{'fraction_non_alphanumeric': 0.01914241960183767, 'fraction_numerical': 0.0, 'mean_word_length': 5.375609756097561, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
La traducción y la subtitulación en el aula de idiomas

For many years, translation has not usually been regarded as a means to an end, namely, communication, but as a professional activity focussed on the product; thus, it clearly differs from the task implemented within the second language classroom. However, this interpretation overlooks the myriad of benefits that this practice provi des learners with. Furthermore, the use of subtitles within the language classroom is key to make learners assimilate and master language-related contents by considering their sociocultural context. Subtitles prove to be crucial to help the brain visualize the sound and the translation of a concept, which, contrary to what one might think, allows learners to acquire the appropriate structures and avoid literal translations. Following this, the present paper aims at reassessing the role of the translation and showing the potential of subtitles within the language teaching arena by showcasing the close relationship between translation, subtitles, culture and learning. Thus, the implementation of a didactic unit focused on the use of subtitling has shown the improvement in students’ results in all language skills and, therefore, has shown the positive impact of this resource within the language classroom.