Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese最新文献

{"title":"La traducción automática en el aula de español para fines específicos: El caso de los términos compuestos","authors":"Melania Cabezas-García, Pilar León-Araúz","doi":"10.1353/hpn.2023.a899429","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899429","url":null,"abstract":"Resumen:Las herramientas de traducción automática pueden ser de gran ayuda en la adquisición del componente léxico de la lengua (Kol et al. 2018). En este trabajo investigamos su interés en la producción escrita de términos compuestos especializados en español (p. ej., emisión antropógena de gases de efecto invernadero) por parte de hablantes nativos de inglés. Nuestros objetivos son: (1) evaluar los resultados de la traducción automática de términos compuestos para comprobar si esta puede ser de ayuda en la producción escrita de estos términos y averiguar qué motor, de los disponibles, sería más adecuado; (2) desarrollar una tipología de errores que permita concienciar a los estudiantes sobre las causas y consecuencias de los errores de la traducción automática, así como sus límites; y (3) esbozar una serie de reglas básicas de pre- y post-edición para que los estudiantes saquen mayor partido a la traducción automática como herramienta. Los resultados de este estudio muestran que la traducción automática puede permitir suplir la ausencia de materiales educativos que aborden esta parte del componente léxico de la lengua, lo que constituye uno de los problemas habituales en la enseñanza del español para fines específicos.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"207 - 224"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49274902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Iberian and Translation Studies: Literary Contact Zones ed. por Ângela Fernandes, Esther Gimeno Ugalde, y Marta Pacheco Pinto (review)","authors":"P. López-Gay","doi":"10.1353/hpn.2023.a899440","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899440","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"321 - 322"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66325437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Los territorios ausentes / Missing Territories by Uriel Quesada (review)","authors":"M. Machuca-Gálvez","doi":"10.1353/hpn.2023.a899450","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899450","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"341 - 343"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41726842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La recepción literaria de Sor Juana Inés de la Cruz: Un siglo de apreciaciones críticas ed. by Rosa Perelmuter (review)","authors":"Pablo A. J. Brescia","doi":"10.1353/hpn.2023.a899446","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899446","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"326 - 327"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41828914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Arts of Encounter: Christians, Muslims, and the Power of Images in Early Modern Spain by Catherine Infante (review)","authors":"Mary-Anne Vetterling","doi":"10.1353/hpn.2023.a899444","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899444","url":null,"abstract":"zabete Manterola, Antonio Sáez Delgado, Sara Rodrigues de Sousa, Maria Dasca Batalla, Isabel Araújo Branco, José Pedro Sousa, Andresa Fresta Marques, Enric Gallén, Miquel M. Gibert, y las mencionadas Esther Gimeno Ugalde, Marta Pacheco Pinto y Ângela Fernandes. Atendiendo a diversos prismas teóricos, los textos se agrupan en tres bloques temáticos de similar extensión: “Iberian and Translation Studies: Theoretical Contact Zones” (21–136); “Fluid Contact Zones: Indirect Translation, Self-Translation, Intersemiotic Translation” (137–210); y, por último, “Iberian Contact Zones: Crossing Times and Genres” (211–356). El eje articulador del libro es la conocida expresión de Mary Louise Pratt que le da título, reapareciendo en cada una de las tres partes que indicamos más arriba. Para Pratt—originalmente, en los estudios poscoloniales—, contact zone o zona de contacto evoca la idea de esa suerte de espacio de des-encuentros donde se anclan lazos de poder asimétricos, marcados en general por desigualdades, conflictos o formas de coerción. Trasladado al volumen Iberian and Translation Studies, el concepto de zona de contacto funciona para modificar, o cuando menos desestabilizar, la posición desde donde aprehendemos las relaciones de poder que se establecen entre lenguas y culturas históricamente dominadas o dominantes, específicamente en el interior del espacio de la península ibérica. Iberia emerge, en este contexto, como lugar de translatio donde se entrecruzan de manera dinámica los sistemas culturales vasco, catalán, gallego, español o portugués, con sus respectivas lenguas. Surgen complejas relaciones de opresión o conflicto, así como de resistencia, simbiosis o solidaridad—según el estudio del caso en cuestión—donde es la traducción la que