Present perceptions about the poor production of university students in the last decades might be the same other professors had in previous centuries. Nonetheless, more corseting forms of assessment and the irruption of new technologies can establish a difference. These factors serve the controversy when blamed for preventing intellectual development, or when also considering that ICTs are the personal mark of new generations of youths who face their outdated dinosaur teachers. The purpose of this paper is to provide a tentative case analysis of the situation to validate what seems a generalized perception of the decay of tertiary education. Our data will be obtained from answers that students of the third year of a Humanities English degree could not provide. In our approach we will consider the difficulties students have in reaching the highest levels of taxonomies like Bloom’s (1956) or Dreyfus & Dreyfus (1980) with their further modifications. Collaterally we will tackle key competences and forms of assessment. Results will present the dichotomy of maintaining the present progression or, alternatively, think again and take some action.
{"title":"Tertiary education learning outcomes, a case study: “You want us to think!”","authors":"Margarita Mele Marrero, Andrés Rodríguez-Marrero","doi":"10.6035/languagev.6125","DOIUrl":"https://doi.org/10.6035/languagev.6125","url":null,"abstract":"Present perceptions about the poor production of university students in the last decades might be the same other professors had in previous centuries. Nonetheless, more corseting forms of assessment and the irruption of new technologies can establish a difference. These factors serve the controversy when blamed for preventing intellectual development, or when also considering that ICTs are the personal mark of new generations of youths who face their outdated dinosaur teachers. \u0000The purpose of this paper is to provide a tentative case analysis of the situation to validate what seems a generalized perception of the decay of tertiary education. Our data will be obtained from answers that students of the third year of a Humanities English degree could not provide. In our approach we will consider the difficulties students have in reaching the highest levels of taxonomies like Bloom’s (1956) or Dreyfus & Dreyfus (1980) with their further modifications. Collaterally we will tackle key competences and forms of assessment. Results will present the dichotomy of maintaining the present progression or, alternatively, think again and take some action.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46444405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English is increasingly used as a lingua franca (ELF) for academic activities in Spanish higher education institutions. The notion of ELF is now being redefined including in its conceptualization a multilingual nature of communication (Jenkins, 2015). This conception is interesting for researchers in English-medium instruction (EMI). Therefore, this paper reports on a study which focuses on the multilingual resources most frequently used by higher education lecturers to achieve comprehensibility in EMI courses at the University of Zaragoza. It regards them as part of the pragmatic and strategic behaviour of the participants. The corpus for the study consists of 14 hours of audio-recorded lectures in two different disciplines that have been analysed from a discourse-pragmatic approach, involving both qualitative and quantitative methods. The analysis of the data reveals that lecturers use their multilingual resources, mainly their own first language, as a pragmatic strategy that enables them to achieve various conversational goals such as clarifying meaning.
{"title":"Bilingual resources in English-medium instruction lectures","authors":"M. A. Velilla Sánchez","doi":"10.6035/languagev.6122","DOIUrl":"https://doi.org/10.6035/languagev.6122","url":null,"abstract":"English is increasingly used as a lingua franca (ELF) for academic activities in Spanish higher education institutions. The notion of ELF is now being redefined including in its conceptualization a multilingual nature of communication (Jenkins, 2015). This conception is interesting for researchers in English-medium instruction (EMI). Therefore, this paper reports on a study which focuses on the multilingual resources most frequently used by higher education lecturers to achieve comprehensibility in EMI courses at the University of Zaragoza. It regards them as part of the pragmatic and strategic behaviour of the participants. The corpus for the study consists of 14 hours of audio-recorded lectures in two different disciplines that have been analysed from a discourse-pragmatic approach, involving both qualitative and quantitative methods. The analysis of the data reveals that lecturers use their multilingual resources, mainly their own first language, as a pragmatic strategy that enables them to achieve various conversational goals such as clarifying meaning.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44386678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study analyses which conditions would be necessary to implement subjects taught using English as a Medium of Instruction (EMI) methodology in the undergraduate degree in tourism studies at the University of Las Palmas de Gran Canaria (ULPGC). In the literature review, some of the concepts related to this methodological approach are examined to clarify diverse methodological approaches that are frequently confused, namely Content and Language Integrated Learning (CLIL), EMI, and English for Specific Purposes. With the objective of finding out the specific conditions necessary for implementing EMI subjects in the Degree in Tourism at the ULPGC, a revision of EMI subjects that have been already implemented at this institution would be made. Then a proposal indicating the conditions that are regarded as vital for implementing EMI subjects in this degree would be presented.
