household phenomenon and, in the age of the cloud, we have become users of streaming, aka OTT (over the top) distribution, where the possession of actual physical items is a thing of the past. We now rely on video-on-demand and watch audiovisual productions in real time, ‘over the screen’, without the need to download them to our computer, thanks to the likes of Netflix, Amazon Prime, Hulu and Iflix to name but a few. And, as a matter of fact, most of the programmes come accompanied by subtitles and dubbed versions in various languages, with many also including subtitles for the deaf and the hard-of-hearing and audio description for the blind and the partially sighted. Never before has translation been so prominent on screen.

The collection of chapters in our new book, written by authors from a panoply of countries, offers a state of the art overview of the discipline and practice of audiovisual translation that goes to show how much we have moved on from those analogue days. With the title of this book, Fast-Forwarding with Audiovisual Translation, we have tried to convey that feeling of rapid movement so characteristic of this professional practice, where nothing stands still. Though irremediably a snapshot of the present, the various contributions therein also embrace some of the changes taking place nowadays and announce some of the ones looming ahead. From cognitive approaches to AVT, including experiments with eyetracking, to the translation of cultural references and humour, and to the use of subtitling in language learning, the book will take readers through fascinating new findings in this field.

For more information about this book please see our website. If you found this interesting, you might also like Jorge Díaz Cintas’ 2009 book, New Trends in Audiovisual Translation