Íkala, Revista de Lenguaje y Cultura: Announcements

Our special issue on Policies and Practices for Global Multilingualism is now online

Fri, 18 Oct 2024 03:59:10 -0500

Deadline Extended! Call for Proposals for the Special Issue on Endangered Languages and Varieties in the Americas

Fri, 16 Aug 2024 15:32:14 -0500

This monographic issue is framed within Unesco's Indigenous Languages Decade (2022-2032) (Indigenous Languages Decade (2022-2032) | UNESCO), which aims to “draw the world's attention to the plight of many Indigenous languages and to mobilize stakeholders and resources for their preservation, revitalization and promotion”. It focuses on the description and, especially, the positioning of endangered languages and language varieties in the Americas with a view to their revitalization and vindication.

For minoritized languages speakers across the Americas, their mother tongue often represents much more than a mere communication tool —it can become an identity symbol, articulate social relations and bonds, convey wisdoms and traditions from one generation to another, structure thinking, and heal, among many other roles. Nevertheless, it is known that languages, as social representations, allow both empowering and subordinating, creating stereotypes and, often, determining individuals’ social status. This is why many endangered languages are linked to discrediting and stigmatization, stereotypes linked to marginalization and underdevelopment, invisibility or some perceived uselessness. This compels speakers to processes of abandonment and substitution, seriously affecting particularly Indigenous languages in the Americas.

In light of this, we propose the monographic issue Endangered Languages and Varieties in the Americas, dedicated to endangered languages and language varieties in the Americas, with special emphasis on Indigenous languages, given their vulnerable situation, with the aim of revitalizing and vindicating them. Also, we will consider contact-induced linguistic variations (Delforge, 2012; García Tesoro, 2023; Haboud, 1998; Mick & Palacios, 2013), those stemming from migration phenomena or cross-border languages (Avilés González & Ibarra Templos, 2016; García Tesoro, 2017; Haboud, 2023; Kendal & Haboud, 2014; Moreno Fernández, 2013), and others, sharing minoritization or endangerment, across the Americas.

For this monographic issue, we expect works focused on critical sociolinguistics (Arratia & Limachi, 2019; Niño Murcia et al, 2020) or social semiotics (Hodge & Kress, 1988, Kress, 2009), addressing revitalization efforts and initiatives, languages in contact, language rights, language ideologies (Barrett, 2006; Jansen et al., 2021) (on Indigenous languages, Spanish variations among Afro-America communities, or contact with Indigenous languages, and so on), as well as emerging languages and variations in cross-border areas, or stemming from migration processes or translanguaging situations (García & Wei, 2014). Similarly, works dealing with the study of language practices will be welcome (Sánchez Moreano & Blestel, 2021) as instruments informing social relations, reproducing or transforming power relations between minoritized language speaking societies, and hegemonic language speakers.

Thus, we intend to make visible and draw attention on the plight endured by numerous languages and substandard variations across the Americas, along with contributing to their positioning and revitalization.

Research Lines

Critical sociolinguistics
Cross-border sociolinguistics
Policy, planning and implementation of endangered languages and varieties
Revitalization and vindication of endangered languages and varieties
Linguistic ideologies and attitudes towards languages and their varieties
Displacement of endangered languages and varieties
Linguistic rights
Linguistic practices

Types of articles:

Fit within one of the categories of articles published by the journal: empirical and case studies, methodological and theoretical articles, and literature reviews.

References

Arratia, M. J. & Limachi, V. P. (2019). Construyendo una sociolingüística del sur. Reﬂexiones sobre las culturas y lenguas indígenas de América Latina en los nuevos escenarios. Cochabamba: PROEIB Andes / Facultad de Humanidades/ Universidad Mayor de San Simón.

Avilés González, K. J. & Ibarra Templos, Y. M. (2016). Identidades sociolingüísticas y migración internacional. Reacciones frente a la discriminación. Alteridades, 26 (51), 73-84. https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0188-70172016000100073&lng=es&nrm=iso

Barrett, R. (2006). Language ideology and racial inequality: Competing functions of Spanish in an Anglo-owned Mexican restaurant. Language in Society, 35(2), 163-204. https://doi.org/10.1017/S0047404506060088

Delforge, A. M. (2012). ‘Nobody wants to sound like a provinciano’: The recession of unstressed vowel devoicing in the Spanish of Cusco, Peru. Journal of Sociolinguistics, 16(3), 311-335.

