Resúmenes III Jornadas ELM
(Por orden de exposición)
English
Intercultural communication: the good, the bad and the ugly (Juan Ferretti)
In these days of expanding technology and dwindling geography, intercultural communication has become an important topic of research, as social scientists agree that we learn to speak and behave only in a manner approved by our culture, and that there is a growing need to navigate across different cultural environments. Therefore, the necessity to “speak” a different culture seems undeniable, and it no doubt requires some particular skills, as cultural difference might present important obstacles to cross-cultural interaction. However, there are certain danger zones worth delving into.This short talk purports to highlight the positive aspects of intercultural communication, its not-so-positive ones, and some really unattractive and distasteful sides to it.
Linguistics Yesterday And Today: Prescription Versus Description? (Jorge Ghenadenik)
Professor Ghenadenik will briefly and critically trace the development of Linguistics from the fifth century BC to the twenty-first century. The highlights worth discussing will basically be De Saussure’s Descriptive revolution, the Cognitive Revolution staged by Noam Chomsky and his principle of Universal Grammar, and finally Labov’s Sociolinguistic Theory as the social revolution. This historical continuum has undoubtedly had an impact on second/foreign language teaching in general, and on the teaching of grammar (be it prescriptive or descriptive) in particular. Prof. Ghenadenik finally postulates.
South-South Resonances: An Exploration Of Kusch's Thinking In Coetzee's Boyhood And Youth (Jonathan Raspa)
That intercultural communication is essential these days is unquestionable. Given that South-South connections have especially been neglected, it seems reasonable to intend to discuss such links, for example, between the literatures from the South and the schools of thought developed in the South. South African writer J. M. Coetzee’s oeuvre has been approached from varied perspectives, such as postcolonial studies and Lévinas’s ethical theory. There are nonetheless only a few studies that examine his narrative works from the perspective of Latin American thinking. The present work purports to explore some of the categories proposed by Argentinian philosopher Rodolfo Kusch in Coetzee’s Boyhood and Youth.
Shakespeare’s Liberties: Transculturation, Transgression, Transmutation. The Taming of the Shrew. (Valeria Rodríguez Van Dam)
Revisiting Carl Weber’s discussion of transculturation as one of the forms of interculturality, this presentation explores Shakespeare’s comedy by discussing its relationship with the poet’s source material as a typical instance of Renaissance transculturation practices. The Taming of the Shrew is a (systematically misconstrued) complex multidimensional construction within which the dramatist makes room for the parody and problematization of the multiple genres he manipulates and interweaves into the structure of the play, while simultaneously deploying (and proselytising) a new form of experimental comedy. The resulting text emerges as manifestly polysemic and multifaceted- in fact, Shrew’s controversial nature and the receptive discomfort, even downright rejection, it has frequently generated can be traced back to the multiple, mutually discrepant, types of receptive reading motivated by Shakespeare’s lines.
Communicating through intonation across languages: Similarities and differences (Leopoldo Labastía y Alejandra E. Dabrowski)
The different ways in which speakers can say an utterance makes a major contribution to the way they intend that utterance to be interpreted. The continuous variations of pitch, length, loudness and voice quality that are superimposed on words affect the way they are processed, and the same utterance with different prosodic features may be interpreted in different ways. In this work, we will focus our attention on the role of pitch variation or intonation in two modern languages, English and Argentinian Spanish. In particular, we will address the so-called fall-rise tonal configuration, and explore the different meanings they may convey. This tonal configuration has been extensively studied in English, while it has not yet been described in depth in River Plate Spanish. In this presentation, we will discuss the meanings attributed to this configuration in the two languages in the light of Relevance Theory, a cognitive approach to pragmatics, and their
impact on intercultural communication.
