Localization of video games – an introduction

general courses

(in Polish) .

Classroom

The course is devoted to various aspects of the process of creating new language versions of video games – localization. Firstly, the students will familiarize themselves with the characteristics of the medium of video games; later the similarities and differences between game localization and other types of translation will be presented.

The course is an introduction to video game – a multifaceted process of creating language versions of video games tailored for a specific target market. The following topics will be presented to the participants:

● video game history and the history of localization;

● similarities and differences with earlier translation types;

● video games classification;

● translation challenges connected with various video game genres;

● translatable and modifiable elements in video game localization;

● structure of the video game localization process;

● difficulties and errors in video game localization;

● video game localization business models;

● the division of responsibilities between separate positions in a localization team;

● fan and illegal localization.

Bernal-Merino, M.Á. (2011) A Brief History of Game Localisation. „TRANS. Re-vista de Traductología” (15 Special issue on games localization) pp. 11–17.

Bernal-Merino, M.Á. (2015) Translation and Localisation in Video Games. Making Entertainment Software Global. New York: Routledge.

Chandler, H.M./ O’Malley Deming, S. (2012) The Game Localization Handbook (2nd ed.). Sudbury, MA; Ontario and London: Jones & Bartlett Learning.

Christou, Ch. / McKearney, J. / Warden, R. (2011) Enabling the localization of large role-playing games. „TRANS. Revista de traductología”. 15. pp. 39–51.

Czech, D. (2013) Challenges in video game localization: An integrated perspective. „Explorations: A Journal of Language and Literature”. (1). pp. 3–25.

Dietz, F. (2006) Issues in Localizing Computer Games. (in:) Dunne, K.J. (ed.) Perspectives in Localization. Amsterdam: John Benjamins. pp. 121–134.

Donovan, T. (2010) Replay: The History of Video Games. Lewes: Yellow Ant.

Drab, E. (2014). Gry wideo a przekład: nowe pole badań w obrębie tłumaczenia audiowizualnego. „Rocznik Przekładoznawczy. Studia nad teorią, praktyką i dydaktyką przekładu” 9(1), pp. 101–114.

Fernández-Costales, A. (2012) Exploring translation strategies in video game localisation. „Multidisciplinarity in Audiovisual Translation. MonTI”. (4) pp. 385–408.

Juul, J. (2005) Half-real: Video Games Between Real Rules and Fictional Worlds. Cambridge, Massachusetts/ London: MIT Press.

Kohler, Ch. (2004) Power-Up: How Japanese Video Games Gave the World an Extra Life. New York: BradyGames.

Kosman, M. (2015) Nie tylko Wiedźmin. Historia polskich gier komputerowych. Warszawa: Open Beta.

Kudła, D. (2020) Ocena odbioru lokalizacji językowej gier komputerowych na podstawie danych okulograficznych, Warszawa: Wydawnictwo Naukowe Instytutu Komunikacji Specjalistycznej i Interkulturowej, Uniwersytet Warszawski.

Mangiron, C./ O'Hagan, M. Orero, P. (2014) Fun for All : Translation and Accessi-bility Practices in Video Games. Bern: Peter Lang.

Mrzigod, J. (2021) Meandry lokalizacji gier. Gliwice: Helion.

O'Hagan, M./ Mangiron, C. (2013) Game Localization: Translating for the Global Digital Entertainment Industry. Amsterdam/ Philadelphia: John Benjamins.

Wolf, M.J.P. (ed.) The Video Games Explosion: A History from Pong to PlayStation and Beyond. Westport (Connecticut)/ London: Greenwood Press.

In terms of knowledge, the student:

- has in-depth knowledge of research paradigms within applied linguistics (K1_W05);

- knows and understands the links of applied linguistics with other sciences and disciplines (among others, psychology) (K1_W06);

- knows and understands the links among languages and their roles in cultures (K1_W07);

- has basic knowledge of the cultures of the languages studied; understands the role of language in interpersonal and intercultural communication (K1_W10);

- knows and understands cultural differences that shape multicultural societies; has basic knowledge of social, economic, and legal realities in the cultural zones of the languages studied (K1_W11).

In terms of skills, the student is able to:

- recognize the characteristic cultural elements and correctly interpret cultural transformations in particular countries (K1_U03);

- argue using their own views as well as views of other authors, and formulate conclusions in English in a spoken and written form (K1_U04);

- prepare an oral presentation in English using secondary sources and theoretical frameworks in intercultural communication (K1_U07);

- define priorities and develop a plan to implement them; the student understands the need for self-directed learning and permanent development of intercultural competence (K1_U12).

In terms of social competencies, the student is able to:

- properly identify and resolve the dilemmas of intercultural communication caused by the asymmetry of language systems and cultural differences, complying with ethical principles and seeking advice from experts in the field (K1_K01);

- critically assess their own knowledge of applied linguistics (especially, intercultural communication) and appreciate the role of theoretical knowledge in solving research problems and developing intercultural competence(K1_K02);

- interact and work in a group, taking different roles in it and respecting communication etiquette (K1_K06).

The final mark consists of the following components:

- 20% continuous assessment (class attendance, active participation and being prepared for the classes);

- 80% written exam regarding the subjects discussed during the classes.

The grades will be awarded on the basis of the following scale:

60%–69.9% = 3

70%–74.9% = 3.5

75%–84.9% = 4

85%–89.9% = 4.5

90%–100% = 5