Proceedings - Translation Concepts

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MuTra 2006 – Audiovisual Translation Scenarios: Conference Proceedings Juan Antonio Prieto Velasco & Marìa Isabel Tercedor Sànchez & Clara Inés Lòpez Rodrìguez SOURCE TEXT El agua está en todo lo que quieres Cuidando el agua cuidas lo que más quieres Y ganamos agua para un año Junta de Andalucía Consejería de Medio Ambiente TARGET TEXT (with Subtitle Workshop) 00:00:00:00 00:00:00:00 [Water dripping] 00:00:00:00 00:00:00:00 Caring for water, you are caring for what you love 00:00:00:00 00:00:00:00 And we will be saving water for a whole year Tab. 2: Subtitling with Subtitle Workshop Then, they will subtitle the video in English using Subtitle Workshop. To that end, they have to take into account the interaction between images and text, and the time and space constraints imposed on their target text by Spain's standard conventions with regard to closed captions. Fig. 7: Screenshot of subtitling task in Subtitle Workshop 4 4 Subtitle Workshop is freeware and students can make use of colors –a common feature in subtitling for the hard of hearing. Modifying dialogs in a way that they are shortened is a very useful task to develop translation strategies for other types of AVT such as videogames localization or dubbing. 144
MuTra 2006 – Audiovisual Translation Scenarios: Conference Proceedings Juan Antonio Prieto Velasco & Marìa Isabel Tercedor Sànchez & Clara Inés Lòpez Rodrìguez 4.5 Summary of tasks carried out in the scientific and technical classroom Finally, we propose a chart with the progressive tasks our students are enrolled with, the technical tools needed and the competence they develop. CARRIED OUT WITH STUDENTS IN: TASKS TECHNICAL TOOLS COMPETENCES DEVELOPED All years Transcribing the video Scientific translation (3 RD and 4 TH years) Technical translation (3 RD and 4 TH years) Extracting keywords from the transcript Corpus WordSmith Tools Learning to identify key information. Scientific translation (3 rd and 4 th years) Technical translation (3 rd and 4 th years) Compiling a bilingual glossary at different levels of expertise Multiterm Focusing on the pragmatics of terminology management. Scientific translation (3 rd and 4 th years) Technical translation (3 rd and 4 th years) AVT (4 th year) Provide audio description describing essential visual elements for video content Describing strategies. Following technical and format constraints AVT (4 th year) Interlinguistic Subtitling/captioning Fab Subtitler, winCaps, Subtitler Workshop Following accessibility guidelines: Synchronized transcripts of dialog and important sound effects. Captions provide access to multimedia for people who are deaf or hard of hearing. AVT (4 th year) Dubbing/voice-over Windows movie maker Adapting script to fit extended audio in the target language. AVT (4 th year) Combination of captions/audiodescription Consider the importance of the timing of media contents when planning access features. For example, a "talking head" video may need only a stand-alone transcript of the audio, but a documentary including graphics and other important visuals may require captions in order to maintain the link between visuals and narration. Tab. 3: Summary of translation tasks 5 Conclusions In this paper we have shown that it is possible to exploit multimedia documents in the scientific and technical translation classroom, since recent changes and advances in Information Technology have enhanced the role of multimedia in AVT. Our proposal of activities considers multimedia contents from two points of view: 145
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Marie Curie EU High Level Scientifi
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TABLE OF CONTENTS Part I: Multiling
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I would like to raise five issues:
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