That’s what we’ve lived, you know? Utterance-Final Tags in Australian Aboriginal English and Standardised English (Lucía Fraiese)
Utterance-final tags (UFTs) are multifunctional discourse-pragmatic features employed to mark common ground between speakers (Denis & Tagliamonte, 2016:87). UFTs have been widely studied across varieties of English (e.g. Algeo, 1988; Columbus, 2009; Denis & Tagliamonte, 2016; Holmes, 1986; Meyerhoff, 1994; Tottie & Hoffmann, 2006) and they have been found to play an essential role in the construction of narratives and social identities (Pichler, 2020: 377). However, the system of UFTs in the Englishes of Australia remains virtually unexplored. This dearth of research is particularly noticeable for Australian Aboriginal English (AAE), an enregistered post-contact variety spoken by 80% of First Nations people, in many cases as a first and only language (Rodríguez Louro & Collard, 2021a; b). Modelled on sociolinguistic variationist scholarship, in this study we investigate the variability in the use of UFTs in AAE and AusE in both narrative and non-narrative genres by drawing on the speech of 27 speakers of AAE and 28 speakers of AusE, stratified by date of birth and gender. The results indicate similarities regarding distributional patterns between the AAE and AusE systems. However, AAE speakers have been found to draw on a greater repertoire of options to tag their utterances. Significant differences between these two varieties have also been found in the distribution of UFTs across functions and narrative segments. This substantial variation between AAE and AusE patterns suggests that the use of UFTs is an important element in the group-oriented narratives of AAE speakers, especially in the presence of non-Aboriginal interlocutors.
The creation of an academic linguistic corpus: linguistic-terminological analysis in Modern Languages for the training of translators, interpreters and English language specialists (Nielsen, Pablo Maersk / Savini, Agustina / Heinrich, Eliana / Bortolato, Bárbara / Boetsch, Denise)
It is common knowledge that the textual corpus has advanced in the linguistic field relatively recently and has clearly transformed it. Despite the existing quantitative projects, the history of quantitative analysis begins with its appearance. The existence of the corpus, moreover, has made it possible to achieve an unprecedented goal: the access to language in its "raw and real state". Never before had it been possible to obtain thousands of examples of authentic use of language elements. At Universidad del Salvador, we have been carrying out a project based upon conducting terminological research in the English language through exhaustive analysis of the linguistic errors produced by USAL students in the different core areas of the undergraduate courses at the School of Modern Languages, namely, interpreting, translation and English language. The main aim is to generate a database that provides reliable information to benefit the teaching-learning processes, research and the creation and adaptation of didactic material. The fieldwork of the project is based on the compilation of students’ written and oral productions in order to detect grammatical, semantic, lexical and phonological errors. Through the systematic use of specific conventions, we have been analysing linguistic variation and frequently used language phenomena. At a later stage of the research process, data extraction and storage will hopefully benefit the training of language professionals and be the mainstay of future research in the area.
Variation in Costa Rican Spanish - the case of the definite article (Ana Laura Pagliaro)
Within the ethnopragmatic approach, this paper aims at offering a qualitative analysis of a variation case in the Spanish of Costa Rica. Examples will be shown to illustrate the minimum pair definite article presence/ absence. The corpus consists of real news articles’ titles both from Puerto Limón, and from national newspapers. With this analysis, we intend to establish connections between the phenomena of bilingualism and linguistic contact between Spanish and Lemonese Creol in the community of Puerto Limón, and the linguistic variation of the use of the definite article. Titles of a Costa Rican national newspaper will be used as control. The analysis will establish a connection between relative frequency of use, and the cognitive perspective of the speaker. Thus we consider the frequency of use a reflection of their particular cultural features.
Language and cultural learning in the military: vital aspects in International Missions (Castillo, Sergio Edgardo/ Muratori, Marcela / Acosta, María Azucena)
The South Atlantic conflict in 1982 represented an important milestone for the servicemen’s education in our country. Malvinas War revealed the language communication difficulties manifested by many members of the Argentine armed forces during and after that conflict. Consequently, new policies and urgent decisions were necessary in the educational planning of foreign languages. The emphasis was mainly on the English language because it is the most widely used language in different joint military operations such as peacekeeping (Bowyer, 2016). In other words, English is necessary for an effective communication in multinational scenarios where the military are required to comply with their duties. The need for effective communication is particularly acute in international missions where linguistic misunderstandings risk leading to mistakes (Castillo, 2017). Today’s military should have foreign language skills and cultural expertise besides specific military competencies. Foreign languages and cultural awareness can be considered “critical capabilities” needed to face the demand of international military deployments. Knowing a foreign language and having cultural awareness creates more positive attitudes and less prejudice toward people who are different (Patesan and Zechia, 2018) Due to the active participation of Argentine military in multinational missions, the Army in particular is working to develop language and cultural capability focusing on its "targeted language list" which includes such languages as English, French, Italian, German, Portuguese, and Chinese. In view of the above, this paper aims to explore, through a theoretical approach presenting the language and cultural learning in the military: vital aspects in international missions.