{"title":"Possible implementation of subjects taught using English as a Medium of Instruction methodology in tourism studies","authors":"F. J. Álvarez Gil","doi":"10.6035/languagev.6129","DOIUrl":"https://doi.org/10.6035/languagev.6129","url":null,"abstract":"The present study analyses which conditions would be necessary to implement subjects taught using English as a Medium of Instruction (EMI) methodology in the undergraduate degree in tourism studies at the University of Las Palmas de Gran Canaria (ULPGC). In the literature review, some of the concepts related to this methodological approach are examined to clarify diverse methodological approaches that are frequently confused, namely Content and Language Integrated Learning (CLIL), EMI, and English for Specific Purposes. With the objective of finding out the specific conditions necessary for implementing EMI subjects in the Degree in Tourism at the ULPGC, a revision of EMI subjects that have been already implemented at this institution would be made. Then a proposal indicating the conditions that are regarded as vital for implementing EMI subjects in this degree would be presented.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41930311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we reflect on the variables to be considered when teaching in English a subject of the bachelor’s degree of Computer Engineering: “Learning Professional Skills for Engineers”. In order to make this study, we start from an analysis of the recent history of teaching in English at university level and the institutional context in which it happens. Three research questions are posed, with the intent to check what minimum conditions must be met to be able to teach this subject in English. The results lead us to conclude that the option of English as a Medium of Instruction (EMI) is not the appropriate one, taking into account both the linguistic and didactic training of the teaching staff and the language accreditation of the students. However, it is feasible to opt for the Integrating Content and Language in Higher Education (ICLHE) option.
{"title":"English as a Medium of Instruction in Learning Professional Skills for Engineers","authors":"Adrián Peñate Sanchéz","doi":"10.6035/languagev.6121","DOIUrl":"https://doi.org/10.6035/languagev.6121","url":null,"abstract":"In this article, we reflect on the variables to be considered when teaching in English a subject of the bachelor’s degree of Computer Engineering: “Learning Professional Skills for Engineers”. In order to make this study, we start from an analysis of the recent history of teaching in English at university level and the institutional context in which it happens. Three research questions are posed, with the intent to check what minimum conditions must be met to be able to teach this subject in English. The results lead us to conclude that the option of English as a Medium of Instruction (EMI) is not the appropriate one, taking into account both the linguistic and didactic training of the teaching staff and the language accreditation of the students. However, it is feasible to opt for the Integrating Content and Language in Higher Education (ICLHE) option.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48853538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is not surprising that there is a clear interest in specialised English language teaching at a time when academia needs to evidence its strong connection to social practices and internationalization (Carrió-Pastor 2019, 2020). This is a timely book, both in scope and usefulness. The contents are organised in such a way as to allow an understanding of methodological practices, firstly by establishing the difference between CLIL, i.e. Content and Language Integrated Learning, and EMI, i.e. English as a Medium of Instruction. In principle, these two terms refer to clear concepts, but in practice the distinction does not always seem to be so apparent. In fact, this book succeeds in providing a theoretical stance and examples to illustrate and clarify these approaches. The usefulness of this Palgrave volume for language professionals, namely teachers, researchers and newcomers, is easy to foresee.
