Fan Translation of Games, Anime, and Fanfiction

Autor/inn/en	Vazquez-Calvo, Boris; Zhang, Leticia Tian; Pascual, Mariona; Cassany, Daniel
Titel	Fan Translation of Games, Anime, and Fanfiction
Quelle	In: Language Learning & Technology, 23 (2019) 1, S.49-71 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Translation; Computer Games; Video Technology; Japanese; Romance Languages; Semiotics; Self Concept; Animation; Fiction; Second Language Learning; English (Second Language); Spanish; Computer Software; Computational Linguistics; Literacy; Computer Mediated Communication; Cooperation; Feedback (Response); Transfer of Training; Informal Education; Computer Simulation; Cartoons + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Japaner; Japanisch; Romanische Sprache; Semiotik; Selbstkonzept; Fiktion; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Linguistics; Computerlinguistik; Alphabetisierung; Schreib- und Lesefähigkeit; Computerkonferenz; Co-operation; Kooperation; Training; Transfer; Ausbildung; Informelle Bildung; Nichtformale Bildung; Computergrafik; Computersimulation; Zeichentrickfilm
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. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01