Reading Comprehension Program in foreign languages at UNLa (Pamela Vietri / Mónica Cuello)
This case study continues a previous exploratory research project called "Teaching reading comprehension in foreign languages at UBA and UNLa", and in this case we focus on UNLa. This study tries to address the need of creating a reading comprehension program in foreing languages (English and Portuguese) that complies with a new reality, considering all the parties involved within the university. We are interested in knowing and studying the opinion of the students, teachers and authorities of the different courses of studies offered at UNLa regarding the current reading comprehension courses and materials, as well a the characteristics the new courses and materials should have, so that we can meet the needs of all the students and face the challenges brought by the pandemic and the "new normalcy" we are experiencing in academia. Furthermore, we seek to contribute to the internationalization of higher education, providing our students with tools that help them become intercultural citizens and professionals, which in turn will allow them to interact with the international community.
The intercultural component in EFL coursebooks (Marina Grasso)
The intercultural communicative competence implies the interest of knowing and learning about other cultural referents, the reflection upon identity and the desire to rebuild our own identity from an intercultural experience (Níkleva 2009). The purpose of this analysis was to look at books used in the teaching of English as a foreign language with the aim of examining how intercultural issues are approached and developed in beginner level textbooks. A careful qualitative analysis including information extracted from the students’ and the teachers’ books was carried out. Attention was paid to the activities presented and to the visual support that accompanies each edition, with the goal of finding out which cultures are made visible. Finally, the focus was placed on the representation of these cultures in the recordings offered by the coursebooks. With the exception of a strong presence on the visual support, the results showed that the representation of the plural reality in the textbooks under study is still scarce and that the treatment of the cultural diversity is, in some cases, quite superficial.
Do coursebooks favour interculturality in the English classroom? (Regueira, Ana / Caielli, Elisabet / Del Potro, Alejandra / Di Virgilio, Andrea)
Kumaravadivelu (2014) claims that, in the field of English Language Teaching, dominant hegemonic forces exercise power in an invisible manner, imposing center-based methods and center-based materials that conceive contemporary societies as characterized by processes of globalization and interculturality. These models tend to blur the cultural processes and idiosyncratic characteristics that define ways of learning and understanding knowledge that are inherent to specific communities. In this view, coursebooks are tools that introduce linguistic, pedagogic and social frameworks that may inhibit teachers from developing their own personal teaching styles, as well as pedagogies that are appropriate to their contexts.
The research project Legitimando perspectivas y prácticas locales II: El papel de los libros de texto en la tarea docente y en el desarrollo del sentido de agencia de profesores de inglés (UNMDP), aims at analyzing the pedagogic models proposed in coursebooks used to teach English in our local context, and inquiring into the influence that those models may have in our classrooms. This presentation explores the extent to which interculturality, as the processes of interrelations and communication of knowledge and values among different cultural groups seen as equal, is favored or hindered in coursebooks.
Towards a digital ecosystem (Patricia Policastro)
Who could have thought, only three years ago, that today our whole educational system would be part of a digital ecosystem? Who would have imagined, while I was attending an innovative seminar on new technologies in 2018, that today we would be applying more technological devices than the ones we had been using up to then? The 2020 pandemic surprised all of us, not only in Argentina but also all over the world. There is no doubt about this phenomen which, from one day to another, made everyone, especially us teachers, work under presssure and learn while performing. The 2020 pandemic also invited us to reflect upon our teaching strategies, and whether the school, as the educational institution we know, would be able to survive. In fact, the passage of technology from its supportive lesson role to its vedette-like performance became a real challenge. The evidence dates back to the first moments, when the whole educational community went through the hard processes of adaptation to the virtual environment, and of acquisition of renewed tools that would put anyone’s life upside-down. The benefits: innovation, motivation, dynamism. The drawbacks: stress, depression, and screens full of avatars. Nevertheless, it would be a falacy not to admit that the more acquainted we became with our computers, mobile phones, nets, apps and platforms, the more profit we were able to take from them. Now that we have come back to school, shall we worry about our actual role and foresee our nearest future as teachers?
