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The current paper reports on empirical data from a quasi-experimental research study delving into the didactic possibilities of audiovisual translation in the teaching of Asturian. Namely, the use of subtitling and dubbing as teaching resources in the teaching of Asturian Language in Primary Education (5 and 6 grades) is examined. The investigation relies on a sample of 62 students of Primary Education enrolled in 2 public schools in the Principality of Asturias which volunteer to implement a 2-month 1 La presente investigación foi financiada pola Universidá d’Uviéu y la Conseyería d’Educación del Principáu d’Asturies, na «Convocatoria de Proyeutos d’Anovación ya Investigación Empobinaos al Personal Docente Investigador de la Universidá d’Uviéu 2019». 148 ROBERTO AVELLO-RODRÍGUEZ Y ALBERTO FERNÁNDEZ-COSTALES 123 (2020): 147-166 ISSN: 0212-0534 – eISSN: 2174-9612 DOI:10.17811/LLAA.123.2020.147-166 intervention in the academic year 2018-2019.Participants answered a close-ended questionnaire enquiring about their perceptions on the use of subtitling and dubbing in the classroom. This tool was complemented with in-class observation by the authors of the study. The results of the investigation underline the pedagogic possibilities of audiovisual translation in the teaching of Asturian, with very favourable views reported by the students, especially as regards dubbing. The paper concludes by providing educational implications related with the teaching of the traditional language of Asturias.

Estudiu de les posibilidaes didáutiques de la traducción audiovisual (subtituláu y doblaxe) na enseñanza del asturianu n’Educación Primaria