Graduates in Languages and Literatures for Teaching and Translation obtain advanced knowledge and understanding in all the subject areas of their training in order to
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Traducir y adaptar para las artes escénicas y los medias/ Translation and adaptation for the performing arts and media is one of the characterising modules of the programme. The module provides advanced knowledge on the theory of translation in a diachronic perspective, and aims at consolidating linguistic-translational skills, which also apply to the intersemiotic and intermedial dimensions. It also allows learners to further consolidate written and oral communication skills at an advanced level (C1+ of the CEFR) and develop the methodological tools that can be used in the teaching of Spanish. The module also hones transversal skills aimed at the development of independent critical opinions, and of an independent and flexible use of the critical tools acquired.
At the end of the module students will be able to: communicate in Spanish in specialized and popular contexts, effectively; carry out an independent analysis of different types of texts (mainly literary) from a linguistic and translational perspective; adapt and translate texts for audio-visual purposes (e.g. select text material, write dialogues and captions, segment and create subtitles in Spanish and in Italian, etc.); recognise linguistic varieties and develop effective translation strategies appropriate to different media; understand the potential of literary texts and adapt their typology to suit cultural events and educational contexts; apply theoretical and methodological tools to teaching contexts.
Requirements: Students must have already taken Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose.
1) consolidate and develop their competence in European and American Studies, with particular attention to their literature of specialisation;
2) deepen their knowledge of the two foreign languages chosen, achieving a heightened competence in the language of specialization and an advancement in the second language;
3) reach enhanced awareness of the linguistic features of their language of specialisation, both from a diachronic and a synchronic perspective;
4) reach an adequate knowledge of the most advanced methodologies for the analysis of literary texts;
5) handle confidently the theoretical-practical tools for teaching and for translation.
Traducir y adaptar para las artes escénicas y los medias/ Translation and adaptation for the performing arts and media is one of the characterising modules of the programme. The module provides advanced knowledge on the theory of translation in a diachronic perspective, and aims at consolidating linguistic-translational skills, which also apply to the intersemiotic and intermedial dimensions. It also allows learners to further consolidate written and oral communication skills at an advanced level (C1+ of the CEFR) and develop the methodological tools that can be used in the teaching of Spanish. The module also hones transversal skills aimed at the development of independent critical opinions, and of an independent and flexible use of the critical tools acquired.
At the end of the module students will be able to: communicate in Spanish in specialized and popular contexts, effectively; carry out an independent analysis of different types of texts (mainly literary) from a linguistic and translational perspective; adapt and translate texts for audio-visual purposes (e.g. select text material, write dialogues and captions, segment and create subtitles in Spanish and in Italian, etc.); recognise linguistic varieties and develop effective translation strategies appropriate to different media; understand the potential of literary texts and adapt their typology to suit cultural events and educational contexts; apply theoretical and methodological tools to teaching contexts.
Requirements: Students must have already taken Plasmar las ideas. Textualidad y argumentación en la prosa en español/ Shaping ideas. Textuality and argumentation in Spanish prose.
teacher profile teaching materials
The first will be devoted to audiovisual translation and its specific techniques, with particular attention to the main translation problems of subtitling and screenplay in the Hispanic-Italian context. In this context, it will deal with the translation of titles, language varieties, songs and humour, in close relation with issues related to culture-specific elements and all adaptation phenomena.
The second module is aimed at the acquisition of methodological tools for the creation of didactic materials, following an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate their acquired linguistic-expressive skills, to refine their metalinguistic competence and to experiment with different techniques for using audiovisual materials as mediators of "significant learning".
1) Textbooks and critical essays
Díaz Cintas, Jorge – Remael, Aline, Audiovisal Translation: Subtitling, London/New York, Routledge, 2007. (Anche epub)
Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)
Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114. (disponibile online)
Rodríguez Gonzalo C., La elaboración de unidades como marco de investigación, Valencia, Perifèric, 1999.
