First Language (3° year LLE)
Achievement of C1 level in receptive skills, B2+ in productive skills.
Consolidation of:
A) knowledge and understanding of the main features of the foreign language;
B) ability to communicate ideas, attitudes and intentions;
C) ability to analyze written texts using acquired knowledge;
D) ability to use translation resources and tools;
E) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
F) application of acquired knowledge to texts used in selected professional contexts;
G) autonomous learning skills;
H) Ability to analyze different spoken and written text typologies with the aim of planning short
language and intercultural didactic paths within second language teaching in educational and institutional settings.
Translation of short different text typology texts and produced in different contexts(workshop).
Analysis of teaching course-books and materials related to the second foreign language as well as projects of short didactic paths.
Second Language (3° year LLE)
Achievement of B2 level in all skills
Development of:
a) Knowledge and understanding of the main features of the foreign language
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use main translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of theoretical and methodological issues relating to translation
g) application of acquired knowledge to texts used in selected professional contexts.
European Language (3° year OCI)
Achievement of C1 level in receptive skills, B2+ in productive skills.
Consolidation of:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) application of acquired knowledge to texts used in selected professional contexts;
g) ability to solve different problematic issues in cultural contexts characterized by the use of the foreign language.
h) autonomous learning skills;
Translation of short texts.
Achievement of C1 level in receptive skills, B2+ in productive skills.
Consolidation of:
A) knowledge and understanding of the main features of the foreign language;
B) ability to communicate ideas, attitudes and intentions;
C) ability to analyze written texts using acquired knowledge;
D) ability to use translation resources and tools;
E) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
F) application of acquired knowledge to texts used in selected professional contexts;
G) autonomous learning skills;
H) Ability to analyze different spoken and written text typologies with the aim of planning short
language and intercultural didactic paths within second language teaching in educational and institutional settings.
Translation of short different text typology texts and produced in different contexts(workshop).
Analysis of teaching course-books and materials related to the second foreign language as well as projects of short didactic paths.
Second Language (3° year LLE)
Achievement of B2 level in all skills
Development of:
a) Knowledge and understanding of the main features of the foreign language
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use main translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of theoretical and methodological issues relating to translation
g) application of acquired knowledge to texts used in selected professional contexts.
European Language (3° year OCI)
Achievement of C1 level in receptive skills, B2+ in productive skills.
Consolidation of:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) application of acquired knowledge to texts used in selected professional contexts;
g) ability to solve different problematic issues in cultural contexts characterized by the use of the foreign language.
h) autonomous learning skills;
Translation of short texts.
Curriculum
teacher profile teaching materials
The aim of the course is to improve students' awareness of the linguistic and discourse structures of Spanish, in a linguistic and intercultural mediation perspective.
The contents of the course are divided into two parts: the first, theoretical-descriptive, part aims to enhance the ability to critically analyze the Spanish language, especially focusing on the levels of syntax and discourse, pragmatics and sociolinguistics. Special attention will be devoted to linguistic variation of Spanish, mainly on diatopic varieties and contact situations, as well as to some discursive and pragmatic socio-cultural aspects. The second part of the course, of a more practical nature, includes a series of mediation and translation activities applied to specialized discourse genres relating to the field of study.
Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).
Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).
Maria Vittoria CALVI, "Cambio de código y conciencia bilingüe en entrevistas a inmigrantes hispanoamericanos en Italia", en “RIL Revista Iberoamericana de Lingüística” 10, 2015, pp. 5-31.
B) Texts:
Valeria LUISELLI, Los niños perdidos, 2016.
Jordi GALCERAN, El método Gronholm, 2003.
Films:
Chus Gutiérrez, Retorno a Hansala, 2008.
Marcelo Piñeyro, El Método, 2005.
Additional bibliographical references and materials will be supplied during the course.
Programme
Spanish Language, mediation and translation: sociolinguistic and discourse-pragmatic aspectsThe aim of the course is to improve students' awareness of the linguistic and discourse structures of Spanish, in a linguistic and intercultural mediation perspective.
The contents of the course are divided into two parts: the first, theoretical-descriptive, part aims to enhance the ability to critically analyze the Spanish language, especially focusing on the levels of syntax and discourse, pragmatics and sociolinguistics. Special attention will be devoted to linguistic variation of Spanish, mainly on diatopic varieties and contact situations, as well as to some discursive and pragmatic socio-cultural aspects. The second part of the course, of a more practical nature, includes a series of mediation and translation activities applied to specialized discourse genres relating to the field of study.
Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).
Core Documentation
A) Textbooks and articles:Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).
Maria Vittoria CALVI, "Cambio de código y conciencia bilingüe en entrevistas a inmigrantes hispanoamericanos en Italia", en “RIL Revista Iberoamericana de Lingüística” 10, 2015, pp. 5-31.
B) Texts:
Valeria LUISELLI, Los niños perdidos, 2016.
Jordi GALCERAN, El método Gronholm, 2003.
Films:
Chus Gutiérrez, Retorno a Hansala, 2008.
Marcelo Piñeyro, El Método, 2005.