Raise your voice! (Dolores Guiñazú)
As passionate translators and communicators, we may spend every single day in relentless research to keep on learning and improving our languages. A super useful way I found is through listening to podcasts. This presentation will highlight the importance of this relatively new audio format called podcasts which helps us be more educated and informed while performing other chores. There is no one Spanish dictionary explaining its meaning in full. This is an Anglicism derived from podcasting as a radio program in digital format and downloadable from the Internet. You can play it on a computer, mobile, or Tablet. There are no set times or restrictions. Podcast awareness is on the rise. There are different basic formats to use. There are mainly three overarching typologies that we can use to map podcasts: 1. Conversations, 2. Narratives, 3. Fictions Your field of interest is key to following different authors and shows. You have to choose the one that is best for your interests: The One-to-one interview; Solo Commentary; Panel; Nonfiction narrative story-telling; Fictional story-telling; Hybrid; Repurposed Content. Some examples will be provided. The idea is to encourage you to try and add this media into your daily activities.
Pride of Baghdad: Long Live the Lion King (Andrea Fabiana Rodríguez)
In 2003, amidst the US bombings of Iraq, a rocket impacted on the Baghdad zoo destroying the walls and fences that circumscribed the animals to their artificial lairs. A pride of four lions escaped the zoo and wandered through the streets of the city for a few days. Published in 2006, the graphic novel Pride of Baghdad imagines the adventures of the lions during their last taste of freedom. Aware of the intrinsic cruelty of wars, authors Brian K. Vaughan and Niko Henrichon force us to consider that there are victims who cannot actually speak and for whom the laws of man mean nothing. Our work will introduce the graphic novel as a remarkable means of storytelling. Additionally, we will explore the classic man v nature literary conflict and we will observe how the comic bends its rules. This two points will then allow us to analyze the graphic novel using tools from new critical approaches as animal studies, deemed pertinent since the protagonists of the text in question are lions.
“Jumping Monkey Hill”, by Chimamanda N. Adichie, between other subjectivities and a parable of African literature (Andrea Lombardo)
In this article, we intend to examine the discursive-enunciative configuration of subjectivity, in particular, the materialization of cultural and gender identities in the story, “Jumping Monkey Hill”, by Chimamanda Ngozi Adichie (2009), and its re- enunciation in the translated text into Spanish. In this sense, we use the contributions of feminist translation studies in its gender perspective (Flotow, 2019), discourse analysis regarding the sociological analysis of ethos (Amossy, 2009) and queer theory (Spurlin, 2017). with the purpose of evaluating the (a)symmetries of linguistic power, stereotypical representations and sexist vocabulary that represent women and the (in)visibility of gay and lesbian identities both in the original discourse and in translation (Epstein and Gillett, 2017). In this theoretical-methodological framework and based on an analysis of cases, we will reflect on the way in which other subjectivities and identities that (re) interpret otherness and (de)stabilize the hegemonic categories of sexuality are translated and/or negotiated. (Castro and Ergun, 2018). On the other hand, we ponder on the ethics of translation (Tissot, 2017; Ergun, 2021) that is displayed in the translated text from the re-enunciation of the ethos by the translator figure (Spoturno, 2017, 2019).
Metaphoric constructions in Milk and Honey, by Rupi Kaur (Sabrina Ferrero)
Within the scope of Discourse Analysis, the following proposal is presented from a non-referential perspective on meaning, which recognises that within any discourse there are external discourses that serve to constitute the enunciation’s meaning (Ducrot 1984, 2004; Bajtín [1979] 2008; García Negroni 2019). Likewise, we adopt a non-unicist take on the subject (Ducrot 1984; García Negroni et al. 2013), since we understand that subjectivity is not monolithic but rather can be expressed through different voices, including those with which the one speaking does not agree. In this context, we aim at analysing certain rhetoric devices as expressions of other discourses in collection milk and honey (2015), published by the (Insta)poet rupi kaur. Additionally, considering the multimodal dimension (Gambier 2006, Kress and van Leeuwen 2001) of the corpus, which is constituted by several poems that combine a verbal text with graphic and visual modes, we attempt to study the way drawings establish a dialogue with the written discourse to become part of the poems’ inter-discourse. We understand that, by means of inserting images through either a rhetoric device or a drawing, the subjectivity responsible of the enunciation recovers foreign discourses to build the meaning of its own discourse (García Negroni 2019). We also believe that these meaning-building instances can be considered glosses or are joined by enunciative forms that can be interpreted as such, and serve the purpose of guiding how the meaning of the words used by the enunciator should be interpreted (Authier [1984] s/f, 2003).
