Teaching advertising translation: A didactic proposal

Revista LINGUAE 01 DIC14.indd 1Revista LINGUAE 01 DIC14.indd 1 05/02/2015 12:14:0705/02/2015 12:14:07 Revista LINGUAE 01 DIC14.indd 2Revista LINGUAE 01 DIC14.indd 2 05/02/2015 12:14:0705/02/2015 12:14:07 COMITÉ CIENTÍFICO Alba García de la Torre (ISTRAD) Alba Pérez Quintero (ISTRAD) Alfredo López Pérez (ISTRAD) Ana Medina Reguera (Univ. P. Olavide) Antonio del Toro Santos (Univ. A Coruña) Cristina Huertas Abril (Univ. Córdoba) Cristina Ramírez Delgado (ISTRAD/ Univ. P. Olavide) Frederic Chaume (Univ. Jaume I) José Manuel Estévez Saá (Univ. A Coruña) Lucía de la Flor Fernández (ISTRAD) M. Carmen Balbuena Torezano (Univ. Códroba) María Borrueco Rosa (Univ. Sevilla) María Vidal Rodríguez (ISTRAD) Marta Chapado Sánchez (ISTRAD) Milagros Beltrán Bandullo (Univ. San Pablo CEU) Noemí Cantarero Tena (ISTRAD) Rafael López-Campos Bodineau (ISTRAD) Rocío Márquez Garrido (ISTRAD) Sara Mazoteras Martín (ISTRAD) Revista LINGUAE 01 DIC14.indd 3Revista LINGUAE 01 DIC14.indd 3 05/02/2015 12:14:0705/02/2015 12:14:07 Revista Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 © Autores Diseño Cubierta: ISTRAD - Instituto Superior de Estudios Lingüísticos y Traducción ISSN: 2386-8414 La reproducción total o parcial de esta obra sin el consentimiento expreso de la propietaria del copyright está prohibida al amparo de la legislación vigente Depósito Legal: SE - SE2318-2014 Printed in Spain Editorial Bienza http://www.editorialbienza.com e-mail: [email protected] Revista LINGUAE 01 DIC14.indd 4Revista LINGUAE 01 DIC14.indd 4 05/02/2015 12:14:0905/02/2015 12:14:09 ÍNDICE CALAÑAS CONSTINENTE, J. A. Der Begriff Valenz: ein (unentbehrlicher) Weggefährte auf dem Weg zu einer holistischen Sprachwissenschaft .............................................................................07 CARMONA ZABALA, J. Una propuesta de normas para transcribir el griego moderno al castellano .................................25 CASTELLANO MARTÍNEZ, J. M. Esbozo histórico y evolución de las principales herramientas terminológicas de la Unión Europea: de la divergencia a la convergencia instrumental ......................................39 CHAUME VARELA, F / MARTÍ FERRIOL, J. L. Teaching advertising translation: A didactic proposal ..................................................................75 GARCÍA HERNÁNDEZ, A. DicCiencia-Ficción. Los diccionarios electrónicos del futuro ......................................................99 GARCÍA PÉREZ, R. Un acercamiento a los derivados denominales en -BLE en los siglos de oro .............................137 GIERDEN VEGA, C. Ist werden + Inf. I als chronologische Zukunft nicht ‟sprachgerecht”? Ein Beitrag zur Modalitätsforschung aus der Sicht des Fremden Blicks ....................................153 GIL RODRÍGUEZ, S. La traducción del lenguaje soez. Análisis de la película Pulp Fiction ........................................179 GÓMEZ MUÑOZ, F. La traducción dialectal en Drácula .............................................................................................195 GONZÁLEZ ÁLVAREZ, R. M. / SECO DEL CACHO, J. M. Taken for granite: sobre el concepto de malapropismo en inglés ...............................................215 MAZZOCCA, E. La traducción de la metáfora: análisis del fenómeno y ejemplos concretos sobre el autor-traductor Octavio Paz ..........................................................................233 MOLINES GALARZA, N. La traducción como forma del acontecimiento: notas al margen de lo im-posible en Jacques Derrida ..........................................................................................251 PELEGRINA JIMÉNEZ, Z. La traducción del humor en el doblaje y en la subtitulación: el caso del personaje de Gloria en la serie Modern Family ....................................................................277 SCHARPF STAAB, J. Temporalidad lingüística, perspectiva temporal y modos de edición .........................................299 TAMAYO, A. Translating slang for dubbing: A descriptive case study of Jackie Brown (English-Spanish) ................................................................................................315 TRADUCCIONES José Antonio Alonso Navarro .....................................................................................................343 Revista LINGUAE 01 DIC14.indd 5Revista LINGUAE 01 DIC14.indd 5 05/02/2015 12:14:0905/02/2015 12:14:09 Revista LINGUAE 01 DIC14.indd 6Revista LINGUAE 01 DIC14.indd 6 05/02/2015 12:14:0905/02/2015 12:14:09 ISSN: 2386-8414 TEACHING ADVERTISING TRANSLATION: A DIDACTIC PROPOSAL Dr. Frederic Chaume Varela Dr. José Luis Martí Ferriol Universitat Jaume I, Castellón, Spain Resumen: esta contribución realiza una propuesta de puntos clave relacionados