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" to experiment innovative pedagogical practices. Students therefore can 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 Humour. An Introduction, Cambridge, University press, 2020.
Delabastita, Dirk, There's a Double Tongue: An Investigation Into the Translation of Shakespeare's Wordplay, with Special Reference to Hamlet, Amsterdam – Atlanta, Rodopi, 1993, pp. 55-249.
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)
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.
Camps, Anna, “La investigación en Didáctica de la Lengua en la encrucijada de muchos caminos”, Revista Iberoamericana de educación, n. 59 (2012), pp. 23-41.
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.
Arniches, Carlos, La señorita de Trevélez - ¡Que viene mi marido!, ed. A. Amorós, Madrid, Cátedra, 2023 (14ª ed.).
Álvarez Quintero, Joaquín – Álvarez Quintero, Serafín, El ojito derecho – Amores y amoríos – Malvaloca, ed. Mariano de Paco, Barcelona, Castalia, 2007.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
José Sanchis Sinisterra, ¡Ay, Carmela!, a cura di Renata Londero e Simone Trecca, Roma, Nova Delphi.
Programme
The course is divided into two modules. The first focuses on the theatrical translation and translation of verbal humour. More specifically, works by the Álvarez Quintero brothers, Carlos Arniches and the humourists of the so-called ‘generación del humor nuevo’ will be analysed, addressing the main translation problems linked to puns and other forms of linguistic comedy (diatopic varieties, language of the uncultured, language faults, etc.), without of course excluding cultural aspects or those linked to the historical-literary context analysed.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" to experiment innovative pedagogical practices. Students therefore can 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 Humour. An Introduction, Cambridge, University press, 2020.
Delabastita, Dirk, There's a Double Tongue: An Investigation Into the Translation of Shakespeare's Wordplay, with Special Reference to Hamlet, Amsterdam – Atlanta, Rodopi, 1993, pp. 55-249.
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)
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.
Camps, Anna, “La investigación en Didáctica de la Lengua en la encrucijada de muchos caminos”, Revista Iberoamericana de educación, n. 59 (2012), pp. 23-41.
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.
Arniches, Carlos, La señorita de Trevélez - ¡Que viene mi marido!, ed. A. Amorós, Madrid, Cátedra, 2023 (14ª ed.).
Álvarez Quintero, Joaquín – Álvarez Quintero, Serafín, El ojito derecho – Amores y amoríos – Malvaloca, ed. Mariano de Paco, Barcelona, Castalia, 2007.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
José Sanchis Sinisterra, ¡Ay, Carmela!, a cura di Renata Londero e Simone Trecca, Roma, Nova Delphi.
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
60 hours in frontal teaching methodology + 12 hours other forms of assisted didactics 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.Attendance
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 exam 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.Type of evaluation
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. 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. Notes All students are exhorted to consult website of Phd. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/) and Phd. Francesca Leonetti (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/fleonetti/), where they will found updated 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" to experiment innovative pedagogical practices. Students therefore can 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 Humour. An Introduction, Cambridge, University press, 2020.
Delabastita, Dirk, There's a Double Tongue: An Investigation Into the Translation of Shakespeare's Wordplay, with Special Reference to Hamlet, Amsterdam – Atlanta, Rodopi, 1993, pp. 55-249.
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. (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.
Camps, Anna, “La investigación en Didáctica de la Lengua en la encrucijada de muchos caminos”, Revista Iberoamericana de educación, n. 59 (2012), pp. 23-41.
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.
Arniches, Carlos, La señorita de Trevélez - ¡Que viene mi marido!, ed. A. Amorós, Madrid, Cátedra, 2023 (14ª ed.).
Álvarez Quintero, Joaquín – Álvarez Quintero, Serafín, El ojito derecho – Amores y amoríos – Malvaloca, ed. Mariano de Paco, Barcelona, Castalia, 2007.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
José Sanchis Sinisterra, ¡Ay, Carmela!, a cura di Renata Londero e Simone Trecca, Roma, Nova Delphi.
Programme
The course is divided into two modules. The first focuses on the theatrical translation and translation of verbal humour. More specifically, works by the Álvarez Quintero brothers, Carlos Arniches and the humourists of the so-called ‘generación del humor nuevo’ will be analysed, addressing the main translation problems linked to puns and other forms of linguistic comedy (diatopic varieties, language of the uncultured, language faults, etc.), without of course excluding cultural aspects or those linked to the historical-literary context analysed.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" to experiment innovative pedagogical practices. Students therefore can 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 Humour. An Introduction, Cambridge, University press, 2020.
Delabastita, Dirk, There's a Double Tongue: An Investigation Into the Translation of Shakespeare's Wordplay, with Special Reference to Hamlet, Amsterdam – Atlanta, Rodopi, 1993, pp. 55-249.
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. (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.
Camps, Anna, “La investigación en Didáctica de la Lengua en la encrucijada de muchos caminos”, Revista Iberoamericana de educación, n. 59 (2012), pp. 23-41.
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.
Arniches, Carlos, La señorita de Trevélez - ¡Que viene mi marido!, ed. A. Amorós, Madrid, Cátedra, 2023 (14ª ed.).
Álvarez Quintero, Joaquín – Álvarez Quintero, Serafín, El ojito derecho – Amores y amoríos – Malvaloca, ed. Mariano de Paco, Barcelona, Castalia, 2007.
Umoristi spagnoli a teatro I. Mihura – “Tono” – Laiglesia, coord. Elena E. Marcello, Pisa, Ets, 2021.
José Sanchis Sinisterra, ¡Ay, Carmela!, a cura di Renata Londero e Simone Trecca, Roma, Nova Delphi.
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.Attendance
The course is annual: F. Leonetti (first semester), E. Marcello (second semester). Regular attendance, strongly recommended, guides the student in personal study, which is in any case essential. The lessons, which combine theory and practice, will be accompanied by activities and tests in progress, monitored for the purposes of the final assessment. An excellent 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.