García, O. & Wei, L (2014). Translanguaging: Language, bilingualism & education. Palgrave Macmillan.

García Tesoro, A. I. (2017). Valores evidenciales y discursivos del pretérito perfecto compuesto en narraciones de migrantes andinos en Cuzco. En A. Palacios (Coord.), Variación y cambio lingüístico en situaciones de contacto (pp. 79-96). Iberoamericana/Vervuert.

García Tesoro, A. I. (2023). Two contact induced grammatical changes in Spanish in contact with Tz’utujil in Guatemala. En B. Baird, O. Balam, & M. C. Parafita Couto, (Eds.), Linguistic advances in Central American Spanish (pp. 145-167). Brill Publishers.

Haboud, M. (1998). Quichua y castellano en los Andes Ecuatorianos: los efectos de un contacto prolongado. Abya-Yala/GTZ.

Haboud, M. (2023). Las múltiples facetas de la migración y el contacto lingüístico. De (re)encuentros y desencuentros. En A. Speranza (Coord.), Lenguaje y cultura. Homenaje a Angelita Martínez (pp. 381-413). Universidad Nacional de La Plata.

Hodge, R. & Kress, G. (1988). Social semiotics. Polity Press.

Jansen, S., Higuera del Moral, S., Barzen, J. S., Reimann, P. & Opolka, M. (2021). Demystifying bilingualism: How metaphor guides research towards mythification. Palgrave Macmillan.

Jansen, S. & Rosado Valencia, E. (2023). When “civilized” and “savage” languages meet: Language ideological work in 19th century travel accounts on the Ecuadorian Amazon. Journal of Postcolonial Linguistics, 9, 1-24.

Kendal, A. K. & Haboud, M. (2014). International migration and Quichua language shift in the Ecuadorian Andes. En T. McCarty (Ed.), Ethnography and language policy (pp. 139-160). Routledge.

Kress, G. (2009) Multimodality: A social semiotic approach to contemporary communication. Routledge.

Mick, C. & Palacios, A. (2013). Mantenimiento o sustitución de rasgos lingüísticos indexados socialmente: migrantes de zonas andinas en Lima. Lexis, xxxvii(2), 341-380.

Moreno Fernández, F. (2013). Lingüística y migraciones hispánicas. Lengua y migración, 5(2), 67-89.

Murcia, M., Zavala, V. & de Los Heros, S. (Eds.) (2020). Hacia una sociolingüística crítica. Desarrollos y debates. Instituto de Estudios Peruanos.

Sánchez Moreano, S. & Blestel, E. (Eds.) (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. (Contact and Multilingualism 4). Language Science Press. https://doi.org/10.5281/zenodo.5636761

Unesco (2021). Evaluation of UNESCO’s action to revitalize and promote Indigenous languages within the framework of the international year of Indigenous language. https://bit.ly/3YNjPPZ

Languages of Publication

Spanish, English, French, Portuguese

Specifications

All proposals should:

Not exceed 400 words, including references.
Include title, authors’ names, affiliation, and e-mail.
Be written in Spanish, English, Portuguese, or French.
Specify the category and research area you have chosen.
Include a detailed description of the content of the article. For research articles (empirical or case studies), be sure to include a description of the problem, your research questions, setting description (town, country, institution profile, level of instruction), participants, method (type of study, data gathered, analysis), main findings, and implication. In case you are reporting an intervention, please include details on that intervention (which type, purpose, time span, etc.)
Include bibliographic references.
Be clear, precise, coherent, and to the point.