vehicula los lazos histórico-culturales. Para acceder al complejo mapa conceptual que emana entre los diversos estudios de caso, aportando unidad al conjunto, es de recomendada lectura el preámbulo, titulado “Introducing Iberian Translation Studies as a Literary Contact Zone” (9–26). Aquí, las editoras hacen un abierto llamamiento teórico a la comunidad investigadora. Ubicando la colección de ensayos que el libro aúna entre dos espacios disciplinarios, los estudios de traducción y los estudios ibéricos, Fernandes, Pacheco y Gimeno Ugalde proponen forjar, sobre la base de todos los estudios allí reunidos, un nuevo campo de investigación, “los estudios de traducción ibéricos”. Partiendo de ese reposicionamiento común, las voces plurales que recoge Iberian and Translation Studies: Literary Contact Zones solicitan, por momentos, dar nueva visibilidad a autores bilingües del presente; revisitar obras de escritores canónicos de Portugal o de España como Fernando Pessoa, Bernardo Atxaga, Joan Maragall y Camilo José Cela; desmenuzar textos pertenecientes a géneros literarios de otrora, raramente analizados desde los estudios de la traducción (por ejemplo, la picaresca y el entremés); o bien, prestar la debida atención cr","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"322 - 324"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42943707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translating Musicalized Texts: A Didactic Proposal for University Translation Students","authors":"Alejandro Ros-Abaurrea","doi":"10.1353/hpn.2023.a899431","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899431","url":null,"abstract":"Abstract:The present article aims to spur interest in the pedagogical potential of translating musicalized texts, a genre that for a long time has remained on the periphery of Applied Translation Studies. First, it provides a broad overview of the various theoretical perspectives that the academic community has had throughout history on the translation of musicalized texts. Particular attention is drawn to two of the most significant approaches: Low's (2005) Pentathlon Principle, and Franzon's (2008) five choices in song translation, as well as to some of the most recent didactic proposals that revolve around the translation of this text genre. The article also includes a four-session didactic proposal framed in the course Translation Training V: English-Spanish and Spanish-English offered by the University of the Basque Country (UPV/EHU) that aims to illustrate a potential application of the use of translation of musicalized texts as a teaching tool.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"239 - 257"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46268753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Translation Communicative: Mediation in the Communicative Language Classroom","authors":"Shaydon Ramey","doi":"10.1353/hpn.2023.a899430","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899430","url":null,"abstract":"Abstract:While translation was once a key component of language teaching, throughout the twentieth century, it largely gave way to methods and approaches with a greater focus on communicative competence. However, efforts have been made in the past few decades to return translation and more generally multilingual language learning to classrooms. In the European and particularly the German context, translation was revived again at the start of the 21st century in the form of mediation, a communicative translational task used in many classrooms today. This article addresses the origins of mediation in Europe and the sometimes conflicting definitions found in official educational documents and in the academic literature, compares it to other translation practices often encountered in the world language classroom, and provides examples of mediation tasks. The question of assessing such tasks is also addressed. This article aims to inform instructors using communicative approaches in the United States about mediation and demonstrate its advantages so that they might add another type of task to their pedagogical toolbox and include translation in a communicative way.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"225 - 237"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Potentialities of Applied Translation for Language Learning in the Era of Artificial Intelligence","authors":"Javier Muñoz-Basols, C. Neville, B. Lafford, Concepción Godev","doi":"10.1353/hpn.2023.a899427","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899427","url":null,"abstract":"Abstract:Artificial Intelligence (AI) and AI-powered machine translation bring opportunities and challenges for L2 educators and students. Most recently, the emergence of AI-based chatbots, such as ChatGPT, has led to calls for a revision of traditional teaching methods to prioritize reflective reasoning and critical thinking. This article studies the potentialities of Applied Translation (AT) to promote essential critical thinking skills needed to engage effectively with AI-based tools in the L2 classroom. We present the IMI+ framework (Integration, Multimodality, and Interaction) for integrating AT in language education, which helps support the development of digital literacy and critical thinking in L2 classrooms. Furthermore, given the challenges related to privacy and ethics inherent in these new technologies, we propose applying a Critical Ecological Approach (CEA) to AT to help learners navigate those challenges by identifying power imbalances and societal inequities. Finally, we explain how the seven articles in this special issue showcase the potential applications of AT in Spanish language education.