Guest editors
Jorge Díaz-Cintas (University College London)
Lydia Hayes (University College London & University of Bristol)

The new dates are:

Guest editors
Jorge Díaz-Cintas (University College London)
Lydia Hayes (University College London & University of Bristol)

In the privileged position of de facto lingua franca worldwide, English has been either the source or pivot language of innumerable translations over the past century, especially insofar as audiovisual texts are concerned. With the arrival of the talkies, the film industry began to be dominated by Hollywood, giving rise to postproduction industries around the globe dedicated to the localisation of imported English-language content. Whereas in countries where English is not a native language these English-language originals were and continue to be mainstreamed on TV channels and in cinema theatres, in the Anglosphere, non-English-language, or ‘foreign’, content was traditionally reserved for art-house cinemas until recent times. The surge of subscription video-on-demand (SVoDs) platforms—such as Netflix, Amazon Prime Video and HBO—has witnessed a balancing act whereby ‘foreign’ content is now mainstreamed alongside English-language originals. This shift in the distribution paradigm has generated more need for the localisation into English of audiovisual content, which has brought about a growth in the English-subtitling industry as well as the emergence of a burgeoning English-dubbing industry in the US, UK, mainland Europe, and India (Hayes, 2021).

Guest Editors:
Marta González-Lloret (University of Hawaii)
Laia Canals (Universitat Oberta de Catalunya)
Jorge Pineda (Universidad de Antioquia)

In this special issue, we seek to explore the different ways in which language teachers have overcome this challenge, what strategies they have implemented, what learning activities they are finding effective, what technological tools are being used and with what results. This special issue seeks to contribute to our understanding of how language teachers are successfully adapting their teaching practices to the online environment so that the community of language teaching practitioners come out of the crisis generated by the Coronavirus pandemic stronger and more informed. Authors are invited to submit research (empirical and case studies), theoretical, and methodological papers written in English or Spanish for this special issue.