con la enseñanza de la traducción de la publicidad en la educación superior. El artículo describe una propuesta innovadora en la docencia de traducción de la publicidad en el entorno universitario. Los materiales utilizados, y especialmente, la secuencia de los materiales audiovisuales propuestos para su traducción, añaden valor a este campo, ya que estos asuntos no se han tratado hasta la fecha de forma específi ca para el caso de la traducción de la publicidad. Este artículo también aporta algunas conclusiones que explican la relevancia de la contribución, y sus implicaciones teóricas para futuras investigaciones. Debe ponerse de manifi esto que los contenidos presentados han sido recopilados a lo largo de años de docencia de traducción de la publicidad en cursos de grado y posgrado. Abstract: The aim of this contribution is to propose the foundations for teaching advertising translation in higher education. The paper depicts an innovative proposal to teach advertising translation in the university environment. The materials used, and especially, the sequencing of the proposed audiovisual materials to be translated add value to the fi eld, since these topics have not been covered so far for this specifi c audiovisual translation mode. This article also includes some conclusions explaining the relevance of the contribution and which are the theoretical implications of the work for future research. It must also be pointed out that the contents of this article have been compiled following several years of teaching in the fi eld of advertising translation in undergraduate and postgraduate courses. Revista LINGUAE 01 DIC14.indd 75Revista LINGUAE 01 DIC14.indd 75 05/02/2015 12:14:2005/02/2015 12:14:20 Teaching advertising translation: A didactic proposal Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 76 Palabras claves: traducción de la publicidad, didáctica, doblaje, subtitulación. Key Words: advertising translation, didactics, dubbing, subtitling. INTRODUCTION The European undergraduate and postgraduate degrees now appearing in the fi eld of audiovisual translation are beginning to include new subjects designed to respond to emerging market needs, or to provide additional training for translators working in this area. One of these new subjects is advertising translation. The aim of this paper is to propose the foundations for teaching advertising translation in higher education. To this end, and based on a previous study on teaching general audiovisual translation (Chaume, 2004), we fi rst defi ne the profi les of the advertising translation student and lecturer. We then describe a tentative list of learning objectives, the methodology, the course materials and use of bibliographical resources, all aspects that play an essential role in shaping a proposal for teaching advertising translation as part of the syllabus for future translators. The topic of evaluation has purposely been omitted from this proposal, since its importance and scope require a specifi c study. BACKGROUND The student It is no easy task to defi ne a homogenous student profi le. Inevitably, there is a risk of generalisation that will ignore individual profi les. Moreover, the profi les defi ned will always depend on the variables chosen to create them: social background, origins, interests, previous knowledge, etc. (Chaume, 2004). Above all, what interests us here is the profi le of students as learners of advertising translation as a specifi c form of audiovisual translation. Revista LINGUAE 01 DIC14.indd 76Revista LINGUAE 01 DIC14.indd 76 05/02/2015 12:14:2005/02/2015 12:14:20 Chaume Varela, F. / Martí Ferriol, J.L. Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 77 Audiovisual translation subjects should be included in the fi nal courses of the new Translation and Interpreting degrees –and in advertising degrees too-, or more appropriately, in the new master’s degrees. We can therefore start from the following assumptions: a) The student has or should have a suffi cient level of skill in the source language to be able to translate general and specifi c texts (including advertising texts). These skills include not only comprehension and expression, but also oral comprehension, since in practice, advertising translation frequently involves working on audiovisual texts without a script, or with variations on the written script, and students therefore need to understand the oral text in its original form before they go on to translate it b) During the fi rst years of the degree the student will have acquired a considerable mastery of his/her mother tongue, both in normative aspects (orthography, grammar and vocabulary), and in communicative competency. Both these aspects are essential when language is used actively to produce