{"title":"Carrió-Pastor, M. L. - Bellés-Fortuño, Begoña (2021) (Eds.). Teaching Language and Content in Multicultural and Multilingual Classrooms CLIL and EMI Approaches. Cham, Switzerland: Palgrave MacMillan, ISBN 978-3-030-56614-2, pp. 377","authors":"Elena Domínguez Morales","doi":"10.6035/languagev.6191","DOIUrl":"https://doi.org/10.6035/languagev.6191","url":null,"abstract":"It is not surprising that there is a clear interest in specialised English language teaching at a time when academia needs to evidence its strong connection to social practices and internationalization (Carrió-Pastor 2019, 2020). This is a timely book, both in scope and usefulness. The contents are organised in such a way as to allow an understanding of methodological practices, firstly by establishing the difference between CLIL, i.e. Content and Language Integrated Learning, and EMI, i.e. English as a Medium of Instruction. In principle, these two terms refer to clear concepts, but in practice the distinction does not always seem to be so apparent. In fact, this book succeeds in providing a theoretical stance and examples to illustrate and clarify these approaches. The usefulness of this Palgrave volume for language professionals, namely teachers, researchers and newcomers, is easy to foresee.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41526919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
{"title":"EMI and the Teaching of Cultural Studies in Higher Education: A Study Case.","authors":"María José Gómez Calderón","doi":"10.6035/languagev.6130","DOIUrl":"https://doi.org/10.6035/languagev.6130","url":null,"abstract":"This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47798959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to determine whether learning how to use certain microparametric aspects – adverbial pronouns – in L4 (French) had an effect on students’ L1/L2 (Catalan) writing scripts. The study was conducted on 427 learners who had Catalan as their L1 or L2, English as an L3, and were studying a translation degree at University. The students were divided into two groups according to whether they were studying French or German as their L4. Altogether 1620 texts produced over four academic years were reviewed. Although both French and Catalan, unlike German, have similar adverbial pronouns, the results of the analysis show that there is no statistically significant difference in the use of adverbial pronouns between the German group and the French group. However, there is some evidence of a more intense use of these pronouns among the Catalan learners in the French group.
{"title":"The effect of L4 on translation students’ L1/L2 writing scripts","authors":"J. R. G. Pitarch","doi":"10.6035/languagev.5804","DOIUrl":"https://doi.org/10.6035/languagev.5804","url":null,"abstract":"The aim of this study was to determine whether learning how to use certain microparametric aspects – adverbial pronouns – in L4 (French) had an effect on students’ L1/L2 (Catalan) writing scripts. The study was conducted on 427 learners who had Catalan as their L1 or L2, English as an L3, and were studying a translation degree at University. The students were divided into two groups according to whether they were studying French or German as their L4. Altogether 1620 texts produced over four academic years were reviewed. Although both French and Catalan, unlike German, have similar adverbial pronouns, the results of the analysis show that there is no statistically significant difference in the use of adverbial pronouns between the German group and the French group. However, there is some evidence of a more intense use of these pronouns among the Catalan learners in the French group.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45655278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in developing learners’ pragmatic ability. Then, it surveys studies that have reported benefits of bringing audiovisual input through films into the classroom. Finally, the analysis of two film-dialogues is presented to illustrate how it may foster learners’ awareness of communication as a context-dependent act. Along the way, it also highlights selected research-based techniques that can engage learners in critical film analysis.
