A DIVERSIDADE LINGUÍSTICA NO ENSINO DE ESPANHOL COMO LÍNGUA ESTRANGEIRA: PROPOSTA DE SEQUÊNCIA DIDÁTICA A PARTIR DA LEGENDAGEM DO FILME “EL CAMINO DE XICO”

Pontes, Valdecy de Oliveira; Pereira, Livya Lea de Oliveira; Vieira, Patrícia Araújo; Assis, Ítalo Alves Pinto de

doi:10.1590/01031813v6420258675793

person Valdecy de Oliveira Pontes

A fundamentação teórica foi sustentada pelos especialistas em tradução funcionalista · ensino · sequência didática · A proposta metodológica · análise · considerações finais foram elaboradas pelos quatros autores levando em consideração os estudos teóricos assumidos no estudo Professor

schoolFederal University of Ceara, UFC, Fortaleza, CE, Brazil.

0000-0002-8183-9259

person Livya Lea de Oliveira Pereira

A fundamentação teórica foi sustentada pelos especialistas em tradução funcionalista · ensino · sequência didática · A proposta metodológica · análise · considerações finais foram elaboradas pelos quatros autores levando em consideração os estudos teóricos assumidos no estudo Professor

schoolFederal Institute of Education, Science and Technology of Ceará, IFCE, Fortaleza, CE, Brazil.

0000-0002-7450-0660

person Patrícia Araújo Vieira

pelos especialistas em legendagem · ensino de línguas · A proposta metodológica · análise · considerações finais foram elaboradas pelos quatros autores levando em consideração os estudos teóricos assumidos no estudo Professor

schoolFederal University of Ceara, UFC, Fortaleza, CE, Brazil.

0000-0001-6611-720X

person Ítalo Alves Pinto de Assis

pelos especialistas em legendagem · ensino de línguas · A proposta metodológica · análise · considerações finais foram elaboradas pelos quatros autores levando em consideração os estudos teóricos assumidos no estudo Professor

schoolDepartment of English Studies, Literature and Translation at the Federal University of Ceará, Fortaleza, CE, Brazil.

0000-0001-8571-3592

DECLARAÇÃO DE CONFLITO DE INTERESSE

Os autores declaram não ter filiação ou envolvimento com as instituições que possam ter interesses financeiros ou não financeiros com o assunto discutido no artigo LINGUISTIC DIVERSITY IN THE TEACHING OF SPANISH AS A FOREIGN LANGUAGE: A PROPOSAL FOR A DIDACTIC SEQUENCE THROUGH THE SUBTITLING OF THE FILM “EL CAMINO DE XICO”.

Who conveys it for what and to whom through which medium, from where, when and Why a text with what function?	Does it provide information about what theme? (presupposing what?) in what order, using what non-verbal elements, what words, what types of phrases and what tone?
With what effect?

	Profile of the source text	Transference	Profile of the target text
Extratextual aspects
Sender
Intention
Recipient
Medium
Place
Time
Motive
Text Function
Intratextual aspects
Subject Matter
Content
Presuppositions
Text Composition
Non-verbal elements
Lexis
Sentence Structure
Suprasegmental Features
Communicative effect
Effect

180 wpm	Seconds	Characters	Seconds	Characters
	01:000	17	02:000	35
	01:166	20	02:166	37
	01:333	23	02:333	39
	01:500	26	02:500	43
	01:666	28	02:666	45
	01:833	30	02:833	49
Seconds	Characters	Seconds	Characters	Seconds	Characters
03:000	53	04:000	70	05:000	78
03:166	55	04:166	73	05:166	78
03:333	57	04:333	76	05:333	78
03:500	62	04:500	76	05:500	78
03:666	65	04:666	77	05:666	78
03:833	68	04:833	77	05:833	78
				06:000	78

Ill-segmented subtitles	Well-segmented subtitles
Países vizinhos marcados poranosde guerra e isolamento. (Neighboring countries marked by years of war and isolation.)	Países vizinhos marcados por anos de guerra e isolamento. (Neighboring countries marked by years of war and isolation.)
Piscinas naturais, assim, de um azul intenso (Natural pools of anintense blue)	Piscinas naturais, assim, de um azul intenso (Natural pools, like this, of an intense blue)
azul intenso e as construções gigantescas. (intense blue and the giganticbuildings.)	azul intenso e as construções gigantescas. (intense blue and the gigantic buildings.)
Por isso, esse é o espaço mais disputado do templo (This is why it is the most coveted space in the temple)	Por isso, esse é o espaço mais disputado do templo (This is why it is the most coveted space in the temple)
esse templo foi construído para ser um lugar de elevação (this temple was built to be a place of elevation)	esse templo foi construído para ser um lugar de elevação (this temple was built to be a place of elevation)
elefantes, hoje eles são pouco mais de mil. (elephants, today, they are more than a thousand.)	elefantes, hoje eles são pouco mais de mil. (elephants, today, they are more than a thousand.)