advertising texts that are adapted to fi t the conventions of this text type, and involve various registers (formal and informal language), different specialised fi elds, etc. c) The student will be familiar with the main methodologies of the translation process, skills he or she will have acquired through practice. This knowledge will be evidenced in the student’s competences in general translation, including the use of support tools and materials, and accompanied by a realistic vision of the job market awaiting him or her outside the university. The student should be familiar with strategies to avoid excessively literal translations, and to seek idiomatic solutions in the target language d) Students taking undergraduate and master’s degrees in Advertising and Public Relations are aware of the basic workings of advertising texts (both printed and static, and audiovisual), and the typical features of advertising texts, from their previous study of subjects such as advertising theory, semiotic analysis of advertising texts, etc. This knowledge background cannot be assumed for students from Translation and Interpreting undergraduate and master’s degrees. Revista LINGUAE 01 DIC14.indd 77Revista LINGUAE 01 DIC14.indd 77 05/02/2015 12:14:2005/02/2015 12:14:20 Teaching advertising translation: A didactic proposal Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 84 lecture, and in particular, by using audiovisual media (and the virtual classroom), which are essential in this type of instruction, together with presentations using computer programs (such as PowerPoint, in the virtual classroom), or discussion groups either during or following the lecture. The participatory lecture is most commonly used to summarise the content of a teaching unit. Discussion groups, or seminars in which students actively participate, help to develop communication skills, intellectual and professional competences, and students’ personal growth (Brown & Atkins, 1988). This type of class includes techniques such as: • step by step discussion, a sequence of activities that begins with a brief introduction, followed by a specifi c activity for the students to carry out, and fi nally lecturer input to comment on the students’ solutions. This technique gives students the opportunity for free discussion within the framework of each task, and importantly, shifts control over learning to the students; • problem solving by students in the same or the subsequent session; useful techniques for this activity include subdividing the group and comparing results among subgroups. Students should understand that making mistakes is part of the learning process; • seminars on printed advertising texts or audiovisual advertisements (also available in the virtual classroom), use the initial stages of learning to perform comprehension, analysis and synthesis exercises in both the source and the target language. Various strategies can be used such as pre-translation, sight translation, group translation, etc.; • student presentations. This technique is particularly useful to develop and present theoretical topics or aspects, although it can also be used to work on practical issues: analysis of the original text, analysis of the target text, justifi cation of translation solutions, etc. Students that are not actively presenting can be asked to prepare questions, summarise key points, justify possible divergent or contrary positions, etc. This method breaks the routine of lectures and at the same time helps develop oral skills Revista LINGUAE 01 DIC14.indd 84Revista LINGUAE 01 DIC14.indd 84 05/02/2015 12:14:2105/02/2015 12:14:21 Chaume Varela, F. / Martí Ferriol, J.L. Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 85 and critical thought. Students can be assigned tasks through the virtual classroom. Once they have prepared their presentations, they can be incorporated into the virtual classroom where lecturers have access for evaluation and students can access them for presentation in class or for discussion and analysis; • case studies (normally in the form of mock translation assignments); because they are essentially interdisciplinary, cases studies encourage the development of content, expression of attitudes, and practice of acquired skills. Based on functionalist approaches, which stress the importance of the translation’s end user, the student learns that translating a written advertising text is not the same as translating an audiovisual one, that many of the strategies adopted depend on the target audience, and that the client, or the presentation medium, will also be a key factor in deciding which methods, strategies and techniques to use in the translation. In this type of class, the lecturer presents the translation assignment, the