Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44672

Fan translation of games, anime, and fanfiction

File Size Format  
23_01_10125-44672.pdf 1.25 MB Adobe PDF View/Open

Item Summary

Title:Fan translation of games, anime, and fanfiction
Authors:Vazquez-Calvo, Boris
Zhang, Leticia T.
Pascual, Mariona
Cassany, Daniel
Keywords:ICT Literacies
Language Learning Strategies
Virtual Environments
Fan Translation
Date Issued:01 Feb 2019
Publisher:National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa||Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin
Citation:Vazquez-Calvo, B., Zhang, L. T., Pascual, M., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language Learning & Technology, 23(1), 49–71. https://doi.org/10125/44672
Abstract:Fan practices involving translation open up opportunities to explore language learning practices within the fandom (Sauro, 2017). We examine how three fans capitalize on fan translation and language learning. We consider the cases of Selo (an English–Spanish translator of games), Nino (a Japanese–Catalan fansubber of anime, and Alro (an English–Spanish translator of fanfics). A corpus was built consisting of 297 minutes of interviews, 186 screenshots of language learning events from online sites, and 213 minutes of screencast videos of online activity. Drawing upon the conceptual framework of new literacy studies (Barton, 2007), we set four themes to present fans’ literacy practices and language learning: (a) fan translation, (b) understanding the original text, (c) writing and preparing the translation, and (d) tools, resources, and collaborative online practices. Results indicated that the three informants encountered an open space for agency, creativity, and identity building and reinforcement through fan translation. Their translations provided content and represented the generators of the semiotic fabric in their fandoms (Gee, 2005). As fan translators, they learned language in multiple ways, such as peer-to-peer feedback, autodidactism, and creative uses of Google Translate. Future research may attempt to transfer knowledge from digital wilds into formal education.
URI/DOI:http://hdl.handle.net/10125/44672
ISSN:1094-3501
DOI:10125/44672
Volume:23
Issue/Number:1
Appears in Collections: Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.