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dc.contributor.authorVazquez-Calvo, Boris
dc.contributor.authorZhang, Leticia Tian
dc.contributor.authorPascual, Mariona
dc.contributor.authorCassany, Daniel
dc.date.accessioned2021-11-25T12:48:56Z
dc.date.available2021-11-25T12:48:56Z
dc.date.issued2019
dc.identifier.citationVazquez-Calvo, B., Zhang, L. T., Pascual, M., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language Learning & Technology, 23(1), 49–71.es_ES
dc.identifier.urihttps://hdl.handle.net/10630/23277
dc.description.abstractFan 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.es_ES
dc.description.sponsorshipThis research has been partly funded by the postdoctoral grant Videogames as an academic and vernacular literacy practice (ED481B-2017/007, Government of Galicia, Spain) and by the research projects ICUDEL (EDU2014-57677-C2-1-R, Ministry of Economy, Spain) and Fandom in Spain (3rd call, Queen Sophia Center for Youth and Adolescence, Spain).es_ES
dc.language.isoenges_ES
dc.publisherNational Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoaes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectLenguajees_ES
dc.subjectTraducciónes_ES
dc.subjectEtnologíaes_ES
dc.subject.otherFandomes_ES
dc.subject.otherTranslationes_ES
dc.subject.otherFan practiceses_ES
dc.subject.otherLanguage learninges_ES
dc.subject.otherCALLes_ES
dc.subject.otherTechnology-enhanced language learninges_ES
dc.subject.otherInformal language learninges_ES
dc.subject.otherInformal language learning onlinees_ES
dc.subject.otherDigital ethnographyes_ES
dc.titleFan translation of games, anime, and fanfictiones_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.identifier.doi10125/44672
dc.rights.ccAtribución-NoComercial-CompartirIgual 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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