Language, culture and identity at a crossroads. Chicana literatura, reflections and borders.(Dolores Aicega / Paola Soledad Rosica)
In her collection of celebrated essays titled Borderlands/La Frontera, Gloria Anzaldúa acknowledges that “for some of us, language is a homeland”. The idea of language as a territory to inhabit, and as a space that belongs to those who speak it remains a constant throughout this paper. In order to identify and reflect on some of these issues, we present a didactic sequence carried out in the context of classes of English as a foreign language in a secondary school in the Province of Buenos Aires. Our starting point is the figure and work of Chicana writer Sandra Cisneros (b. 1954) and our aim is to disentangle some of the connections between language, culture and identity. The tasks which make up the sequence seek not only to foster communicative and discursive competence in the English language, but also to promote processes of reflection and creative and critical thinking. We have chosen to explore the relations between language, culture, and identity through literature because, as Chicote (2013) points out, literary texts are not just samples of language in use; they show how people relate to one another and how communities process experience, remember the past and project the future. As the tasks unfold, we dare ask some crucial questions: What English/es do we teach and learn? Who does it/do they belong to? What role do the languages we know and/or speak play in the construction of our identities? And most importantly, in what ways can (or maybe should?) the English class contribute to raising awareness in relation to these issues?
Between the fragmentary and the intangible. Reading and writing reflective essays at university (Dolores Aicega / Ana Soledad Moldero / María Julia Pich / Laura M. Rodríguez)
It is often said that the main purpose of the essay is the expression of that which is incomplete, fragmentary, and experimental. It is no wonder then that the genre is quite difficult to define. In fact, several authors have pointed at its mutable, hybrid and intangible character (Arenas Cruz, 1997; Gómez Martínez, 1987; Iozzi- Klein y Cavallari, 2015, among others). The goal of this paper is twofold. Firstly, we aim at a key characterization of the essay which allows us to think, plan and carry out the teaching of the reflective essay in a university context. Secondly, our goal has to do with the teaching practice and the learning experience of the genre. We will present a didactic sequence through which we promote familiarization and development in the context of collaborative, critical and creative work with the use of several texts and multimedia resources. The tasks include the exploration of reflective texts by acclaimed professional authors, and both former and current students of the subject. Based on this diversity of texts and voices and through the use of digital tools, we foster personal reflection in an atmosphere of trust and collaborative work among peers and instructors.
Un italiano vero. Lingua minoritaria, disputa per l’identità e (auto)rappresentazioni dell’italianità nei paesaggi linguistici di Buenos Aires (Francesca Capelli)
La presentazione si basa sul progetto biennale (2021-2022) 80020200100115US “Un italiano vero. Lengua de herencia, disputa por la identidad y (auto)representaciones de la italianidad en los paisajes lingüísticos en Buenos Aires”.
Il progetto ha l’obiettivo di problematizzare la percezione e l’autopercezione dell’identità italiana e delle sue rappresentazioni attraverso lo studio dei paesaggi linguistici (PL). In particolare, vengono analizzati PL riferiti a imprese gastronomiche, consapevoli del forte valore affettivo rappresentato dal cibo e del fatto che la cucina è un cliché della rappresentazione dell’italianità. Attraverso un approccio etnografico e un’analisi sociosemiotica dei testi scritti e visivi presenti nei PL, abbiamo analizzato i processi simbolici e la produzione di significati, per problematizzare le diverse nozioni di italianità generate. La prima fase della ricerca si è concentrata sulla costruzione di un database di immagini (al momento circa 500, in continuo aggiornamento), analizzate per confermare l’ipotesi che i PL possano configurarsi come genere discorsivo, caratterizzato da tratti tematici, retorici e discorsivi comuni. Durante seconda fase, attualmente in corso, abbiamo effettuato interviste semistrutturate ai gestori dei locali, per confermare o refutare l’ipotesi che i PL costituiscano moneta di scambio nel mercato dei discorsi o, in altri termini, siano un luogo in cui si compie la (ri)produzione di un senso comune visivo italiano e della disputa intorno a esso. Contemporaneamente abbiamo analizzato gli errori (o per meglio dire le variazioni linguistiche) presenti, da una parte per interpretarli in quanto azioni glottopolitiche, dall’altra per costruire un dispositivo didattico per studenti di italiani ispanofoni.
