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.
Canali
teacher profile teaching materials
Coseriu, Eugenio, «Los conceptos de dialecto, nivel y estilo de lengua y el sentido propio de la dialectología», LEA, III, 1981, pp. 1-32. (disponibile online)
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Briz, Antonio, «Español coloquial», en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Ruiz Casanova, J. F., Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV (apartados 1 y 2), V (apartado 1), VI (apartado 1 y 4). [pp. 303-344, 385-398, 453-462, 511-524]
Hurtado Albir, A., Traducción y traductología, Madrid, Cátedra, 2002, capp. 1-5.
Lapeña, A. L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72.
Ruiz Casanova, J. F., Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV (apartados 1 y 2), V (apartado 1), VI (apartado 1 y 4). [pp. 303-344, 385-398, 453-462, 511-524]
Eventual other bibliographical references will be provided during the course.
2. Texts
Anthology with selection of texts by the teacher.
Sanchis Sinisterra, Il lettore a ore (con testo spagnolo a fronte), a cura di Renata Londero, Edizioni ETS, Pisa, 2019.
Obligado, Clara, Las otras vidas. Cuentos, Madrid, Páginas de Espuma, 2006.
3. Reference Bibliography
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo Italiano, Bologna, Clueb, 2012.
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.
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Real Academia Española e Asociación de Academias de la Lengua Española (2005). Diccionario de Americanismos: https://www.asale.org/damer/. Diccionario Panhispánico de Dudas http://www.rae.es/recursos/diccionarios/dpd
4. Compulsory supplementary materials for non-attending students
Antonucci, Fausta, «La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon», en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
López Fonseca, Antonio, «La traducción dramática: textos para ver, oír… sentir», Estudios de Traducción, III, 2013, pp. 269-28 (disponibile online).
Programme
Reflections, theory and criticism of dramatic translation. A contrastive study of translations into Italian of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora. General study of the concepts of dialectology and language varieties, with emphasis on the diatopic, diastratic and diaphasic varieties of the Spanish language. Illustration and identification of the diatopic and diaphasic language varieties present in the selected corpus of texts, with subsequent translation practice.Core Documentation
1. Textbooks and critical essaysCoseriu, Eugenio, «Los conceptos de dialecto, nivel y estilo de lengua y el sentido propio de la dialectología», LEA, III, 1981, pp. 1-32. (disponibile online)
Ramírez Luengo, José Luis, Breve historia del español de América, Madrid, Arco Libros, 2007.
Briz, Antonio, «Español coloquial», en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Ruiz Casanova, J. F., Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV (apartados 1 y 2), V (apartado 1), VI (apartado 1 y 4). [pp. 303-344, 385-398, 453-462, 511-524]
Hurtado Albir, A., Traducción y traductología, Madrid, Cátedra, 2002, capp. 1-5.
Lapeña, A. L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72.
Ruiz Casanova, J. F., Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV (apartados 1 y 2), V (apartado 1), VI (apartado 1 y 4). [pp. 303-344, 385-398, 453-462, 511-524]
Eventual other bibliographical references will be provided during the course.
2. Texts
Anthology with selection of texts by the teacher.
Sanchis Sinisterra, Il lettore a ore (con testo spagnolo a fronte), a cura di Renata Londero, Edizioni ETS, Pisa, 2019.
Obligado, Clara, Las otras vidas. Cuentos, Madrid, Páginas de Espuma, 2006.
3. Reference Bibliography
Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022.
Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo Italiano, Bologna, Clueb, 2012.
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.
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.
Real Academia Española e Asociación de Academias de la Lengua Española (2005). Diccionario de Americanismos: https://www.asale.org/damer/. Diccionario Panhispánico de Dudas http://www.rae.es/recursos/diccionarios/dpd
4. Compulsory supplementary materials for non-attending students
Antonucci, Fausta, «La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon», en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
López Fonseca, Antonio, «La traducción dramática: textos para ver, oír… sentir», Estudios de Traducción, III, 2013, pp. 269-28 (disponibile online).
Reference Bibliography
3. Reference Bibliography Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022. Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo Italiano, Bologna, Clueb, 2012. 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. Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006. Real Academia Española e Asociación de Academias de la Lengua Española (2005). Diccionario de Americanismos: https://www.asale.org/damer/. Diccionario Panhispánico de Dudas http://www.rae.es/recursos/diccionarios/dpdAttendance
The course will take place during the second semester. Regular attendance is highly recommended to guide students in their personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and in itinere tests, monitored for final assessment purposes. A good knowledge of the Italian language is required.Type of evaluation
For attending students: 1) Regular and active attendance with satisfactory completion of work and in-progress tests assigned during the course (50%). 2) Passing of the oral examination with any changes to the programme agreed since what was done in the classroom (50%). For non-attending students: 1) In-person interview with the lecturer to be held at least three months prior to the start of the session to agree on the additions to the syllabus to make up for the information and methodological tools that are provided in the classroom for those attending. 2) Completion of the tests and exercises in the bibliography and/or posted on Teams/Moodle for the self-study of non-students with the resulting tests agreed with the lecturer during the first interview. 3) Passing the oral examination. teacher profile teaching materials
Reflections, theory and criticism of dramatic translation. Contrastive study of the Italian translations of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora.