activity’s goals and procedure, and sets a completion deadline in the virtual classroom. The students then analyse the subject and make notes outside class. They then, individually or in groups, share their ideas, assess the adequacy of the information provided, put forward possible solutions and choose the best alternative. The translated assignment is then uploaded, either individually or by groups, in the virtual classroom. At a later stage, each group or individual presents their proposed translation to the rest of the class, and the lecturer highlights the strengths and corrects any aspects that do not comply with professional protocols. For this reason, as we mentioned above, in translation domains (like advertising translation) with close links to the job market, the lecturer’s profi le should ideally combine professional, educational and research experience; • sharing out tasks to perform a fi nal task; in this method, the translation assignment, for instance, is subdivided into sections and the group is split into teams or subgroups. Tasks can also be divided up through the virtual classroom. Each team works on a particular section and presents its results, and either the lecturer or another student coordinates the revision and fi nal drafting as a complete document. The new technologies we propose can be advantageous in this method, since the instructions, materials, Revista LINGUAE 01 DIC14.indd 85Revista LINGUAE 01 DIC14.indd 85 05/02/2015 12:14:2105/02/2015 12:14:21 Teaching advertising translation: A didactic proposal Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 86 questions and suggestions, etc., can be made available to all the students. The use of dubbing and subtitling laboratories (booth, cabin, studio, etc.) as a teaching space for practical sessions in universities with these facilities enables students to use techniques that closely resemble those called for in the professional world. These techniques include real dubbing to practice synchronisation with mouth movements, with screen actors’ body language, and with the duration of their utterances (the three synchronies required in dubbing, Chaume 2012), or to deal with the possible cacophonous diffi culties occasioned by translation, or the poor credibility of a translation that becomes obvious when it is spoken by a character. In the translation of advertisements that use subtitles, we recommend using commercially available subtitling computer programs. One simple option is Subtitle Workshop, freely available to download from the Internet, which is widely used by freelance professionals (for example, it is even used in well-known festivals, such as San Sebastian Film Festival) and as a result, is increasingly accepted as the standard program in public teaching environments. These programs allow the user to synchronise a subtitle with its accompanying image. Practical sessions can be used to explore examples of some of the problems students may encounter in a real professional environment. Martí Ferriol (2009) offers a glossary and a dedicated list of tools available for audiovisual translation modes which include revoicing. Additionally, Cerezo (2012) also recommends the use and practice in the classroom of free software such as JacoSUB, dotSub, Aegisub or VisualSubSync, as well as the above-mentioned Subtitle Worskhop. In her research –limited to Spain, though–, this last programme is also the one largely preferred by Spanish professionals. Among commercial software, Cerezo mentions Fab Subtitler, WinCaps, Ez Titles, Spot and Swift. An additional list of proposed subtitling programs (Subtitle Workshop, Substation Alpha, Aegisub, WinCaps, Fab, Spot and Swift) which also includes download sites can be found in Martí Ferriol (2012: 42).Tutorials are unquestionably one of the most useful teaching methods in university instruction. In the case of the subjects we are dealing with here, tutorials allow the lecturer to ascertain how far students have assimilated the course content, skills and attitudes. In other words, from the lecturer’s perspective they are an essential part of the feedback process. In the same way, tutorials give students a privileged opportunity to share their views with the lecturer Revista LINGUAE 01 DIC14.indd 86Revista LINGUAE 01 DIC14.indd 86 05/02/2015 12:14:2205/02/2015 12:14:22 Chaume Varela, F. / Martí Ferriol, J.L. Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 87 on the topics referred to in class. With new technologies (virtual classroom), tutorials may be personalised (and virtual), or held with all students in discussion forums. Where a specifi c subject also involves work placements in companies, tutorials provide an excellent way to monitor this experience. Autonomous learning is another educational method used to acquire audiovisual translation skills. Language laboratories, or language learning centres (equipped with TV monitors and computers, software and online dictionaries, and translation memories, etc.), and the self-learning materials available in the virtual classroom provide suitable environments for students to put into practice what they have learned in the classroom. Students can work on the assignments they have been given in class, and also extend their knowledge of the course content through other tasks. Personal computers in the laboratory should be furnished with all the resources needed to carry out translations professionally: subtitling programs such as the one(s) mentioned above, spell checkers, typographical applications, thesauruses, macro designs and implementation, activities with electronic dictionaries, Internet connection to access the virtual classroom (and other resources, such as FTPs where clips can be watched and downloaded), conversion of texts with different formats, translation of texts with complex formats, timed translations, project delivery management simulations (printing, delivery by fax, email, etc.), translation fi ling system design, etc. Classroom-based classes should be practical and focused on the student, who in turn should play an active role in the process. While some specialists (De la Cruz, 2001) claim that only skilland abilityrelated goals can be achieved in a practical class, we believe that knowledge and attitudes can be acquired through various techniques that can be brought into a practical class. For example, group discussions can help students acquire knowledge through information exchange. During specifi c stages of a practical class, the lecturer may address the students from the front of the class to guide individual or group work, as long as he or she uses these interventions sparingly to recapitulate and systematically present content previously dealt with in a practical way. Revista LINGUAE 01 DIC14.indd 87Revista LINGUAE 01 DIC14.indd 87 05/02/2015 12:14:2205/02/2015 12:14:22 Teaching advertising translation: A didactic proposal Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 88 Materials Selection criteria One of the key aspects in designing a syllabus is the selection of materials. The successful achievement of the objectives will undoubtedly depend on the right choice of materials. Some of the parameters usually considered in this selection are (Chaume, 2003): • the materials adapt well to the objectives and methodology; • the texts are relevant in terms of: a) professional practice, b) the study program, c) the focus of the subject, and d) the students’ interests; • representativeness: selected texts should be representative examples of different genres, text types, styles, historical periods, geographical settings; • gradual increment in the level of diffi culty and specialisation (Kelly, 2005); • the opportunities they offer to systematize the skills acquired in class; • the facilities available to work with the texts adequately; • the students’ familiarity with the subjects, etc. In audiovisual translation subjects and courses (especially belonging to M.A.s and postgraduate courses in audiovisual translation, for example), however, and particularly in advertising translation, without underplaying the importance of the text content, the most important aspect is to work with audiovisual texts. Most of the basic materials for an advertising translation course with a focus on professional practice should be audiovisual texts. On occasions, and for highly specifi c objectives, such as those pursued in the fi rst stages of the sequence described below, non-audiovisual written texts may be used. Nevertheless, course materials should predominantly consist Revista LINGUAE 01 DIC14.indd 88Revista LINGUAE 01 DIC14.indd 88 05/02/2015 12:14:2205/02/2015 12:14:22 Chaume Varela, F. / Martí Ferriol, J.L. Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 89 of audiovisual texts, which may be complemented with worksheets, diagrams, legal provisions that affect the profession, etc. An essential selection criterion is text authenticity, which allows students to work with real materials and deal with the real problems they will face in their professional lives, thus easing their incorporation into the professional world. Today, a huge quantity of original language advertising material is available on the Internet that can be used for translating. Portals like www.publiPRO.com, http://adsoftheworld.com or www.youtube. com offer videos of real advertisements from numerous countries (in their original languages) for consultation and downloading, and are the main source of materials today. To save videos of advertisements from