This paper illustrates how subtitling can prove an effective drill to train students of interpreting and translation. The criss-cross of different semeiotic codes (images, music and voices) and language registers (spoken and written) and the role played by technical constraints (time in and time out, subtitle length, dialogue speed and interaction with images) provides a fruitful testbed for the competences students need to develop. After giving a brief theoretical background, the article dwells on the details of the subtitling process and describes examples drawn from the experiences drawn from courses taught at the University of Trieste.