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013. (Vd. Roma Tre Discovery)
Griffin, Kim, Lingüística aplicada a la enseñanza del español como segunda lengua, Madrid, Arco/Libros, 2011.
2) Texts
Mihura, M., El caso de la mujer asesinadita, in Teatro completo, Madrid, Cátedra, 2009, pp. 295-353. (Vd. Roma Tre Discovery)
Almodóvar, P., Parla con lei, Torino, Einaudi, 2003.
Dispensa con un’antologia di testi a cura del docente.
Filmography under analysis
Rufufú (I soliti ignoti) di M. Monicelli
Bienvenido Mr Marshall di Luis García Berlanga
Mujeres al borde de un ataque de nervios (Donne sull’orlo di una crisi di nervi) di P. Almodóvar
Hable con ella di P. Almodóvar
3) Reference documents
Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)
Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/)
Un Quadro di Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)
Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.
Programme
The course consists of two modules.The first will be devoted to audiovisual translation and its specific techniques, with particular attention to the main translation problems of subtitling and screenplay in the Hispanic-Italian context. In this context, it will deal with the translation of titles, language varieties, songs and humour, in close relation with issues related to culture-specific elements and all adaptation phenomena.
The second module is aimed at the acquisition of methodological tools for the creation of didactic materials, following an eclectic and action-oriented approach. The course includes the design of didactic units for learning the Spanish language, aimed at developing communicative, textual and intercultural competence through the use of ICT. To this end, the link between theatre and education will be explored and the theatrical text and its adaptations and rewritings will be "exploited" in order to experiment innovative pedagogical practices. Students will therefore have the opportunity to consolidate their acquired linguistic-expressive skills, to refine their metalinguistic competence and to experiment with different techniques for using audiovisual materials as mediators of "significant learning".
Core Documentation
Testi adottati1) Textbooks and critical essays
Díaz Cintas, Jorge – Remael, Aline, Audiovisal Translation: Subtitling, London/New York, Routledge, 2007. (Anche epub)
Soler Pardo, Betlem, “La traducción audiovisual en la enseñanza de una LE: la subtitulación como herramienta metodológica para la adquisición de léxico”, Tejuelo, nº 26 (2017), págs. 163-192. (disponibile online)
Díaz-Cintas, J. (2012). Los subtítulos y la subtitulación en la clase de lengua extranjera, en Abehache, año 2-3, págs. 95-114. (disponibile online)
Rodríguez Gonzalo C., La elaboración de unidades como marco de investigación, Valencia, Perifèric, 1999.
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013. (Vd. Roma Tre Discovery)
Griffin, Kim, Lingüística aplicada a la enseñanza del español como segunda lengua, Madrid, Arco/Libros, 2011.
2) Texts
Mihura, M., El caso de la mujer asesinadita, in Teatro completo, Madrid, Cátedra, 2009, pp. 295-353. (Vd. Roma Tre Discovery)
Almodóvar, P., Parla con lei, Torino, Einaudi, 2003.
Dispensa con un’antologia di testi a cura del docente.
Filmography under analysis
Rufufú (I soliti ignoti) di M. Monicelli
Bienvenido Mr Marshall di Luis García Berlanga
Mujeres al borde de un ataque de nervios (Donne sull’orlo di una crisi di nervi) di P. Almodóvar
Hable con ella di P. Almodóvar
3) Reference documents
Marco Común Europeo de Referencia para las lenguas (disponibile online: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf)
Plan curricular del Instituto Cervantes (disponibile on line: https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/)
Un Quadro di Riferimento per gli Approcci Plurali alle Lingue e alle Culture (disponibile online:https://carap.ecml.at/Portals/11/documents/CARAP-documents/CARAP_Italien_sur_Site.pdf?ver=2014-05-08-160235-867)
Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.
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 purposes of final evaluation. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following modalities will be applied: distance teaching on Teams and/or Moodle.Type of evaluation
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 three 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).