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"171 - 194"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44027323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor's Message","authors":"","doi":"10.1353/hpn.2023.a899426","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899426","url":null,"abstract":"Editor's Message Benjamin Fraser, Editor of Hispania We are so pleased to be launching this special issue of Hispania on Applied Translation, guest-edited by Javier Muñoz-Basols (Universidad de Sevilla), Craig Neville (University College Cork), Barbara Lafford (Arizona State University), and Concepción Godev (University of North Carolina at Charlotte). What they capture so well in their substantive introduction is the state of developments in the field, including even the rise of AI and the increased availability of tools such as Chat GPT. More than that, they have advanced a compelling framework for integrating Applied Translation into L2 teaching at this very moment when education is rapidly changing. They explain this IMI+ framework (Integration, Multimodality, and Interaction) as a way of developing digital literacy and critical thinking in Spanish L2 classrooms, and they support a Critical Ecological Approach that can help researchers, instructors, and students to identify and perhaps also to correct power imbalances and societal inequities. The full title that the guest editors have chosen for their introduction is \"Potentialities of Applied Translation for Language Learning in the Era of Artificial Intelligence,\" which speaks to the breadth and depth of the research articles that follow. Their introduction is really an article-length intervention in its own right and is sure to have a reverberating impact. It is well contextualized in the existing literature and richly cited. What strikes me most as a non-specialist in Applied Translation is how accessible it is even for other non-specialists out there. This is a fascinating collaboration that is all the more powerful for being a fusion of four different voices. I understand that the guest-editors enjoyed working on this project together, and it truly shows. Specialized researchers working in the area of Applied Translation will surely appreciate the seven articles collected here. Still, the appeal goes well beyond specialty to broach intriguing connections across linguistics, pedagogy and even literary and cultural studies. Discussion ranges far and wide, crossing bilingualism, morpho-syntax, pedagogy and communicative tasks, humanitarianism, ethics and empathy, music, audiovisual materials, and even the graphic novel. [End Page 169] Copyright © 2023 AATSP","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"55 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136172775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feminismo y activismo en la traducción de la novela gráfica Red Rosa / La Rosa Roja","authors":"Alejandra Crosta","doi":"10.1353/hpn.2023.a899434","DOIUrl":"https://doi.org/10.1353/hpn.2023.a899434","url":null,"abstract":"Resumen:Este artículo tiene como objetivo analizar algunos de los desafíos a los que se enfrenta la figura del traductor al tratar de transmitir una obra con una dimensión ideológica relevante en cuanto a la trama. A través de una experiencia práctica, se ilustra cómo esta tarea conlleva una responsabilidad adicional, ya que tiene implicaciones no solo en el ámbito lingüístico sino también, en este caso específico, relacionadas con la cuestión de género que resultan cruciales para dar voz en español a la protagonista. El presente análisis se centra en la traducción de la primera novela gráfica sobre la vida de Rosa Luxemburgo, Red Rosa / La Rosa Roja, de la ilustradora británica Kate Evans. En esta traducción al español se tuvo en cuenta no solo aspectos culturales sino también la elaboración de estrategias para destacar la condición de mujer de la protagonista en una sociedad patriarcal. Por último, se explica cómo la traducción y su posterior publicación y difusión se llevaron a cabo mediante una campaña de micromecenazgo que permitió que el proyecto viera la luz.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"297 - 312"},"PeriodicalIF":0.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42888312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}