Departamento de
Traducción e Interpretación


Tema:   Pedagogía. Valencia. España. Accesibilidad. Audiovisual. Género.
Autor:   Reverter Oliver, Beatriz
Año:   2019
Título:   Inclusión del alumnado con discapacidad sensorial y traducción audiovisual en las aulas de inglés de las EEOOII de la Comunitat
Valenciana. Un estudio exploratorio [Inclusion of students with sensory impairment and audiovisual translation in the English
Lugar:   València
Editorial/Revista:   Universitat de València
Páginas:   910
Idioma:   Español.
Tipo:   Tesis.
Disponibilidad:   Acceso abierto.
Resumen:   This doctoral thesis is framed within three different spheres: the didactics of foreign languages (FL), inclusive education and audiovisual translation (AVT). Firstly, the legislative changes in our country, which currently recognize the right of persons with disabilities to study in classrooms with other classmates without disabilities, in addition to the fact that in the present-day world there is an increasing demand to learn new languages, in particular English, lead us to believe that those people with sensory disabilities who might wish or
need to study English (or any other FL) in an ordinary classroom must be able to do so with equity. On the other hand, within AVT studies there is more research focused on subtitling for the D/deaf or the hard of hearing (SDH), audio description (AD) or even sign language interpreting (SLI), principal modes of AVT in Spain regarding accessibility in the media. However, it seems that these modes have not been studied that frequently in other spheres, such as the education of persons with sensory disabilities. For all of these reasons, in this study, we focus on analyzing what measures for the attention to diversity are being adopted in the English classrooms of the Escuelas Oficiales de Idiomas (EEOOII) in the Valencian Community, in the event that students with sensory disabilities enroll. Moreover, considering this first general objective, we evaluate the role of AVT —especially SDH and AD modes— if any, of those measures for the attention to diversity. In order to do so, three instruments were used: personal interviews with directors, heads of English departments, and English teachers in the EEOOII of Valencia-Zaidía, Castellón and Alicante; a questionnaire aimed at the English teachers of the 24 EEOOII in the Valencian Community; and, lastly, an analysis of the websites for these centers. Finally, the results show how the teachers tend to resort to a communicative approach for English teaching, which allows them a certain degree of flexibility to adopt the most appropriate practices, depending on the needs of their students with disabilities. Furthermore, we gather the adopted measures, for both visually and hearing-impaired students, as well as data about the main difficulties that teachers still experience. Additionally, we were able to appreciate the small role assigned to SDH and AD as tools to aid in the inclusion of students with disabilities in classrooms. [Source: Author]
Agradecimientos:   Record supplied by Francisco Pérez Escudero.
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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