Submissions

Please submit your proposals to Íkala’s e-mail address: revistaikala@udea.edu.co, under the Subject: Proposal for the Special Issue Endangered Languages and Varieties Across the Americas

Timeline

Activity	Due Date
Launch of Call for Proposals	August 16, 2024
Submitting Proposals	August 16–September 30, 2024
Notification of Proposal Acceptance or Dismissal	October 30, 2024
Submitting Finished manuscripts through Ikala Journal System	March 1, 2025
Peer-review Process	March 1 – June 15, 2025
Revision and Editorial Processing	June 16, 2025 – August 1, 2025
Layout and Proof Revision	August 1, 2025 – August 31, 2025
Publication	Early days of September, 2025

Our second issue 2024 is now online

Tue, 25 Jun 2024 09:26:57 -0500

Our January-April 2024 Issue is Now On Line

Mon, 05 Feb 2024 15:00:30 -0500

Happy Holidays

Wed, 13 Dec 2023 14:54:23 -0500

Ikala greets a new Director-Editor

Thu, 23 Nov 2023 13:35:25 -0500

Ikala’s September-December issue (vol. 28, issue 3) is online

Wed, 13 Sep 2023 16:05:58 -0500

Guest Editors Jorge Díaz-Cintas and Lydia Hayes share with us their insights on audiovisual translation into English to continue the conversation about their Special Issue "Role Reversal: AVT into English."

Fri, 08 Sep 2023 14:32:02 -0500

Call for Papers for the Special Issue on Policies and Practices for Global Multilingualism

Fri, 23 Jun 2023 13:38:22 -0500

Guest editors
Gilvan Müller de Oliveira
Universidade Federal de Santa Catarina, Brasil
https://orcid.org/0000-0003-3668-2616
Martha Lucía Pulido Correa
Universidad de Antioquia, Colombia
https://orcid.org/0000-0002-1797-0703
Umarani Pappuswamy
Central Institute of Indian Languages, Manasagangotri, Mysuru, Karnataka, India
https://orcid.org/0000-0002-4105-9530

We believe the time has come to reevaluate modes of communication, interpretation, translation, understanding languages, landscapes and texts, and in general, to reevaluate the way we live in our glocal world; and we would like to invite all interested authors to do just that.

This thematic issue is organized jointly by Íkala, Revista de Lenguaje y Cultura, and the UNESCO Chair on Language Policies for Multilingualism (UCLPM), taking advantage of the fact that Universidad de Antioquia became a member of the UCLPM in 2022.

The UCLPM is a research network, based at the Federal University of Santa Catarina (UFSC) in Florianopolis- Brazil, in which 31 universities from 17 countries on 4 continents, participate, working in 11 different languages. It investigates the relationships between multilingualism and various aspects of the Sustainable Development Goals (Oliveira, 2019).

To comply with the aims of the UNESCO project on the UNESCO World Atlas of Languages (WAL, n. d.) and the UNESCO International Decade of Indigenous Languages (2022-2032), the UCLPM is calling attention to the need to preserve native languages and integrate them within the multilingual movement that is taking hold of speakers, readers and writers in the physical and digital world (Kelly-Holmes, 2019). For that, it has developed 9 axes or areas of interest: Multilingualism and Internationalization; Multilingualism and Intercultural Mediation; Multilingualism and Language Education; Multilingualism, Translation and Accesibility; Multilingualism and Linguistic Economy and Linguistic Rights; Multilingualism and Information and Communication Technologies; Multilingualism, borders and diasporas; Multilingualism and Literature; Multilingualism and Oral literatures.

In this special issue we will include six of those axes, always having multilingualism as a starting and ending point: Intercultural Mediation, Linguistic Rights, Translation and Accessibility, Multilingual Literature, and Policies and Planning for Multilingualism and Multilingual Education.

Intercultural mediation facilitates communication and understanding between individuals or groups from different cultures. It involves the intervention of a mediator, who acts as a facilitator, helping to resolve conflicts, negotiate cultural differences and promote constructive dialogue. Languages and cultures go hand in hand, and therefore, multilingual actions have the power to resolve many of the conflicts existing in different cultures (Liang, 2021; Liddicoat, 2014).

Contemporary language rights assert that all people have the right to use, learn, develop, and express themselves in the language or languages of their choice. These rights can cover different aspects of people's lives and the organization of linguistic spaces in societies. It is interesting to analyze, therefore, how multilingual formats can present gains in terms of legal guarantees for the use of languages (May, 2012; Meylaerts, 2011).

Translation and accessibility are vital in a multilingual world, ensuring effective communication and equal access to information. Translation makes it possible to overcome language barriers and promote intercultural understanding. Accessibility ensures that individuals with all kinds of personal or social limitations, including language minorities, can engage with content on less unequal terms (Grutman, 2019; Matamala & Ortiz-Boix, 2016).