YouTube, the user must fi rst download a converter which is freely available at http://atube-catcher.softonic.com/. In line with the methodology we have proposed, all these materials can be presented in the virtual classroom by both lecturers and students. Sequence Following Kelly’s approach to translator training (2005), the presentation of materials for advertising translation should, we believe, follow the sequence described below: • Static advertisements (print media, billboards, etc.), in the original language. These materials can be scanned or photographed and then uploaded in the virtual classroom, thus introducing students to the specifi c characteristics of advertising texts (Valdés, 2004 and 2013; Bueno, 2000; De Mooij, 1994; Montes Fernández, 2007), but initially leaving aside the additional restrictions of the audiovisual format. The use of support texts (or parallel texts) in the target language is an essential additional source for pre-translation exercises or translation itself, where the specifi c characteristics of the semiotic confi guration of this type of text are exposed. Cruz and Adams (2005) analyse the implications of the interaction between text and image in printed advertisements, as well as their impact from a didactic point of Revista LINGUAE 01 DIC14.indd 89Revista LINGUAE 01 DIC14.indd 89 05/02/2015 12:14:2205/02/2015 12:14:22 Teaching advertising translation: A didactic proposal Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 90 view. Duro (2001) includes a chapter where different translation strategies are proposed for this initial step; • Audiovisual advertisements with intertitles are very common in the case of “trial” advertising campaigns on the Internet, or fi lm trailers. Some examples of the type of advertisement that we have used in our own teaching include the Wilkinson campaign Fight for kisses ( http://www.YouTube.com/watch?v=fPYF8kCVebc), or the documentary fi lm trailer Tierra ( http://www.YouTube. com/watch?v=kRvfG6jIt24, in Spanish). Film trailers in this format are very useful for translation and export abroad. In this case, students only have to concern themselves with the problems of translating a text that normally appears against a black background on the screen between the sequences of the rest of the audiovisual text, but is subject to the professional and orthotypographical subtitling conventions (such as the number of lines or number of characters per intertitle) and the interaction with previous and subsequent images in each case; • Audiovisual advertisements with subtitles. One example of this type of advertisement is the Nespresso campaign starring George Clooney, for which various versions are available on YouTube.com of different length and with subtitles in different languages (http://www.YouTube.com/watch?v=KSFcat6UDuY, subtitled in Catalan, for example). The advertisement can be downloaded from this portal and located in the virtual classroom, and students can be given a translation task using the Subtitle Workshop program. The diffi culty increases in this case since students have to mark the time the corresponding subtitle begins and its duration before they can translate it, and respect subtitling conventions such as condensing information; • Audiovisual advertisements with voice-overs. This type of advertisement is more diffi cult to fi nd, although some companies (such as Max Factor) have used this format for television campaigns, and the different versions of Teleshop in some TV stations also use voice-over for their campaigns. If materials are available in this format, students can be assigned a task in the virtual classroom and record the voice-over of the translation Revista LINGUAE 01 DIC14.indd 90Revista LINGUAE 01 DIC14.indd 90 05/02/2015 12:14:2205/02/2015 12:14:22 Chaume Varela, F. / Martí Ferriol, J.L. Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 91 using a program such as Windows MovieMaker (Martí Ferriol, 2009; Chaume, 2012); • Audiovisual advertisements for dubbing. In this case advertisements must be found in their original language (we recommend the portal publiPRO.com) and translated for dubbing. Students must be familiar with the conventions of this format, the three types of synchronies that must be respected (Chaume, 2012: 66-80), the separation of the target text into takes, the introduction of dubbing symbols, etc. Once the translation task has been assigned in the virtual classroom, and the translation prepared in text format, students can then record the translation, taking the role of dubbing actors in the university’s dubbing facilities. An alternative for recording the translation for dubbing is to use the Windows MovieMaker program and completely reduce the volume of the original advertisement to a