Translation as a Didactic and Accessibility Tool in English-Language Classrooms of the Official Language Schools of the Valencian Community
Abstract
This article explores and describes the role of translation —written, oral, and audiovisual (AVT)— in the English-language classrooms of the Escuelas Oficiales de Idiomas of the Valencian Community during the 2018-2019 academic year by means of an exploratory mixed concurrent triangulation study. The results show how oral translation is used by most teachers as an explanatory resource, although it is not conceived as a communicative task. The use of AVT is very scarce, beyond the consumption of subtitles. Likewise, as an accessibility tool, it seems to be used only when intralinguistic subtitles are projected, which can be helpful for hearing impaired students, and when visual contents are described to visually impaired students.
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