Hand in hand with the progression of multilingualism, we are witnessing an unprecedented number of ways of narrating and producing art. Therefore, in this volume, scientific articles that analyze the production of multilingual literatures (Grutman, 2006) where different languages coexist and interact, are welcome.

To decolonize universities, implementation of new language policies must be taken seriously into account, as indirectly, economic and racial elements are always involved. Decisions on policies and planning for multilingualism should also be analyzed as they impact the whole system on many of its aspects and are particularly interrelated with multilingual education (Antia, & van der Merwe, 2018; Van der Merwe, 2022; Berezkina, 2018; Peláez & Usma, 2017).

The way communication takes place in our societies today has moved from one language to multilingualism. It is only natural, then, that education follows the same path, and that multilingual education gains such great importance in the construction of curricula, opening academic spaces for minority languages and cultures and, sometimes, even situating them at the same level as the dominant language (Jong et al., 2019; Paulsrud et al., 2020).

Areas of interest

Proposals should subscribe to one the following areas:

Multilingualism and Intercultural Mediation;
Multilingualism and Linguistic Rights;
Multilingualism, Translation, and Accessibility
Multilingual Literary Studies
Policies and Planning for Multilingualism.
Multilingual Education

Type of articles

All proposals should fit within one of the categories of articles published by the journal: empirical and case studies, methodological and theoretical articles and literature reviews.

References

Antia, B. E., & van der Merwe, C. (2018). Speaking with a forked tongue about multilingualism in the language policy of a South African university. Language Policy. https://doi.org/10.1007/s10993-018-9493-3

Berezkina, M. (2018). “Language is a costly and complicating factor”: A diachronic study of language policy in the virtual public sector. Language Policy, 17(1), 55–75.

Grutman, R. (2006). Refraction and recognition. Literary multilingualism in translation. Target, 18(1), 17–47. https://doi.org/10.1075/target.18.1.03gru

Grutman, R. (2019). Multilingualism. In M. Baker & G. Saldanha (Eds.), Routledge encyclopedia of translation studies (3^rd Ed.). Routledge. https://doi.org/10.4324/9781315678627

Jong, E. J. de, Yilmaz, T., & Marichal, N. (2019). A multilingualism-as-a-resource orientation in dual language education. Theory Into Practice, (58), 107–120. https://doi.org/10.1080/00405841.2019.1569375

Kelly-Holmes, H. (2019). Multilingualism and technology: A review of developments in digital communication from monolingualism to idiolingualism. Annual Review of Applied Linguistics, 39, 24–39.

Liddicoat, A. J. (2014). Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics, 11(2), 259–277. https://doi.org/10.1515/ip-2014-0011

Liang, M.-Y. (2021). Multilingual and multimodal mediation in online intercultural conversations: a translingual perspective, Language Awareness, 30(3), 276–296. https://doi.org/10.1080/09658416.2021.1941069

Matamala, A., & Ortiz-Boix, C. (2016). Accessibility and multilingualism: an exploratory study on the machine translation of audio descriptions. Trans. Revista de Traductología, 20,11–24. https://revistas.uma.es/index.php/trans/article/download/2059/1956

May, S. (2012). Multilingualism and language rights. The encyclopedia of applied linguistics. https://doi.org/10.1002/9781405198431.wbeal0799

Meylaerts, R. (2011). Translational justice in a multilingual world: An overview of translational regimes. Meta. Journal de traducteurs, 56(4), 743–757. https://www.erudit.org/fr/revues/meta/2011-v56-n4-meta0154/1011250ar.pdf

Oliveira, G.M. (2019): O multilinguismo em oito quadros. Ciência e Cultura, 71(4), 17–19. https://doi.org/10.21800/2317-66602019000400008

Oliveira, G. M, Sturza, E. (2023): O projeto “Cruzando Fronteiras” e o Seminário sobre Interculturalidade e Bilingüismo: As várias perspectivas. In Cruzando Fronteiras. Projeto Escolas Interculturais Bilíngues (pp. 72–86). OEI.