minimum. Course materials Finally, the students’ course material must include the advertisements the students are given to translate, whether in printed or audiovisual format. We recommend using the virtual classroom as an essential tool for storing material and for interacting with students as outlined in our proposed methodology. Additional texts should include parallel texts (written or audiovisual) at the initial stages of the training, together with the computer software programs mentioned in the previous sections. Original scripts are not usually available on Internet. Students taking translation or foreign language undergraduate or master’s degrees can be asked to transcribe them as an additional assignment. Lecturers teaching on audiovisual communication degrees could themselves transcribe the original language content in the form of a script and make it available as additional material. Revista LINGUAE 01 DIC14.indd 91Revista LINGUAE 01 DIC14.indd 91 05/02/2015 12:14:2205/02/2015 12:14:22 Teaching advertising translation: A didactic proposal Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 92 Selection criteria for student bibliography The bibliography for subjects principally designed to help students acquire specifi c skills must be integrated in the consultation and documentation material used on the course. This means that as well as the tools students already have from their initial general translation courses (monolingual and bilingual dictionaries, encyclopaedias, dictionaries of diffi culties, idioms etc.), this kind of subject also calls for specifi c materials such as: • advertising theory manuals; • television style guides; • specialized journals; • documentary databases on advertising material, or specifi c advertising portals; • general use of Internet: to visit the portals suggested for localization of audiovisual advertising material, virtual translation resources, subtitling and sound post-production programs, song lyrics, cultural references, etc. In audiovisual translation subjects that focus on the acquisition of declarative knowledge, students should be recommended text books or introductions to the main aspects of audiovisual and advertising translation that link to the skills acquired in subjects in those areas, and that can also act as a bridge to higher level doctoral or postgraduate studies. FUTURE RESEARCH DIRECTIONS This paper describes a didactic environment where the use of technologies is taken for granted. Both software and hardware tools set up in translation laboratories are considered a must, if the proposal presented is to be followed to its full extent. Additionally, the didactic material sequence ends with the use of real audiovisual materials which have been tested and considered optimum to maximize the knowledge Revista LINGUAE 01 DIC14.indd 92Revista LINGUAE 01 DIC14.indd 92 05/02/2015 12:14:2205/02/2015 12:14:22 Chaume Varela, F. / Martí Ferriol, J.L. Linguae - Revista de la Sociedad Española de Lenguas Modernas, 1 (2014), 75-97 93 acquisition process by the students. Based on this perspective, lecturers are encouraged to consider this didactic proposal as a starting point in a world where the use of technologies in the university is to increase, especially in the domain of audiovisual translation and advertising translation. Based on this specifi c scenario, some potential and more general research directions for the future are envisaged: 1. Importance of generic competences: where questions like “Are we training students to work in specifi c jobs or are we training them for life?” should be answered, or where debates like “Specialization vs. overspecialization” might as well be considered. 2. Importance of elaborating lists of competences which are combined with an analysis of the educational and industry contexts. 3. Necessity of studies which initiate a debate between university and industry regarding advertising translation. As a result of these initiatives, some additional didactic tools could be produced, like: . A specifi c manual for teaching advertising translation . Some tool to generate didactic guides for the teaching of advertising translation. Conclusion This paper presents a specifi c didactic proposal for teaching advertising translation at university level. Special emphasis has been placed on the methodology involved, as well as the materials used. In this sense, the material sequence is considered to be innovative and recommended to be used by lecturers in any setting. This contribution is the result of several years of experience teaching advertising translation by using the guidelines and materials proposed. Based on this practice, Revista LINGUAE 01 DIC14.indd 93Revista LINGUAE 01 DIC14.indd 93 05/02/2015 12:14:2205/02/2015 12:14:22