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Streaming video-on-demand (SVoD) platforms have recently set out to produce an ever-increasing number of non-English-language films and tv series distributed worldwide. These, in turn, have become the perfect vehicle for disseminating cultural realities other than those from English-speaking countries. In this article, we endeavour to analyse the presence of stereotypes and cultural references in the English-dubbed version of the Spanish tv series Valeria (Benítez, 2020–present) and the way they travel through dubbing. To this end, we conducted a comparative study in which seven video excerpts from the English-dubbed version and their original Spanish version were shown to 57 native English-speaking participants from a British higher education institution, who shared a similar knowledge of Spanish as a foreign language. Specifically, we explored the participants’ overall perception of humorous passages, their identification of cultural references, their informed opinion on the translation techniques applied (and alternatives given), and their self-assessment of the metacognitive effort required. The findings show two aspects of learners: (a) overall, these learners were eager to maintain stereotypes and cultural references used for humorous purposes in audiovisual comedies, and (b) their understanding of these items often relies on audiovisual support. The findings offer an initial examination of English speakers’ cognitive and evaluative perception of Spanish comedies that have been dubbed in English and can be useful for translator training purposes.

The bourgeoning and rapid evolution of cloud-based applications has triggered profound transformations in the audiovisual translation (AVT) mediascape. By drawing attention to the major changes that web-based ecosystems have introduced in localisation workflows, we set out to outline ways in which these new technological advances can be embedded in the AVT classroom. Along these lines, the present study sets out to explore the potential benefits of cloud platforms in AVT training curricula by exploring ways in which this technology can be exploited in subtitling training. An analysis of current subtitling practices and tools, localisation workflows, and in-demand skills in the AVT industry will be followed by an experience-based account on the use of cloud-based platforms in subtitler training environments to simulate and carry out a wide range of tasks. Our study pivots around the idea that cloud subtitling might prove useful to bridge the technological gap between academic institutions and the profession as well as to enhance the distance-learning provision of practice-oriented training in subtitling.

A growing expansion of cloud-based tools has been witnessed in recent years in the audiovisual translation (AVT) industry, leading many stakeholders to embrace and incorporate them into their localisation workflows. Cloud solutions utilise web-based resources and off-site storage to operate, thus enhancing the mobility and flexibility of the workforce among many other benefits. Large media producers distribute localisation work among preferred vendors using cloud-based ecosystems, and so do translation service providers for outsourcing work to their linguists. Higher-education (HE) institutions, however, often lag behind technological advancements and few have incorporated cloud solutions. In the age of agile cloud technologies, software developers are establishing ever-closer collaborations with both end users and academic institutions in their quest for feedback on user experience. Drawing on this approach, as well as on action research (AR) and descriptive-empirical methods, this thesis proposes user-informed changes to the teaching of AVT, particularly subtitling, with cloud translation technologies. The main aim of this thesis is to take stock of the far-reaching implications of cloud technologies in the industry and to investigate their potential in the classroom. The ultimate goal is to find ways to exploit them, from a pedagogical perspective, in the teaching and learning of AVT. For this purpose, a series of surveys and experimental sessions were conducted between 2016 and 2019, involving over 300 respondents from a vast array of countries and educational backgrounds. The participants' responses shed light on the didactic uses and applications of cloud-based AVT tools and suggest possible changes to better cater for the student experience. Finally, this thesis suggests ways in which cloud solutions can be incorporated into the translator training curriculum and proposes a novel model of AVT education that takes into account the cloud and technology turn and is adapted to the needs of the 21st-century translation industry.