Paulsrud, B. A. Zilliacus, H., & Ekberg, L. (2020) Spaces for multilingual education: language orientations in the national curricula of Sweden and Finland, International Multilingual Research Journal, 14:4, 304-318, https://doi.org/10.1080/19313152.2020.1714158

Peláez, O.; & Usma, J. (2017) The role of education stakeholders in the appropriation of foreign language education policies: A case study. Profile, 19(2), 121–134. https://doi.org/10.15446/profile.v19n2.57215

UNESCO Recommendation concerning the Promotion and Use of Multilingualism and Access to Cyberspace (2003). Unesco [web site] https://www.unesco.org/en/legal-affairs/recommendation-concerning-promotion-and-use-multilingualism-and-universal-access-cyberspace?hub=66535

United Nations Agency for the International Decade of Indigenous Languages (s. f.). web site. https://idil2022-2032.org/

Van der Merwe, Channel (2022). Re-considering orientations in South African Language Policies. Bandung Journal of the Global South, 9(1–2), 279–299. https://doi.org/10.1163/21983534-09010011

World Atlas of Languages (WAL). (n.d.) World Atlas of Languages http://www.unesco.org/languages-atlas/index.php

Publication Languages

Portuguese, Spanish, French, English

Specifications

Proposals should:

Not exceed 400 words, including references.
Include the title, author(s) names, institution, and email.
Be written in Spanish, English, French, or Portuguese.
State the chosen category and area of interest.
Include a detailed description of the content of the article. If a research study (empirical or case study), make sure to include: a statement of the problem, research questions, a description of the setting (city and country, type of institution, level of instruction), the participants, the method (type of study, data collected, analysis), main findings, and implications. If an intervention is reported, please include details about the intervention (type of intervention, purpose, length, etc.)
Include references.
Be clear, accurate, coherent, and concise.

Submission

Please send all proposals to the journal’s email revistaikala@udea.edu.co, with the heading: Policies and Practices for Global Multilingualism

The proposals will be initially assessed, based on their innovation, applicability, clarity, correctness, originality, appropriateness, and alignment with the topic of the special issue and the categories of articles published by the journal. Authors of proposals that meet the criteria will be invited to submit full manuscripts of 8,000 and 8,500 words, including references, through the journal platform. These will then undergo a peer review process. Only manuscripts that are deemed “accepted” or “accepted with modifications” by peer reviewers and that comply with all journal publication guidelines will be published. Guidelines for authors can be consulted at: https://revistas.udea.edu.co/index.php/ikala/about/submissions#authorGuidelines

Important dates for this special issue:

Activity	Date
Posting Call for Proposals	June 23, 2023
Proposal submission	June 24 to September 25, 2023 to revistaikala@udea.edu.co
Notification of acceptance or rejection of proposal	October 16, 2023
Full paper submission through Íkala’s journal system	January 31, 2024
Peer review process	January 31 to May 15, 2024
Copyediting	May 16, 2024 to July 15, 2024
Layout and proof-reading	July 16, 2024 to August 31, 2024
Publication	Early September, 2024

For any questions regarding content or format for this special issue, please contact revistaikala@udea.edu.co

The Special Issue: Role Reversal: Audiovisual Translation into English is now on line

Wed, 31 May 2023 16:47:00 -0500

Some Good News to Share with our Community

Mon, 08 May 2023 11:36:53 -0500

Ikala's new issue (January-April) is now available online!

Wed, 22 Mar 2023 09:56:47 -0500

Íkala is partnering with University of Antioquia’s Multiliteracy Center to hold workshops on publication in indexed journals for the academic community

Wed, 09 Nov 2022 11:23:26 -0500

Continuation of the Interview on Decoloniality in ELT on Radio Show Alma Mater a Fondo

Fri, 14 Oct 2022 14:01:07 -0500

Ikala's Director and Guest Editors present the Decoloniality in ELT issue on radio program Alma Mater a Fondo

Mon, 10 Oct 2022 11:30:47 -0500

The producers of the dossier "Research at school and the teacher researcher in Colombia" Speak on "Alma Mater a Fondo" about the project

Mon, 13 Jun 2022 08:39:42 -0500

Call for Papers for the Special Issue on "Decoloniality and ELT: The South Writes Back"