Additional bibliographical references and materials will be supplied during the course.
Reference Bibliography
Reference grammars María Lozano Zahonero, Gramática de perfeccionamiento de la lengua española, Niveles C1-C2, Bologna, Hoepli, 2011 (per studenti di Prima Lingua LLE e OCI). María Lozano Zahonero, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010 (per studenti di Seconda lingua LLE). Manuel Carrera Díaz, Grammatica spagnola, Roma-Bari, Laterza, 1997. Reference dictionaries Rossend Arqués y Adriana Padoan, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012. RAE, Diccionario de la Real Academia Española, Madrid, Espasa Calpe, 2014 (23ª ed.) (accesso online). Ignacio Bosque, Redes. Diccionario combinatorio de español, Madrid, Espasa, 2004. Additional bibliographical references (dictionaries, grammars, corpora, etc.) will be shared with students during the course through the professor's personal website and the Moodle platform.Type of evaluation
DISTANCE EXAMS on ONLINE PLATFORM -Written and oral language tests on Microsoft Teams platform. -Final oral exam on Microsoft Teams platform, with written work due before the oral exam (more information in the Moodle space of the course). teacher profile teaching materials
The aim of the course is to improve students' awareness of the linguistic and discourse structures of Spanish, in a linguistic and intercultural mediation perspective.
The contents of the course are divided into two parts: the first, theoretical-descriptive, part aims to enhance the ability to critically analyze the Spanish language, especially focusing on the levels of syntax and discourse, pragmatics and sociolinguistics. Special attention will be devoted to linguistic variation of Spanish, mainly on diatopic varieties and contact situations, as well as to some discursive and pragmatic socio-cultural aspects. The second part of the course, of a more practical nature, includes a series of mediation and translation activities applied to specialized discourse genres relating to the field of study.
Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).
Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).
Maria Vittoria CALVI, "Cambio de código y conciencia bilingüe en entrevistas a inmigrantes hispanoamericanos en Italia", en “RIL Revista Iberoamericana de Lingüística” 10, 2015, pp. 5-31.
B) Texts:
Valeria LUISELLI, Los niños perdidos, 2016.
Jordi GALCERAN, El método Gronholm, 2003.
Films:
Chus Gutiérrez, Retorno a Hansala, 2008.
Marcelo Piñeyro, El Método, 2005.
Additional bibliographical references and materials will be supplied during the course.
Mutuazione: 20706024 LINGUA E TRADUZIONE SPAGNOLA 3 - 1^ LINGUA / 2^ LINGUA / OCI in Lingue e mediazione linguistico-culturale L-12 N0 PALMERINI MONICA
Programme
Spanish Language, mediation and translation: sociolinguistic and discourse-pragmatic aspectsThe aim of the course is to improve students' awareness of the linguistic and discourse structures of Spanish, in a linguistic and intercultural mediation perspective.
The contents of the course are divided into two parts: the first, theoretical-descriptive, part aims to enhance the ability to critically analyze the Spanish language, especially focusing on the levels of syntax and discourse, pragmatics and sociolinguistics. Special attention will be devoted to linguistic variation of Spanish, mainly on diatopic varieties and contact situations, as well as to some discursive and pragmatic socio-cultural aspects. The second part of the course, of a more practical nature, includes a series of mediation and translation activities applied to specialized discourse genres relating to the field of study.
Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).
Core Documentation
A) Textbooks and articles:Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).
Maria Vittoria CALVI, "Cambio de código y conciencia bilingüe en entrevistas a inmigrantes hispanoamericanos en Italia", en “RIL Revista Iberoamericana de Lingüística” 10, 2015, pp. 5-31.
B) Texts:
Valeria LUISELLI, Los niños perdidos, 2016.
Jordi GALCERAN, El método Gronholm, 2003.
Films:
Chus Gutiérrez, Retorno a Hansala, 2008.
Marcelo Piñeyro, El Método, 2005.
Additional bibliographical references and materials will be supplied during the course.
Reference Bibliography
Reference grammars María Lozano Zahonero, Gramática de perfeccionamiento de la lengua española, Niveles C1-C2, Bologna, Hoepli, 2011 (per studenti di Prima Lingua LLE e OCI). María Lozano Zahonero, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010 (per studenti di Seconda lingua LLE). Manuel Carrera Díaz, Grammatica spagnola, Roma-Bari, Laterza, 1997. Reference dictionaries Rossend Arqués y Adriana Padoan, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012. RAE, Diccionario de la Real Academia Española, Madrid, Espasa Calpe, 2014 (23ª ed.) (accesso online). Ignacio Bosque, Redes. Diccionario combinatorio de español, Madrid, Espasa, 2004. Additional bibliographical references (dictionaries, grammars, corpora, etc.) will be shared with students during the course through the professor's personal website and the Moodle platform.Type of evaluation
DISTANCE EXAMS on ONLINE PLATFORM -Written and oral language tests on Microsoft Teams platform. -Final oral exam on Microsoft Teams platform, with written work due before the oral exam (more information in the Moodle space of the course).