“Questa non è casa”. Simboli identitari e pratiche glottopolitiche nei percorsi migratori di imprenditori gastronomici di CABA e della provincia di Buenos Aires (Pasquali, Paloma / Caraballo, Federico / Pitton Straface, Mariel Angeles / Primucci, Ornella / Mazzeo, Lisandro)
La relazione approfondisce i risultati della seconda fase del progetto di ricerca 2021-2023 80020200100115US “Un italiano vero. Lengua de herencia, disputa por la identidad y (auto)representaciones de la italianidad en los paisajes lingüísticos en Buenos Aires”.
I ricercatori hanno realizzato alcune interviste semistrutturate a imprenditori gastronomici di CABA e provincia, scelti con età, profilo e traiettorie migratorie molto diverse tra loro. Contrastando quattro di queste interviste, si analizzano i vissuti, l’autopercezione dell’identità migrante, il rapporto con l’alterità, i processi simbolici mediati dai paesaggi linguistici italiani raffigurati sulle superfici significanti (insegne, fotografie e quadri alle pareti, menù, magliette…) dei loro locali. La congettura che guida la ricerca è che i paesaggi linguistici italiani a Buenos Aires siano, da una parte, la conseguenze delle ondate migratorie tra la fine dell’Ottocento e i primi decenni del Novecento, ma che - dall’altra - testimonino anche un cambiamento di atteggiamento nei confronti degli italiani, passando dal rifiuto totale all’idealizzazione acritica di ogni aspetto della vita italiana. Per questo si configurano come uno dei luoghi della disputa per l’identità, dove si contrappone l’autentico all’autoctono, la purezza al meticciato, la tradizione alla risignificazione, il rispetto della norma linguistica standard alla variazione e alla devianza.
Risorse linguistiche e terminologiche per la traduzione dell’ambiente nella combinazione italiano-spagnolo (Gonzalez Vallejo)
La presente comunicación se centra en la importancia de la documentación en la traducción del medio ambiente al suponer una novedad en el campo formativo y un reto por sus características específicas. Inicialmente, se delinearán las competencias de la traducción especializada para resaltar con posterioridad la intertextualidad e interdisciplinariedad del sector medioambiental que el traductor debiera conocer para una búsqueda terminológica más eficaz. Posteriormente, se resaltará la situación legislativa medioambiental en España e Italia como paso previo a la presentación de los recursos lingüísticos y terminológicos disponibles en Internet. Estos últimos abarcarán desde fuentes normativas hasta complementarias en la combinación italiano-español y supondrán un válido enfoque para la satisfacción del documento final, pues la competencia documental se postula como uno de los pilares fundamentales del ejercicio de la profesión.
Da Cuore a L’amica geniale: Presenza della letteratura italiana tradotta in spagnolo nell’iter formativo argentino (Nora Sforza / Néstor Saporiti / Valeria de Agostini / Marisa Ciccarelli )
La relazione approfondisce i risultati della seconda fase del Progetto di Ricerca 2022-2024 La literatura italiana en la Argentina, entre pasado, presente y futuro.
Nonostante l’importante flusso migratorio italiano tra i secoli XIX e XX nel nostro Paese, i programmi scolastici e accademici non sembrano aver dedicato troppo spazio agli scrittori e scrittrici d’oltreoceano, eccetto quando si trata dei “classici” della letteratura non solo italiana ma universale. Per questo motivo, vorremmo presentare un breve panorama degli scrittori e scrittrici del Bel Paese che furono tradotti e pubblicati in Argentina, soprattutto nei secoli XX e XXI, delle versioni che circolarono e circolano tutt’oggi nel nostro territorio, la loro origine e diffusione nonché la corrispettiva risposta dei lettori. Vorremmo inoltre proporre l’eventuale elaborazione di progetti editoriali che aiutino a diffondere in tutti i livelli che conformano l’iter formativo argentino la letteratura italiana contemporanea, scarsamente conosciuta o solo accesibile mediante traduzioni eseguite in Spagna, poco acculturate linguisticamente al nostro Paese.
