ABSTRACT
Audiovisual translation (AVT) training was not incorporated into higher education translator training curricula until just over twenty years ago. Until then, professionals were trained in the workplace, outside educational institutions (Martínez Sierra 2008). This was primarily the case because of ever changing market needs, which required translators to learn new skills with urgency, but also because universities lacked the capacity to offer suitable training to cater for those emerging needs (Díaz Cintas 2008a: 3–4).