1) Manuals and essays:
Coseriu, E., “Los conceptos de dialecto, Nivel y Estilo de lengua y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
Ramírez Luengo, J. L., Breve historia del español de América, Madrid, Arco Libros, 2007.
Briz, A., "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Hurtado Albir, A., Traducción y traductología, Madrid, Cátedra, 2002, caps. 1-5.
Lapeña, A. L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72.
Ruiz Casanova, J. F., Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV (apartados 1 y 2), V (apartado 1), VI (apartado 1 y 4).
2) Texts:
• Antolologia con selezione di testi a cura della docente.
• Sanchis Sinisterra, Il lettore a ore (con testo spagnolo a fronte), a cura di Renata Londero, Edizioni ETS, Pisa, 2019.
• Sender, Ramón, La tesis de Nancy, Barcelona, Bambú, 2012.
3) Compulsory supplementary materials for non-attenders:
• López Fonseca, Antonio, "La traducción dramática: textos para ver, oír… sentir”, Estudios de Traducción, III, 2013, pp. 269-328.
• Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Programme
General study of the concepts of dialectology and language varieties, with mention of the diatopic, diastratic and diaphasic varieties of the Spanish language. Illustration and identification of the diatopic and diaphasic language varieties present in the selected corpus of texts.Reflections, theory and criticism of dramatic translation. Contrastive study of the Italian translations of a representative corpus taken from plays between the 18th and 20th centuries. The work intends to solicit, according to a diachronic approach, a critical reflection on the results of translation experiences stratified over the centuries and to develop competence in the use of lexicographic materials and corpora.
Core Documentation
TEXTS ADOPTED1) Manuals and essays:
Coseriu, E., “Los conceptos de dialecto, Nivel y Estilo de lengua y el sentido propio de la dialectología”, LEA, III, 1981, pp. 1-32.
Ramírez Luengo, J. L., Breve historia del español de América, Madrid, Arco Libros, 2007.
Briz, A., "Español coloquial", en Emilio Ridruejo Alonso, Manual de lingüística española, Berlin, Boston, de Gruyter, 2019, pp. 614-638.
Hurtado Albir, A., Traducción y traductología, Madrid, Cátedra, 2002, caps. 1-5.
Lapeña, A. L., “Recalificar el páramo. Bases para un nuevo modelo traductológico de análisis del texto teatral.” Sendebar, 25, 2014, pp. 149-72.
Ruiz Casanova, J. F., Aproximación a una historia de la traducción en España, Madrid, Cátedra, 2000, caps. IV (apartados 1 y 2), V (apartado 1), VI (apartado 1 y 4).
2) Texts:
• Antolologia con selezione di testi a cura della docente.
• Sanchis Sinisterra, Il lettore a ore (con testo spagnolo a fronte), a cura di Renata Londero, Edizioni ETS, Pisa, 2019.
• Sender, Ramón, La tesis de Nancy, Barcelona, Bambú, 2012.
3) Compulsory supplementary materials for non-attenders:
• López Fonseca, Antonio, "La traducción dramática: textos para ver, oír… sentir”, Estudios de Traducción, III, 2013, pp. 269-328.
• Antonucci, Fausta, “La traducción del teatro áureo en Italia, desde el siglo XIX hasta nuestros días: Constantes y variables en la formación de un canon”, en La traducción del teatro clásico español (siglos XIX-XXI), ed. Claudia Demattè, Eugenio Maggi, Marco Presotto, Venezia, Edizioni Ca Foscari, 2020, pp. 17-45.
Reference Bibliography
SUPLEMENTARY BIBLIOGRAPHY: • Odicino, Raffaella – Campos, Cecilia – Sánchez, Majorie, Gramática española. Tercera edición, Torino, Utet, 2022. • Barbero Bernal, Juan – Bermejo, Felisa – San Vicente, Félix, Contrastiva. Grammatica della lingua spagnola. Spagnolo Italiano, Bologna, Clueb, 2012. • 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. • Real Academia Española e Asociación de Academias de la Lengua Española (2005). Diccionario de Americanismos: https://www.asale.org/damer/. Diccionario Panhispánico de Dudas http://www.rae.es/recursos/diccionarios/dpdAttendance
Regular attendance, highly recommended, directs the student in personal study, which is in any case indispensable.Type of evaluation
Regular attendance, highly recommended, directs the student in personal study, which is in any case indispensable. Attendance, student work and final examination: The final examination result will be determined, for those attending, by the following points: 1) Regular and active attendance with satisfactory completion of the work and in-progress tests assigned during the course (50%); 2) Passing of the oral examination with any changes to the programme agreed on the basis of what was done in the classroom (50%). The final examination result will be determined, for non-attenders, by the following points: 1) In-person interview with the lecturer to be held at least three months before the beginning of the appeal session to agree on additions to the syllabus to make up for the information and methodological tools that are provided in the classroom to frequent attendees. 2) Completion of the tests and exercises included in the bibliography and/or inserted on Teams/Moodle for the self-study of non-attending students with the consequent tests agreed with the lecturer during the first interview. 3) Passing of the oral examination.