Fri, 01 Oct 2021 11:16:13 -0500

Guest Editors:

Carmen Helena Guerrero Nieto
Universidad Distrital Francisco José de Caldas, Bogotá, Colombia.
https://orcid.org/0000-0003-4011-788X

Clarissa Menezes Jordão
Universidade Federal do Paraná, Curitiba, Brasil.
https://orcid.org/0000-0003-3558-5603

Gabriela Veronelli
Center for Global Studies and the Humanities, Duke University, North Carolina, USA.
https://orcid.org/0000-0001-7869-1057

The decolonial turn has been around for about 30 years now in the field of social sciences and the humanities but it is until relatively recently that it entered into the conversations in English Language Teaching (ELT). The upsurge of research embracing a decolonial stance in ELT seems like an obvious consequence of the implementation of so-called “bilingual policies” across the continent, where “bilingual” means basically English. Another recent trend in Latin America has been the push towards internationalization of education, especially higher education, a movement that also seems to place English as “the natural choice” as a medium of instruction.

Knowing that education is always political, many Latin American scholars have raised their voices on the different ways in which language policies tend to privilege English over other languages (either modern or indigenous) and on how various aspects of the ELT field have been instrumental in facilitating, fostering, and perpetuating English Language Teaching as a colonial practice. Decoloniality in the ELT field in Latin America is, therefore, not simply a fashionable buzzword, but a political project aiming at disconnecting ELT from its modern/colonial orientation and interrupting its violence.

The emergence of various graduate programs in Applied Linguistics, journals, and national and regional conferences organized by universities and English teachers’ associations (like ASOCOPI in Colombia) have all served as scenarios where researchers, practitioners, teachers, student-teachers, and teacher educators have voiced their takes on decoloniality in ELT.

This special issue intends to bring together voices from and across the South in an attempt to map out and share ways in which ELT practitioners are making sense of the decolonial option.

We are inviting authors to send research reports, case studies, methodological and theoretical articles from a critical (and reflexive) stance that identifies and interrogates the coloniality of English in Latin America, and helps in promoting the interruption of the violence of modernity/coloniality in ELT in our onto-epistemologies.

These are some suggested topics to be engaged from a decolonial perspective (broadly understood):

Linguistic imperialism and the role(s) of English in the internationalization of higher education: globalization, standardization, mobility
Bilingualism, multilingualism, translingualism and normativity in English Language Teaching and Learning
Approaching CLIL and/or EMI
Native speakerism and its resonance in ELT policies in the Global South
EFL teacher identity and (internal and external) colonialism and/or coloniality
Concepts of language and their impact on English Language Teaching and Learning
Decolonizing undergraduate and graduate teacher education

Specifications:

Proposals can vary from a range of approaches such as methodological, practical or theoretical, or a combination of the three.

We welcome papers in English, Spanish and Portuguese, and/or in movements of translanguaging with these and with other local languages. In the last case, we urge authors to please make sure their translingual movements are explained (in footnotes) so readers can more fully grasp their intent.

Proposals should include title, author(s) names, affiliation and email, a 300-500 word abstract, and a short reference list.

Proposals should be emailed (in word or pdf format) to revistaikala@udea.edu.co, with the heading: “Decoloniality and ELT: the South writes back”, by December 1st 2021.

Important dates for this special issue

Activity	Date
Abstracts submission	By December 1, 2021 to revistaikala@udea.edu.co
Notification of acceptance or rejection of proposal	December 22, 2021
Full paper submission through Íkala’s journal system	March 1, 2022
Peer review process	March 2 to May 1, 2022
Authors' reviews and second peer review, if applicable	from May 2 to June 1, 2022
Copyediting and layout	from June 2, 2022 - August 31, 2022
Publication	September 1, 2022

Papers accepted for publication must comply with all journal publication guidelines. These can be consulted here.

The proposals will be initially assessed based on their innovation and their appropriateness and alignment with the topic of the special issue. Authors of selected proposals that meet the criteria will be invited to submit full manuscripts of between 8,000 and 8,500 words, including abstract and references, through the journal platform. These will then go through a peer-review process. Only manuscripts that successfully undergo the review process will be published. Quality of the submission as well as reviewers’ comments are decisive factors on acceptance for publication.

