This article is aimed at building bridges between translation studies and gender studies: we relate the concept of 'situated learning' in translation, as a context-dependent approach through which learners are exposed to real-life tasks, to the concept of 'situated knowledges' from a feminist perspective. These concepts inspire our teaching in that the curricular design of our courses is driven by contextual factors and professional demands, not by what students should know objectively. This article explores the varied situated knowledge of students, trainers and professionals as regards gender and professional priorities, as well as the way in which professional responsibility is perceived. We examine students' and professionals' attitudes to gender in advertising, through their responses to a questionnaire. The main results show partial agreement about the responsibility translators and advertisers have in the (re)production of gender stereotypes, and an agreement about the importance of including professional and ethical issues in education. This underpins the need to develop tailored gender-related activities across the curricula of translation and advertising courses. Our aim is to show that the concept of situatedness can contribute to the redefinition of syllabus design, the identification of pedagogical goals and task planning.
This paper outlines the complexity of accounting for multilingual audiovisual films for the purpose of their translation. In particular it focuses on an issue that has not received much scholarly attention so far, the fictional representation of code-switching in feature films, with particular attention to Spanglish, given that language and its interlinguistic barriers towards interpersonal communication is one of the main themes of the film. The paper distinguishes different types of language shifts (alternations) as part of a film’s plot or script, like straightforward translation between characters, in order to better characterize code-switching as concept borrowed from sociolinguistics. This, in turns allows for a broader notion of language shifts, of which code-shifting is a part. Finally, the paper also includes a three-type classification of films depending on the amount and importance of languages other than the main language of a film: anecdotal, recurrent, and L3-as-theme, L3 being the notation system used to label all instances of languages in a text (written, oral or audiovisual) other than the main language.
This article aims to demonstrate the hypothesis that the use of native culture (C1) in EFL learners' dictionary definitions and/or examples is useful in the comprehension of the lookedup words. This is done by means of a survey involving more than 100 lower-intermediate EFL Catalan students. The subjects were first presented with a pre-test in which they had to translate 30 English words. Then they were divided into two groups, each of whom had to take a different test. Test 1 contained the definitions of the 30 words taken from a dictionary aimed at a global audience, whereas in test 2 the definitions were taken from a culturally nativized dictionary, that is, a dictionary that included C1 elements. In the tests, the students were asked to translate again the 30 English headwords given in the pre-test. After comparing the results of the pre-test with those of the tests, the study concludes that students who use an EFL dictionary that includes C1 references have more than double the possibilities of understanding the meaning of a new looked-up word than those who do not. The results obtained confirm for the first time in the field of pedagogical lexicography the tenets of schema theory, which highlights the importance of background (e.g. cultural) knowledge to improve reading comprehension. The main implication of this finding for lexicography is that it is desirable that designers of EFL dictionaries deploy nativized versions, especially at lower levels, in order to facilitate comprehension of the foreign language.
<p>ABSTRACT: In view of the benefits of both monolingual and bilingual dictionaries, a new type of dictionary which combines the strong points of a monolingual learner's dictionary with those of a bilingual dictionary was designed and introduced into some Catalan primary and secondary schools: the Easy English Dictionary with a Catalan–English Vocabulary. This article looks in detail at this new kind of dictionary: its philosophy, the way it functions, its advantages over other kinds of dictionaries and the fact that the monolingual part is specifically aimed at Catalan learners of English. Additionally, the article deals with the pedagogical functions of illustrations as well as the adequacy of the dictionary to the lexical needs and requirements of Catalan learners of English in primary and secondary education.</p><p>OPSOMMING: 'n Tweetalig verklarende Engelse woordeboek vir sprekers van Katalaans. Gesien die voordele van sowel eentalige as tweetalige woordeboeke, is 'n nuwe soort woordeboek wat die sterk punte van 'n eentalige aanleerderswoordeboek met dié van 'n tweetalige woordeboek kombineer, ontwerp en ingevoer in sekere Katalaanse primêre en sekondêre skole: die Easy English Dictionary with a Catalan–English Vocabulary. Hierdie artikel kyk in besonderhede na dié nuwe soort woordeboek: sy filosofie, die manier waarop dit funksioneer, sy voordele bo ander soorte woordeboeke en die feit dat die eentalige deel spesifiek gerig is op Katalaanse aanleerders van Engels. Daarbenewens behandel die artikel die opvoedkundige funksies van illustrasies, asook die leksikale behoeftes en vereistes van Katalaanse aanleerders van Engels in die primêre en sekondêre onderwys.</p><p>Sleutelwoorde: VREEMDETAALAANLEER, TWEETALIG VERKLARENDE WOORDEBOEKE, ILLUSTRASIES, GLOKALISERING, OPVOEDKUNDIGE DEFINISIES, KATALAANSE AANLEERDERS VAN ENGELS, LEKSIKOGRAFIE</p>
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