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.
O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.
At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively.
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.
O português no mundo: variações diatópicas, proximidades românicas, intercompreensão/ Portuguese language in the world: diatopic variations, romanesque proximities, intercomprehension is one of the characterising modules of the programme. The aim of the course is to hone advanced language and communication skills in written and oral production, in Portuguese. This will be carried out through the development of a deep knowledge of the phenomena of language variation at diatopic level (Portugal, Brazil and former colonies in Africa and Asia). At the same time, the numerous similarities that characterise the relationship with the Spanish language and, in general, the link with the common Romance root at various linguistic levels will also be highlighted. In this sense, a theoretical-practical approach to the teaching of Portuguese as a foreign language will be proposed. It will be based on the use of intercomprehension in diverse educational settings. This, in addition to enhancing the reflection through the comparison of languages, will strengthen the learner's metalinguistic awareness of the L1. This approach will also be particularly useful for teacher training in the area of Italian as a foreign language.
At the end of the module students will be able to: carry out an independent linguistic analysis of different kinds of texts; recognise the phenomena of variation and linguistic contact; reflect on the pedagogic uses of the texts that were studied and adapt them to potential educational contexts; make intercultural comparisons; communicate the contents of the module effectively.
teacher profile teaching materials
By the end of the course, students will have refined their linguistic-communicative skills in the two varieties (PE and PB).
These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.
De Rosa GL e Morleo F. in corso di stampa, Os Marcadores Discursivos no Discurso Especializado.
De Rosa GL 2020, O Discurso Científico mediado pela web. Legendar videoverbetes entre tipologias textuais, línguas especiais e problemáticas tradutórias, Lingue Linguaggi, pp. 29-45, http://siba-ese.unisalento.it/index.php/linguelinguaggi/article/view/22381/18823.
De Rosa GL 2020, Características da fala acadêmica monitorada no Brasil: os videoverbetes da ENCIDIS entre PB técnico-científico e PB neo-standard, Cultura Latinoamerica, Universidad Católica de Bogotá.
Gualdo, R e Telve S. 2012, Linguaggi specialistici dell'italiano, Carocci, Roma.
Gotti M. 1991, I Linguaggi Specialistici. Caratteristiche linguistiche e criteri pragmatici, La Nuova Italia, Firenze.
Mariani B. 2018, Linguagem, conhecimento e tecnologia: a Enciclopédia Audiovisual da Análise do Discurso e áreas afins, in “Linguagem & Ensino” v.21, n. esp., VIII SENALE, pp. 359-393.
Mariani B 2020, La produzione e la circolazione del sapere su piattaforme digitali: lo status del portoghese brasiliano in un’enciclopedia digitale sottotitolata, Lingue Linguaggi (2020), pp. 13-28, http://siba-ese.unisalento.it/index.php/linguelinguaggi/article/view/22388/18832.
Sabatini F. 1990, Rigidità-esplicitezza vs elasticità-implicitezza: possibili parametri massimi per uma tipologia dei testi, in Skytte G. e Sabatini F., Linguistica testuale comparativa, Museum Tusculanum Press, pp. 141-172.
Sobrero A. A. 2006, Lingue Speciali, in Sobrero, A. A. (ed.), Introduzione all'italiano contemporaneo. La variazione e gli usi. Vol. 2, Laterza, Roma-Bari, pp. 237-277.
Fruizione: 20710301 LINGUA E TRADUZIONE PORTOGHESE E BRASILIANA 1 LM in Lingue moderne per la comunicazione internazionale LM-38 DE ROSA GIAN LUIGI
Programme
The course aims to analyse the textual and linguistic characteristics of web-mediated hybrid textual genres for scientific or semi-scientific (semi-)popularisation and to provide students with adequate tools to be able to subtitle high and medium specialised audiovisual texts (technical-translational competence) and to critically reflect on the PB LSP, especially the monitored academic speech variety.By the end of the course, students will have refined their linguistic-communicative skills in the two varieties (PE and PB).
These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.
Core Documentation
Cortelazzo, M. 1994, Lingue speciali, Unipress, Padova.De Rosa GL e Morleo F. in corso di stampa, Os Marcadores Discursivos no Discurso Especializado.
De Rosa GL 2020, O Discurso Científico mediado pela web. Legendar videoverbetes entre tipologias textuais, línguas especiais e problemáticas tradutórias, Lingue Linguaggi, pp. 29-45, http://siba-ese.unisalento.it/index.php/linguelinguaggi/article/view/22381/18823.
De Rosa GL 2020, Características da fala acadêmica monitorada no Brasil: os videoverbetes da ENCIDIS entre PB técnico-científico e PB neo-standard, Cultura Latinoamerica, Universidad Católica de Bogotá.
Gualdo, R e Telve S. 2012, Linguaggi specialistici dell'italiano, Carocci, Roma.
Gotti M. 1991, I Linguaggi Specialistici. Caratteristiche linguistiche e criteri pragmatici, La Nuova Italia, Firenze.
Mariani B. 2018, Linguagem, conhecimento e tecnologia: a Enciclopédia Audiovisual da Análise do Discurso e áreas afins, in “Linguagem & Ensino” v.21, n. esp., VIII SENALE, pp. 359-393.
Mariani B 2020, La produzione e la circolazione del sapere su piattaforme digitali: lo status del portoghese brasiliano in un’enciclopedia digitale sottotitolata, Lingue Linguaggi (2020), pp. 13-28, http://siba-ese.unisalento.it/index.php/linguelinguaggi/article/view/22388/18832.
Sabatini F. 1990, Rigidità-esplicitezza vs elasticità-implicitezza: possibili parametri massimi per uma tipologia dei testi, in Skytte G. e Sabatini F., Linguistica testuale comparativa, Museum Tusculanum Press, pp. 141-172.
Sobrero A. A. 2006, Lingue Speciali, in Sobrero, A. A. (ed.), Introduzione all'italiano contemporaneo. La variazione e gli usi. Vol. 2, Laterza, Roma-Bari, pp. 237-277.
Type of delivery of the course
Lectures will alternate with workshop-based lessons, including in-class subtitling exercises and project work. There will be homework, which students will have to bring to class for collective correction.Type of evaluation
At the end of the course, the student will have to present a project work: each student will choose a short video (about 5-10 minutes long) and, using the software used during the course, will produce an Italian subtitle. The video, although chosen by the student, must receive prior approval from the teacher. The video and the subtitle file will be handed over to the teacher during the exam, unless otherwise communicated by the teacher. During the exam, which is held in oral form, the student will discuss the subtitling and defend the translation choices made (as regards both the lexical choices and the segmentation/spotting methods), referring to the instructions received, the specific technical constraints of subtitling, the lexical research and the strategies applied during the course.