One of the main aims of this Course of Study is the acquisition of competences in two foreign languages, which is based on the development of the four active and passive written-oral skills, to analyse the study of intercultural and transcultural phenomena through the tools and methodologies of linguistic and philological analysis, as well as the theory and practice of translation.
Spanish Language and Translation II is amongst the distinguishing activities of the "Language and translation" area. The aim of the module is to provide students with level B2 language skills and strategies (based on the CEFR). It also aims to develop the ability to ponder on both the cultural context and the language structures (phonetic and morphological), as well as initiating the student to the analysis of the linguistic varieties with an in-depth study of the theoretical, methodological and socio-cultural problems inherent to literary and educational translation (Spanish/Italian and vice versa).
Students will be able to put into practice the acquired linguistic and communicative skills (active, passive and mixed); rewrite and readjust the text from a transmedia point of view; they will also possess increased communicative skills and intercultural competences.
Pre-requisite: Spanish Language and Translation I.
Spanish Language and Translation II is amongst the distinguishing activities of the "Language and translation" area. The aim of the module is to provide students with level B2 language skills and strategies (based on the CEFR). It also aims to develop the ability to ponder on both the cultural context and the language structures (phonetic and morphological), as well as initiating the student to the analysis of the linguistic varieties with an in-depth study of the theoretical, methodological and socio-cultural problems inherent to literary and educational translation (Spanish/Italian and vice versa).
Students will be able to put into practice the acquired linguistic and communicative skills (active, passive and mixed); rewrite and readjust the text from a transmedia point of view; they will also possess increased communicative skills and intercultural competences.
Pre-requisite: Spanish Language and Translation I.
teacher profile teaching materials
Reflections, theory and criticism on dramatic translation. Contrastive studies of the Italian translations on a representative corpus of plays written between the XVII and XXI centuries. The work intends to stimulate, according to a diachronic approach, a critical reflection on the results of the translation experiences over the centuries and develop a competence in the use of lexicographic materials and corpora. Illustration and identification of the diaphasic and diastric linguistic varieties in the selected corpus, and translation practice.
Part II
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.
Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.
Programme
Part IReflections, theory and criticism on dramatic translation. Contrastive studies of the Italian translations on a representative corpus of plays written between the XVII and XXI centuries. The work intends to stimulate, according to a diachronic approach, a critical reflection on the results of the translation experiences over the centuries and develop a competence in the use of lexicographic materials and corpora. Illustration and identification of the diaphasic and diastric linguistic varieties in the selected corpus, and translation practice.
Part II
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.
Core Documentation
Textbooks and critical essaysRuiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.
Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.
Reference Bibliography
Dictionaries Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.) Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.Type of delivery of the course
Attendance, although not compulsory, is strongly recommended. It supports students to personal study. The lessons, which combine theory and practice, will be accompanied by activities and tests in progress, monitored for the final evaluation.Type of evaluation
Attendance, although not compulsory, is strongly recommended. It supports students to personal study. For attending students: 1) Active attendance and coursework (20%); 2) Written exam (30%); 3) Oral exam software Microsoft Teams (50%). For non attending students: 1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration (vide supra) and written essay; 2) Written essay; 3) Oral exam conform with integrations previously accorded in point 1) e 2). teacher profile teaching materials
Translation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.
Ruiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
4) Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.
Programme
Part IITranslation througout history: theory of translation in the XIX-XXI centuries (dossier by the teacher). The intersemiotic translation: transpositions and film adaptations. Introduction to audiovisual translation.
Core Documentation
1) Textbooks and critical essaysRuiz Casanova, José Francisco, Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000.
Hurtado Albir, Traducción y traductología, Madrid, Cátedra, 2002.
Roales Ruiz, Antonio, Técnicas para la traducción audiovisual: subtitulado, Madrid, Escolar y Mayo, 2017.
Other bibliographical references will be provided during the course.
2) Texts and films
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, J. Luis, Bajarse al moro, Madrid, Cátedra, 2006.
Rivas, Manuel, El lápiz del carpintero, Barcelona, Debolsillo, 2015.
Carpentier, Alejo, El siglo de las luces, Madrid, Alianza, 2014.
The following films:
Bajarse al moro (1988) di Fernando Colomo, El lápiz del carpintero (2003) di Antón Reixa e El siglo de las luces (1992) di Humberto Solás.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
4) Additional mandatory material for students who have failed their final tests and for non attending students:
Hurtado Albir, Amparo, Traducción y traductología, Madrid, Cátedra, 2002.
Perego, Elisa, La traduzione audiovisiva, Roma, Carocci, 2016.
Type of evaluation
Attendance, student work and assessment Attendance, although not compulsory, is strongly recommended. It supports students to personal study. For attending students: 1) Active attendance and coursework (20%); 2) Written exam (30%); 3) Oral exam (50%). For non attending students: 1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration (vide supra) and written essay; 2) Written essay; 3) Oral exam conform with integrations previously accorded in point 1) e 2).