Nuestras publicaciones
Ávila-Cabrera, J. J. (2018). TeenTitles. Implementation of a Methodology Based on Teenage subTitles to Improve Written Skills. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 19–40). Valencia: PUV.
Ávila-Cabrera, J. J. (2021). Reverse subtitling in the ESP class to improve written skills in English: addressing international students’ needs. Journal of Audiovisual Translation, 4(1), 27–49. https://doi.org/10.47476/jat.v4i1.2021.22
Ávila-Cabrera, J. J. (2022). Improving oral production skills in the Business English class through creative dubbing. ESP Today, 10(1), 99–122. https://doi.org/10.18485/esptoday.2022.10.1.5
Ávila-Cabrera, J. J., & Corral Esteban, A. (2021). The project SubESPSKills: Subtitling tasks for students of Business English to improve written production skills. English for Specific Purposes, 63, 33–44. https://doi.org/10.1016/j.esp.2021.02.004
Ávila-Cabrera, J. J., & Rodríguez-Arancón, P. (2021). The use of active subtitling activities for students of Tourism in order to improve their English writing production. Ibérica, 41, 155–180. http://www.aelfe.org/documents/41_07_IBERICA.pdf
Bolaños García-Escribano, A., & Ogea-Pozo, M. del M. (2023). Didactic audiovisual translation: Interlingual SDH in the foreign language classroom. Translation and Translanguaging in Multilingual Contexts, 9(2), 187–215. https://doi.org/10.1075/ttmc.00108.bol
García-Muñoz Vizcaíno, S. (2023). La traducción de las interjecciones a través del subtitulado para personas sordas: técnicas y detección de errores como herramientas clave. In M. Simón Márquez et al. (Eds.), Innovación docente e investigación en arte y humanidades: nuevas tendencias para el cambio en la enseñanza superior. Dykinson.
García-Muñoz Vizcaíno, S., & Díaz Alarcón, S. (2024). Subtitling for the Deaf and Hard-of-Hearing as a Didactic Tool in the Classroom. In C. Plaza Lara, M. Ogea Pozo & C. Botella Tejera (Eds.), Empirical Studies in Didactic Audiovisual Translation. Routledge.
Lertola, J. (2018). From translation to audiovisual translation in foreign language learning. TRANS, 22, 185–202. https://doi.org/10.24310/trans.2018.v0i22.3217
Lertola, J. (2019). Audiovisual Translation in the Foreign Language Classroom: Applications in the Teaching of English and Other Foreign Languages. Dublin: Research-publishing.net. https://doi.org/10.14705/rpnet.2019.27.9782490057252
Ogea-Pozo, M. del M., & Tinedo Rodríguez A. J. (2013). La audiodescripción didáctica para la mejora de las competencias lingüísticas en inglés y de competencias específicas de la traducción audiovisual. In Libro de actas del VIII Congreso Internacional sobre Educación Bilingüe (pp. 47–50). UCOPress.
Ogea-Pozo, M. del M., & Ruiz Espejel, B. (2024). Enhancing foreign-language creativity: A didactic approach through audio description. Complutense Journal of English Studies, 32, e97317. https://doi.org/10.5209/cj
Ogea-Pozo, M. (2025). Developing audiovisual translation skills and career awareness in the age of AI: A didactic proposal. Parallèles, 37(2). https://doi.org/10.17462/para.2025.02.05
Rodríguez-Arancón, P., Bobadilla-Pérez, M., & Fernández-Costales, A. (2024). Can didactic audiovisual translation enhance intercultural learning through CALL? Journal for Multicultural Education, 18(1–2), 206–223.
Rodríguez-Arancón, P., & Tinedo-Rodríguez, A. J. (2023). La integración de la traducción audiovisual didáctica y la interculturalidad en el diseño de propuestas pedagógicas. XI Premio “Luis Rodríguez” de Investigación en Interculturalidad. https://dialnet.unirioja.es/servlet/articulo?codigo=9102529
Talaván, N. (2019). Creative audiovisual translation applied to foreign language education: A preliminary approach. Journal of Audiovisual Translation, 2(1), 53–74. https://doi.org/10.47476/jat.v2i1.57
Talaván, N. (2019). Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class. International Journal of English Studies, 19(1), 21–40. https://doi.org/10.6018/ijes.338671
Talaván, N. (2020). The didactic value of AVT in foreign language education. In L. Bogucki & M. Deckert (Eds.), The Palgrave Handbook of Audiovisual Translation and Media Accessibility (pp. 567–592). Palgrave Macmillan.
Talaván, N., & Ávila-Cabrera, J. J. (2015). Audiovisual reception and MALL: Adapting technology to real needs. Porta Linguarum, 24, 33–46.
Talaván, N., & Ávila-Cabrera, J. J. (2015). First insights into the combination of dubbing and subtitling as L2 didactic tools. In Y. Gambier, A. Caimi & C. Mariotti (Eds.), Subtitles and Language Learning (pp. 149–172). Bern: Peter Lang.