Presentación del libro “Quanto possiamo dire con l'intonazione?” (María Emilia Pandolfi)
Traducción, reescritura y versión de textos literarios en lengua extranjera para el castellano (Laura Dippolito)
A la hora de escoger una lectura que va a ser parte de las clases de Literatura de cualquier curso regular en una institución, además de autor/a, argumento, pertinencia, adecuación, estética de la obra seleccionada, se impone un tema no menor, que precede a TODAS las condiciones previamente mencionadas: SI se trata de un texto cuyo original está en una lengua que no es el Castellano, el rastreo de traducciones que preserven y contribuyan a facilitar el acceso al mismo es UNA TAREA EN SÏ MISMA, y no menor. No sólo se deben analizar las traducciones"técnicas"( y su vínculo con las empresas editoriales correspondientes, que establecen un perfil tanto de traductores como de público destinatario preestablecido), sino ( y a quí está el nudo gordiano de la cuestión) las traducciones "culturales", enfocadas en el ocultamiento y /o prevalencia de aspectos que, por un acuerdo simbólico, político, institucional o una sumatoria de todo lo anteriormente mencionado, ponen en riesgo el valor de la obra como de arte. Este es el conflicto acerca del cual deseo compartir algunas cuestiones.
Tu o Lei? Una aproximación a la alternancia en las formas de tratamiento en el italiano actual (Ana Laura Pagliaro/ Adriana Speranza)
En el italiano general, las formas de tratamiento correspondientes a la segunda persona singular utilizadas con más frecuencia están conformadas por el par tu/Lei y su manifestación pronominal y verbal, tal como se observa en los siguientes ejemplos:
Se sai che qualcuno subisce prepotenze, dillo subito ad un adulto. (https://www.poliziadistato.it fecha de consulta 14-6-22); Gentile Utente, Lei deve fare iscrizione all’ufficio… (https://serviziconsolari.esteri.it correo electrónico 11-5-22)
En general, se observa el uso de la forma tu para las relaciones más cercanas, menos formales, mientras que el pronombre Lei toma los contextos más formales y, en principio, más distantes, como expresión de las diferencias jerárquicas. En este trabajo nos detendremos en algunos contextos en los cuales se observa la alternancia mencionada y analizaremos cómo operan en la decisión lingüística las políticas comunicacionales desarrolladas tanto en espacios públicos como privados. En este marco, intentaremos acercarnos a una explicación sobre las motivaciones que guían la selección de las formas tu/lei en el italiano actual.
Português
Dinámicas en clases interculturales de língua portuguesa (Flavia Martins Lanzoni)
De acuerdo con Unesco la interculturalidad, “se refiere a la presencia e interacción equitativa de diversas culturas y a la posibilidad de generar expresiones culturales compartidas, a través del diálogo y del respeto mutuo”. La Interculturalidad no es solo el simple reconocimiento del “otro” para generar una visibilidad de concepto “diversidad cultural”. Basada en una dinámica que expone el emisor, más conocido como docente, a la pasividad del receptor que conocemos como estudiante, saber cómo enfocar
y construir diálogos interculturales en nuestras clases por medio de dinámicas interculturales es importante para el desarrollo de esta. Esta pasividad del estudiante, en muchos casos, procede del modelo estructural de viejos sistemas educativos reproducidos en las clases y por ello se trata de un punto subyacente y desafiar en la enseñanza intercultural. Una de las preguntas más recurriendo es: ¿Debemos reemplazar y/u olvidar estos viejos sistemas educativos? No es nada Intercultural que tengamos una respuesta única y asertiva para esta pregunta. De esa pregunta otras más surgen, ya que en nuestras clases de idiomas esta práctica educativa en los últimos tiempos ha crecido de manera exponente. Basándose en dinámicas en clases interculturales de lengua portuguesa se espera que exista un diálogo fluido y abierto, por eso que se busca un marco diferencial, a la atención de la diversidad cultural, en este caso en con dinámicas en clases interculturales de lengua portuguesa. Aguado Odina (2004), quien asegura que la pedagogía intercultural “Es la reflexión sobre la educación, entendida como elaboración cultural y basada en la valoración de la diversidad cultural. Promueve prácticas educativas dirigidas a todos y cada uno de los miembros de la sociedad en su conjunto”. Por lo tanto, agregar dinámicas interculturales en las clases genera un proceso integrador que rompe las nociones hegemónicas y totalitarias que se han construido en torno a la cultura, la nación y la diversidad (Guerrero Arias, 2011) y no siempre por medio de juego lúdicos y si conversaciones a través de textos publicado, así como materiales audiovisuales enfocando el desarrollo del estudiante de manera más activa y participativa.
