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
Gian Luigi De Rosa, Traduzione audiovisiva e adeguatezza sociolinguistica, in Monica Lupetti e Valeria Tocco (ed.), Traduzione e autotraduzione: un percorso attraverso i generi letterari, ETS, Pisa, 2013, pp. 279-294.
Gian Luigi De Rosa, Sottotitolare «Arena» e «Cine Holiúdy» ovvero la traduzione audiovisiva dalla prospettiva sociolinguistica, in Rivista di Studi Portoghesi e Brasiliani, XV – 2013, Fabrizio Serra Editore, Pisa-Roma, 2014, pp. 57-67.
Gian Luigi De Rosa, “A tradução audiovisual aplicada ao ensino de português”, in Maria Helena de Moura Neves e Vânia Casseb-Galvão (ed.), O todo da língua: teoria e prática do ensino de português, São Paulo, Parábola Editorial, 2017, pp. 59-77, 143-145 (ISBN 978-85-7934-127-4).
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 proposes to address the audiovisual translation of audiovisual texts of a fictional nature from a sociolinguistic perspective, both in the practice of on-site subtitling realised by the students through the use of the Subtitle Edit software, and from the analysis of audiovisual products present (and not) in the Italian audiovisual panorama. At the end of the course, students will have acquired the tools to be able to subtitle Portuguese and Brazilian audiovisual products (technical-translational competence) and to reflect critically on European Portuguese (EP) and Brazilian Portuguese (PB) through translation practice. Furthermore, they will have refined their linguistic-communicative skills in the two varieties (EP and BP). These knowledge and skills will be acquired through regular participation in lectures and other supplementary teaching activities.Core Documentation
Gian Luigi De Rosa, Mondi Doppiati. Tradurre l’audiovisivo dal portoghese tra variazione linguistica e problematiche traduttive, Franco Angeli, Milano, 2023 (2nd edition).Gian Luigi De Rosa, Traduzione audiovisiva e adeguatezza sociolinguistica, in Monica Lupetti e Valeria Tocco (ed.), Traduzione e autotraduzione: un percorso attraverso i generi letterari, ETS, Pisa, 2013, pp. 279-294.
Gian Luigi De Rosa, Sottotitolare «Arena» e «Cine Holiúdy» ovvero la traduzione audiovisiva dalla prospettiva sociolinguistica, in Rivista di Studi Portoghesi e Brasiliani, XV – 2013, Fabrizio Serra Editore, Pisa-Roma, 2014, pp. 57-67.
Gian Luigi De Rosa, “A tradução audiovisual aplicada ao ensino de português”, in Maria Helena de Moura Neves e Vânia Casseb-Galvão (ed.), O todo da língua: teoria e prática do ensino de português, São Paulo, Parábola Editorial, 2017, pp. 59-77, 143-145 (ISBN 978-85-7934-127-4).
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.Attendance
80% attendance is required; students who cannot achieve 80% attendance will have to agree on additions to the programme.Type of evaluation
At the end of the course, the student must present a project work: each student will choose a fictional short film and, using the software used during the course, will produce a subtitle of it in Italian. The short film, although chosen by the student, must receive prior approval from the lecturer. The video and the subtitle file will be handed over to the lecturer at the time of the exam, unless otherwise notified by the lecturer. During the exam, which is held orally, 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.