For any questions regarding content or format for this special issue, please contact revistaikala@udea.edu.co

Ikala's Director and Guest Editor Jorge Pineda Talk About the Role of Technology in Language Education During the Pandemic

Mon, 27 Sep 2021 15:44:25 -0500

Extended deadline for submission of proposals for the special issue on Role Reversal: Audiovisual Translation into English

Wed, 21 Jul 2021 08:36:29 -0500

Description

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).

English dubs have received significant media attention in recent years (Bylykbashi, 2019; Newbould, 2019), with Netflix acknowledged as trailblazing in the effort, though this mode in English localisation is not a novelty proper. Indeed, dubbing has long been the AVT mode by convention for localising cartoons and some ads (Chaume, 2012) as well as video games into English. Furthermore, before foreign-language live action was ‘sidestreamed’ to art-house cinemas and the English-subtitling industry consolidated, the early decades of sound film often opted for dubbed versions when importing Westerns (Sanderson, 2020), Kung Fu (Magnan-Park, 2018) and European films (O’Brien, 2019; Mereu Keating, 2021) into the Anglosphere.

Alternative forms of dubbing, such as in video-game localisation, and of subtitling, such as surtitles, have been normatively practised and yet lack in industry or academic research. Furthermore, beyond the two dominant modes of AVT—subtitling and dubbing—voiceover has often been used for translating non-fiction into English, such as for foreign news reports, documentaries, as well as in the arguably pseudo-non-fiction genre of reality TV.

Bearing in mind these traditions and the developments in the English-language localisation industry hitherto outlined, we invite authors to invert the Anglocentric lens through which English is the source language, and offer insight into AVT theory and practices for English as target language.

Suggested topics

Areas of interest include but are not limited to the following:

Subtitling into English
English subtitles for the d/Deaf and hard-of-hearing (SDH)
Subtitling into English via respeaking
Dubbing into English
Voiceover into English
Audio description (AD) in English
Video game localisation into English
Fansubbing and fandubbing into English
English as a pivot language in audiovisual translation
Theatre or opera: surtitling, AD, SDH
Reception or perception studies involving Anglophone participants
Ideological manipulation in audiovisual translation
Exophonic translation into English

Specifications

Proposals should:

Not exceed 400 words including keywords and references.
Include the title, author(s) names, institution and email.
Be written in Spanish or English.
Fit within one of the categories of articles published by the journal: empirical and case studies, methodological and theoretical articles and literature reviews.
If a research study (empirical or case study), make sure to include: a statement of the problem, research questions, a description of the setting (city and country, type of institution, level of instruction), the participants, the method (type of study, data collected, analysis), details about the intervention, if any, (type of intervention, purpose, length, etc.), and main findings and implications.
Include five key words.
Include references.
Be accurate, coherent and concise, and reflect the paper’s content.
Detail the main argument and findings of the paper in clear and unambiguous terms and explain why a person should read it.

Submission

Please send all proposals to the journal’s email revistaikala@udea.edu.co, with the heading: Role Reversal: Audiovisual Translation into English.

The proposals will be initially assessed, based on their innovation, applicability, clarity, correctness, originality, and their appropriateness and alignment with the topic of the special issue. Authors of proposals that meet the criteria will be invited to submit full manuscripts of between 8,000 and 8,500 words, including abstract and references, through the journal platform. These will then go through a peer review process. Only manuscripts that successfully undergo the review process will be published. Quality of the submission as well as reviewers’ comments are decisive factors on acceptance for publication.

Call for Proposals —Role Reversal: Audiovisual Translation into English

Wed, 19 May 2021 15:23:01 -0500

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

References

Bylykbashi, K. (2019). “The big business of dubbing”. TBI Vision, 4 April. https://tbivision.com/2019/04/04/the-big-business-of-dubbing

Chaume, F. (2012). Audiovisual Translation: Dubbing. Manchester: St Jerome. Hayes, L. 2021. “Netflix disrupting dubbing: English dubs and British accents”. Journal of Audiovisual Translation, 4(1): 1-26. https://doi.org/10.47476/jat.v4i1.2021.148

