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 second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to 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 the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".
Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.
Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.
García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)
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)
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.
Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub).
Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html
Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.
Filmography under analysis
Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY
Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE
Ocho apellidos vascos di E. Martínez Lázaro (2014)
Programme
The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling.The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to 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 the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".
Core Documentation
1) Textbooks and critical essaysAttardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.
Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.
García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)
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)
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.
Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub).
Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html
Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.
Filmography under analysis
Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY
Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE
Ocho apellidos vascos di E. Martínez Lázaro (2014)
Reference Bibliography
3) Reference bibliography 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) 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. Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.Type of delivery of the course
The course will take place during the second semesterAttendance
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. An excellent knowledge of the Italian language is required.Type of evaluation
For attending students: 1) Active attendance and coursework (20%); 2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers; 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; the work is due before the start of the three appeal sessions (summer, autumn and winter) in which the student plans to take the exam. 3) Oral exam conform with integrations previously accorded in point 1) e 2). Notes All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/) and Dr. Francesca Leonetti (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/fleonetti/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time. teacher profile teaching materials
The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to 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 the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".
Attardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.
Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.
García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)
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)
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.
Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub).
Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html
Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.
Filmography under analysis
Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY
Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE
Ocho apellidos vascos di E. Martínez Lázaro (2014)
Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.
Programme
The course is divided into two modules. The first focuses on the relationship between translation and adaptation for the stage (theatre or film) in the Hispanic-Italian context. It will analyse works related to the stereotype of the Spanish/Andalusian in three moments of the cultural history of the peninsula: from the Álvarez Quintero brothers to Bienvenido Mr. Marshall by García Berlanga and then Ocho apellidos vascos by Martínez-Lázaro, addressing the main translation issues (titles, language varieties, songs, verbal comedy and humour, censorship, self-censorship, etc.) of theatrical translation and subtitling.The second module is aimed at the acquisition of methodological tools for the creation of teaching materials, according to 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 the acquired linguistic-expressive skills, to refine metalinguistic competence and to experiment different techniques for using audiovisual materials as mediators of "meaningful learning".
Core Documentation
1) Textbooks and critical essaysAttardo, Salvatore, The Linguistic of Humor. An Introduction, Cambridge, University press, 2020, capp. 7-10.
Díaz Cintas, Jorge – Remael, Aline, Audiovisual Translation: Subtitling, London, Routledge, 2019, capp. 3, 6-7.
García Luque, Francisca, «Técnicas de traducción aplicadas a la adaptación cinematográfica: nuevos horizontes para la traductología», Trans 9, 2005, pp. 21-35. (Disponibile online)
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)
Giovanna Benetti, Mariarita Casellato, Imparare per competenze: principi, strategie, esperienze, Loescher, Torino, 2013 (Vd. Roma Tre Discovery)
Fernández, Sonsoles (coord), Tareas y proyectos en clase, Edinumen, Madrid, 2009.
Eventual other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
Álvarez Quintero, Serafín y Joaquín, Obras completas. Tomo II, Madrid, Espasa-Calpe, 1947 (Disponibile online - Epub).
Bardem, J. A. – G. Berlanga, L., Bienvenido Mr. Marshall, guion original disponible online: https://berlangafilmmuseum.com/archivos/documentos/Bienvenido_Mr_Marshall/archivos/assets/basic-html/page1.html
Martínez Lázaro, Emilio – Cobeaga, Borja – San José, Diego, Ocho apellidos vascos. El libro, Liburua, Er libro, Barcelona, Plaza y Janés, 2014.
Filmography under analysis
Malvaloca di Luis Marquina (1942). Online: https://www.youtube.com/watch?v=D-N0darFUTY
Bienvenido Mr Marshall di Luis García Berlanga (1953). Online: https://www.youtube.com/watch?v=saSrofZ9YYE
Ocho apellidos vascos di E. Martínez Lázaro (2014)
Compulsory supplementary materials for non-attendants will be indicated during the interview with the teachers.
Reference Bibliography
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) 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.Type of delivery of the course
60 hours in frontal teaching methodology + 12 hours other forms of assisted didacticsAttendance
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. An excellent knowledge of the Italian language is required.Type of evaluation
For attending students: 1) Active attendance and coursework (20%); 2) Written exam (30%) - mandatory supplementary materials for non-attendants will be indicated during the interview with the teachers; 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 and written essay; 2) Written essay; the work is due before the start of the three appeal sessions (summer, autumn and winter) in which the student plans to take the exam. 3) Oral exam conform with integrations previously accorded in point 1) e 2).