Talaván, N., & Ávila-Cabrera, J. J. (2016). Collaborative networks to provide media accessibility: The potential of social subtitling. Porta Linguarum (Monográfico I), 125–138.
Talaván, N., & Ávila-Cabrera, J. J. (2017). Social subtitling: Providing the university community with accessible videos. In D. Orrego-Carmona & Y. Lee (Eds.), Non-Professional Subtitling (pp. 287–303). Cambridge Scholars.
Talaván, N., & Ávila-Cabrera, J. J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia. The Interpreter and Translator Trainer, 15(1), 118–135. https://doi.org/10.1080/1750399X.2021.1880305
Talaván, N., & Costal, T. (2017). iDub – The potential of intralingual dubbing in foreign language learning: How to assess the task. Language Value, 9(1), 62–88. https://raco.cat/index.php/LanguageValue/article/view/352446
Talaván, N., Ibáñez, A., & Bárcena, E. (2016). Exploring collaborative reverse subtitling for the enhancement of written production activities in ESL. ReCALL, 29(1), 39–58.
Talaván, N., Lertola, J., & Costal, T. (2016). iCap: Intralingual captioning for writing and vocabulary enhancement. Alicante Journal of English Studies, 29, 229–247. https://doi.org/10.14198/raei.2016.29.13.
Talaván, N., Lertola, J., & Ibáñez, A. (2022). Audio description and subtitling for the deaf and hard of hearing: Media accessibility in foreign language learning. Translation and Translanguaging in Multilingual Contexts, 8(1), 1–29. https://doi.org/10.1075/ttmc.00082.tal
Talaván, N., & Lertola, J. (2016). Active audiodescription to promote speaking skills in online environments. Sintagma, 28, 59–74.
Talaván, N., & Lertola, J. (2022). Audiovisual translation as a didactic resource in foreign language education: A methodological proposal. Encuentro, 30, 23–39. http://www3.uah.es/encuentrojournal/index.php/encuentro/article/view/66
Talaván, N., & Lertola, J. (2025). Creativity in didactic audiovisual translation: Possibilities and preliminary findings. Translation Spaces. https://doi.org/10.1075/ts.25016.tal
Talaván, N., & Rodríguez-Arancón, P. (2014). The use of interlingual subtitling to improve listening comprehension skills in advanced EFL students. In B. Garzelli & M. Baldo (Eds.), Subtitling and Intercultural Communication. Pisa: InterLinguistica ETS, 273–288.
Talaván, N., & Rodríguez-Arancón, P. (2014). The use of reverse subtitling as an online collaborative language learning tool. The Interpreter and Translator Trainer, 8(1), 84–101.
Talaván, N., & Rodríguez-Arancón, P. (2018). Voice-over to improve oral production skills. In J. D. Sanderson & C. Botella-Tejera (Eds.), Focusing on Audiovisual Translation Research (pp. 211–229). PUV.
Talaván, N., & Rodríguez-Arancón, P. (2024). Subtitling short films to improve writing and translation skills. RESLA, 37(1), 57–82. https://doi.org/10.1075/resla.21032.tal
Talaván, N., & Tinedo-Rodríguez, A. J. (2022). E-assessment in the TRADILEX project. In Designing Online Assessment Solutions that are Rigorous, Trusted, Flexible and Scalable (pp. 87–90). European Association of Distance Teaching Universities (EADTU).
Talaván, N., & Tinedo-Rodríguez, A. J. (2024). Voice-over as a didactic resource in foreign language education: The VOCAL Project. Meta, 69(2), 307–330. https://doi.org/10.7202/1118380ar
Talaván, N., & Tinedo-Rodríguez, A. J. (2024). Didactic audiovisual translation and teacher training: A preliminary approach. In The Palgrave Handbook of Multilingualism and Language Varieties on Screen (pp. 553–573). Springer.
Tinedo-Rodríguez, A. J. (2024). Autoras que desafían el canon. Subtitulación didáctica, su efecto en el aprendizaje de lenguas y en la conciencia de género. Comares.
Tinedo-Rodríguez, A. J. (2024). Effectiveness of didactic audiovisual translation and English for social purposes to foster language skills and gender awareness. Research in Education and Learning Innovation Archives, (33). https://doi.org/10.7203/realia.33.28285
Tinedo-Rodríguez, A. J. (2025). Technology-enhanced language learning: Subtitling as a technique to foster proficiency and intercultural awareness. Education Sciences, 15(3), 375. https://doi.org/10.3390/educsci15030375
Tinedo-Rodríguez, A. J., & Fernández-Costales, A. (2025). La traducción audiovisual didáctica (TAD) como recurso en la formación del profesorado: un estudio de caso. Didáctica. Lengua y Literatura, 37, 1–11. https://doi.org/10.5209/dill.90591
Tinedo-Rodríguez, A. J., & Talaván, N. (2023). Hacia una propuesta para la formación del profesorado de lenguas en traducción audiovisual didáctica: bases teóricas y metodológicas del proyecto ReachDAT. Transletters, 7(2). https://journals.uco.es/tl/article/view/15845