O Português na mídia da província do Chaco: uma iniciativa de acompanhamento do ensino formal na virtualidade (Castillo Hernández, Emilio / Santoro, Alicia / Ramírez, Marisa Gabriela Liliana)
Este trabalho apresenta uma proposta inovadora para o acompanhamento pedagógico nos trajetos escolares dos estudantes de todos os níveis e modalidades do sistema educativo da província do Chaco, perante as incertezas que apareceram nos processos de ensino e de aprendizagem na pandemia pelo COVID-19.
No programa de televisão “Aprendiendo con Chaco en Redes”, pudemos desenvolver aulas de português língua estrangeira (PLE) elaborando conteúdos teóricos e práticos, utilizando recursos TIC para um nível básico, destinado não só aos estudantes como também ao público em geral da província do Chaco e da região, em um canal de televisão aberta e na sua plataforma digital.
Avaliação mediada por tic para línguas estrangeiras – uma experiência de capacitação para docentes de le na província do chaco (Castillo Hernández, Emilio / Santoro, Alicia)
Neste trabalho compartilhamos uma experiência de capacitação docente realizada na província do Chaco, oferecida pelo Instituto de Educação Superior “San Fernando Rey” para os professores de línguas estrangeiras de Nível Primário e Secundário na modalidade virtual. Essa capacitação teve como objetivo geral “que os participantes consigam conhecer, analisar e desenvolver competências que permitam aproveitar as possibilidades que oferecem as TIC no processo de avaliação de aprendizagens de línguas estrangeiras e os desafios que se apresentam na educação digital”.
O grande desafio para os docentes de todos os níveis educativos é a incorporação de ferramentas e recursos tecnológicos nas suas aulas e como instrumento de acompanhamento no processo de avaliação no ensino de LE.
Os conteúdos desenvolvidos nesta capacitação permitiram analisar, refletir e (re) pensar a avaliação da LE na educação digital, fomentando no docente novas habilidades e competências para se adaptar ao contexto atual.
Avaliar mediante ferramentas e recursos TIC leva consigo, dada a dificuldade de controle pedagógico, uma reflexão por parte do docente sobre o processo e o produto de seu trabalho para detectar possíveis deficiências que possam ser corrigidas no futuro e identificar as vantagens desta intervenção. Além disso, realizou-se por meio de um trabalho colaborativo, a resolução de atividades e a elaboração de avaliações de processo para que os docentes a incorporem em seus trajetos digitais de maneira prática e eficiente.
Intercultural communication: the good, the bad and the ugly (Juan Ferretti)
Translation and interculturality a/c (Gastón Basile)
Linguistics Yesterday And Today: Prescription Versus Description? (Jorge Ghenadenik)
South-South resonances: An exploration of Kusch's thinking in Coetzee's Boyhood and Youth (Johnatan Raspa)
Translation and Hermeneutics (María Herminia Alonso)
Legal English: an overview of false friends (Cecilia Irrazábal)
A Union of Languages (Adriana Maldonado)
Community Interpreting in America in the Age of Zoom (Helen Eby)
Intercultural communication: the good, the bad and the ugly (Juan Ferretti)
Translation and interculturality a/c (Gastón Basile)
Linguistics Yesterday And Today: Prescription Versus Description? (Jorge Ghenadenik)
South-South resonances: An exploration of Kusch's thinking in Coetzee's Boyhood and Youth (Johnatan Raspa)
Translation and Hermeneutics (María Herminia Alonso)
Legal English: an overview of false friends (Cecilia Irrazábal)
A Union of Languages (Adriana Maldonado)
Community Interpreting in America in the Age of Zoom (Helen Eby)
Representation of the Holocaust through graphic humor and comics (Carolina Ravelo)
Hacking Interculturality and Modern Languages Teaching and Learning With ICTs. (María Luz Callejo)
Roundtable discussion SOUNDS AND ACCENTS IN CROSS-CULTURAL CONTEXTS - in fond memory of Norberto Ruiz Díaz (Virginia Perez de Casal / Francisco Zabala / Juan Carlos David / Héctor Valencia)
Stress management/positive mindset (Chris Guichot de Fortis)
A Bonfire of Sonnets (Malvina Aparicio y equipo)