Initial proposal of didactic sequence through the use of subtitling
Introduction to subtitling and presentation of the film “El camino de Xico” (2020) (Class 01 - 90 minutes)	For a pre-viewing activity, discuss key aspects of Mexican culture, drawing on students’ prior knowledge. Ask if they have seen any other films or shows set in Mexico. What were they? Where did they watch them, and were they subtitled or dubbed? Then, show the film’s poster to prompt their expectations about the story and themes. Watch the trailer of the film “El camino de Xico” (2020) with the students, available on YouTube, first with automatic subtitles and audio in Spanish². Discuss with them any themes or aspects of Mexican culture they anticipated or did not expect based on the film trailer. Discuss the overall comprehension of the film trailer, addressing the cultural, linguistic, and non-verbal aspects present in the excerpt, along with verbal elements that can only be understood by reading the Spanish subtitles. Discuss relevant issues related to subtitling practice. Ask students about their familiarity with this AVT mode and how often they watch Spanish-language content with subtitles, whether in Portuguese or Spanish. Introduce the subtitling program, Subtitle Workshop 6.0b. Present the subtitle reading speed table, which outlines 180 words per minute, along with the idea of synchronization in subtitling. Additionally, discuss the concepts of text segmentation and text reduction.
Introducing the production situation (Class 02 - 90 minutes)	Comment on the film production, review its technical information and synopsis, make predictions about the story, and activate students’ previous knowledge about Mexico and its culture. Watch the film, with audio and subtitles in Spanish, available on Netflix or YouTube. The movie has a runtime of 85 minutes and can be shown to students in the classroom so they can watch it together.
Introducing the production situation (Class 03 - 90 minutes)	Encourage students to conduct research using smartphones or computers with internet access to explore Mexican cultural issues, particularly topics that are addressed in the film. After their research, have them share their most noteworthy findings with the class. Divide the students into groups and give them time to select scenes for the subtitling task. Each scene should be approximately 2 to 3 minutes long and as self-contained as possible. Check if the chosen scenes are appropriate for the task, taking into account the language used; scenes that showcase explicit cultural phenomena are preferred. Once the scenes have been selected, distribute pre-translation questions based on Nord’s framework (2012, 2016), adapted and explained below. Students can then work in their groups to answer these questions, focusing on the task of translating the film into subtitles.
First subtitling task: technical aspects. (Class 04 - 90 minutes)	Create the subtitles. Students can work in groups to create subtitles taking into consideration their variety of Brazilian Portuguese. The subtitling software program used should allow students to generate notes that can be shared, being possible for them to review, refine, and revise the subtitles collaboratively. Proofread the subtitles, taking into account technical aspects of subtitling, such as subtitle reading speed, minimum and maximum on-screen duration and synchronization.
Linguistic and cultural issues in translation into subtitles (Class 05 - 90 minutes)	Collect the subtitle files produced by the students and discuss their translation strategies and choices, as well as the linguistic aspects of the subtitles, that is, text reduction and segmentation. This review should be flexible enough to avoid hindering the students’ translation task. Review the translation of variable linguistic forms, such as tú vs. vos, past tense usage, vocabulary, and other regional expressions. Observe intercultural elements, focusing on similarities between Brazilian and Mexican cultures.
Second subtitling task, revision, and socialization (Class 06 - 90 minutes)	Have groups exchange their translated subtitles, asking them to review and propose any needed revisions. These exchanges can use the notes generated by the subtitling software program. Conclude the lesson with a discussion of the revised subtitling proposals, where groups justify their choices. Students may present their reflections in a diary format.

Questions	Student’s answers
1. What is the purpose of the film? What is its genre? What is its intended audience?
2. Where, when and how does the film take place?
3. What are the themes of the scenes? What nonverbal elements are presented?
4.Which characters are present in the scenes? What kinds of relationships do they have with each other? What aspects of their identities are highlighted? Are these elements reflected in the language they use?