|
(objectives)
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.
|
|
Code
|
20710465 |
|
Language
|
SPA |
|
Type of certificate
|
Profit certificate
|
|
Credits
|
12
|
|
Scientific Disciplinary Sector Code
|
L-LIN/07
|
|
Contact Hours
|
72
|
|
Type of Activity
|
Core compulsory activities
|
|
Teacher
|
LEONETTI FRANCESCA
(syllabus)
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".
(reference books)
1) Textbooks and critical essays
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.
|
|
Dates of beginning and end of teaching activities
|
From to |
|
Delivery mode
|
Traditional
|
|
Attendance
|
not mandatory
|
|
Evaluation methods
|
Oral exam
|
|
Teacher
|
MARCELLO ELENA ELISABETTA
(syllabus)
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".
(reference books)
Teaching material (To be studied for the finals)
1) Textbooks and critical essays
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.
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.
|
|
Dates of beginning and end of teaching activities
|
From to |
|
Delivery mode
|
Traditional
|
|
Attendance
|
not mandatory
|
|
Evaluation methods
|
Oral exam
|
|
|
Università Roma Tre