Hayes, L. (2021). “Netflix disrupting dubbing: English dubs and British accents”. Journal of Audiovisual Translation, 4(1): 1-26. https://doi.org/10.47476/jat.v4i1.2021.148

Magnan-Park, A. H. J. (2018). “Dubbese fu: The kung fu wave and the aesthetics of imperfect lip synchronization”. Journal of Chinese Cinemas, 12(3): 219-236. https://doi.org/10.1080/17508061.2018.1522803

Mereu Keating, C. (2021). “‘The usual hubbub of accents’: Italian films, transnational distribution and the reception of English-language dubbing in Britain (1950s-60s)”. Textus. English Studies in Italy, 34(1): 255-276. https://doi.org/10.7370/100404

Newbould, C. (2019). “Dubbed content is on the rise thanks to streaming services such as Netflix: “localisation” is bringing international streaming content to a global audience”. The National, 20 August. www.thenationalnews.com/arts-culture/television/dubbed-content-is-on-the-rise-thanks-to-streaming-services-such-as-netflix-1.900639

O’Brien, C. (2019). “Dubbing in the early 1930s: An improbable policy”. In C. O’Sullivan and J-F. Cornu (eds) The Translation of Films 1900–1950. Oxford: Oxford University Press.

Sanderson, J. (2020). “El sociolecto del western en España”. Paper given at the 9^th Dubbing and Subtitling Conference: The Audiovisual Sociolect. Alicante: Universidad de Alicante.

Specifications

Proposals should:

Not exceed 400 words including keywords and references.
Include the title, author(s) names, institution and email.
Be written in Spanish or English.
Fit within one of the categories of articles published by the journal: empirical and case studies, methodological and theoretical articles and literature reviews.
If a research study (empirical or case study), make sure to include: a statement of the problem, research questions, a description of the setting (city and country, type of institution, level of instruction), the participants, the method (type of study, data collected, analysis), details about the intervention, if any, (type of intervention, purpose, length, etc.), and main findings and implications.
Include five key words.
Include references.
Be accurate, coherent and concise, and reflect the paper’s content.
Detail the main argument and findings of the paper in clear and unambiguous terms and explain why a person should read it.

Submission

Please send all proposals to the journal’s email revistaikala@udea.edu.co, with the heading: Role Reversal: Audiovisual Translation into English.

Important dates for this special issue:

Papers accepted for publication must comply with all journal publication guidelines, which can be consulted at: https://revistas.udea.edu.co/index.php/ikala/about/submissions#authorGuidelines

15July 2021	Deadline for submission of abstracts
2 August 2021	Contributors notified of acceptance of abstracts
28 February 2022	Submission of paper
March – June 2022	Peer-review of paper
July – October 2022	Authors' corrections and second peer review, if applicable
Nov. 2022 – April 2023	Copyediting and layout
May 2023	Publication

How we have celebrated Íkala's 25th anniversary

Fri, 23 Apr 2021 16:43:35 -0500

Standard: Celebrating Ikala's 25 years

Wed, 14 Apr 2021 10:58:37 -0500

The two most widely consulted articles, according to statistics provided by the Open Journal System, have been:

José Ignacio Henao & Luz Stella Castañeda (2011). Some considerations on reading at the University context. Íkala, Revista de Lenguaje y Cultura, 5(1), 7-24.

Karen Shirley López Gil & María Cristina Fernández López (2019). Social representations about plagiarism in academic writing among university students. Íkala, Revista de Lenguaje y Cultura, 24(1), 119-134.

The two most widely cited articles, according to Google Scholar, have been:

Adriana González Moncada (2007). Professional development of EFL teachers in Colombia: Between colonial and local practices. Íkala, Revista de Lenguaje y Cultura, 12 (18), 309-332.

Jaime Usma (2009). Globalization and language and education reform in Colombia: A critical outlook. Íkala, Revista de Lenguaje y Cultura, 14 (22), 19-42.

Congratulations to the authors and thank you for your contribution to the field!

Ikala's 25-year journey

Mon, 12 Apr 2021 11:27:48 -0500

Íkala, Revista de Lenguaje y Cultura would like to invite you to join in the celebration of its 25 year anniversary and thank all of you who have made this journey possible! Please tune in our Youtube channel on April 23, 11 a.m. (GMT -5), for the official celebration.