{"title":"Fostering learners’ (meta)pragmatic awareness through film analysis","authors":"Esther Usó-Juan, Alicia Martínez-Flor","doi":"10.6035/languagev.5821","DOIUrl":"https://doi.org/10.6035/languagev.5821","url":null,"abstract":"Film-based dialogues have been praised in the current work on pragmatics as a potentially useful source that can enhance learners’ (meta)pragmatic awareness of the pragmatic phenomena in actual communicative events. Following this view, this paper first outlines the concept of (meta)pragmatic awareness and explains, drawing on McConachy and Spencer-Oatey (2020), the different theoretical perspectives examining the role that awareness plays in developing learners’ pragmatic ability. Then, it surveys studies that have reported benefits of bringing audiovisual input through films into the classroom. Finally, the analysis of two film-dialogues is presented to illustrate how it may foster learners’ awareness of communication as a context-dependent act. Along the way, it also highlights selected research-based techniques that can engage learners in critical film analysis. ","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45386430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Llegir la imatge. Il·lustrar la paraula. Reflexions al voltant del llibre il·lustrat i el còmic (Reading the image. Drawing the word. Reflections on comic books and illustrated literature, in English), edited by Julia Haba-Osca and Robert Martínez-Carrasco (2020), is a compendium of short articles written in Catalan. The book is the resulting outcome of a series of conferences, International Symposium of Innovation about Illustrated Literature, celebrated at the Universitat de València. Each of these articles acts as an individual chapter within the book, which compiles a total of fourteen of these. Speakers from different professional backgrounds and fields of knowledge related to the role of the printed image as a means of communication were invited to participate in the symposia and the subsequent compendium. This variety is reflected in the different thoughts, ideas, and views on the role of image in literature that encourage the reader to analyse and consider other perspectives. The book champions the view of illustrated literature as a graphic and visual literary genre in its own right. The book aims to open the reader’s critical eye towards the use of illustrated literature to convey meaning and stimulate the reader’s interpretive skills.
这是一个意象。有光泽的帕拉乌拉。由Julia Haba Osca和Robert Martínez Carrasco编辑的Reflections al voltant del llibre il·lustat i el cåmic（阅读图像。绘制单词。对漫画书和插图文学的反思，英文）（2020）是一本用加泰罗尼亚语撰写的短文简编。这本书是一系列会议的成果，即在巴伦西亚大学举行的国际插图文学创新研讨会。这些文章中的每一篇都是本书中的一个单独章节，共汇编了14篇。来自不同专业背景和知识领域的发言者被邀请参加专题讨论会和随后的简编，他们涉及印刷图像作为一种传播手段的作用。这种多样性反映在对图像在文学中的作用的不同思想、观念和观点上，鼓励读者分析和考虑其他视角。这本书本身就支持插图文学作为一种图形和视觉文学流派的观点。这本书旨在打开读者对使用插图文学来传达意义和激发读者解释技能的批判眼光。
{"title":"Book review: Llegir la Imatge. Il·lustrar la Paraula. Reflexions al voltant del llibre il·lustrat i el còmic.","authors":"Ana Isabel Martínez-Hernández","doi":"10.6035/languagev.5860","DOIUrl":"https://doi.org/10.6035/languagev.5860","url":null,"abstract":"Llegir la imatge. Il·lustrar la paraula. Reflexions al voltant del llibre il·lustrat i el còmic (Reading the image. Drawing the word. Reflections on comic books and illustrated literature, in English), edited by Julia Haba-Osca and Robert Martínez-Carrasco (2020), is a compendium of short articles written in Catalan. The book is the resulting outcome of a series of conferences, International Symposium of Innovation about Illustrated Literature, celebrated at the Universitat de València. Each of these articles acts as an individual chapter within the book, which compiles a total of fourteen of these. Speakers from different professional backgrounds and fields of knowledge related to the role of the printed image as a means of communication were invited to participate in the symposia and the subsequent compendium. This variety is reflected in the different thoughts, ideas, and views on the role of image in literature that encourage the reader to analyse and consider other perspectives. The book champions the view of illustrated literature as a graphic and visual literary genre in its own right. The book aims to open the reader’s critical eye towards the use of illustrated literature to convey meaning and stimulate the reader’s interpretive skills.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45261311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is the fourteenth issue of Language Value, the journal created by the Department of English Studies at Universitat Jaume I (UJI) over 12 years ago. Since its beginning, the journal has grown and progressed, and, at this moment, it is already indexed and recognised internationally. In this evolution, many persons have left their imprint, some of them from the department that devised this journal. One of these persons was Raquel Segovia Martín, who unfortunately left us one year ago. Raquel arrived at Universitat Jaume I from the University of Pittsburgh (USA), where she had obtained her PhD degree in Languages and Film Studies and taught Spanish language and culture courses. Since very young, she had been interested in the Spanish language: she had finished her bachelor’s degree in Hispanic Philology at the Universidad Autónoma de Madrid. However, she saw an opportunity to adapt her profile and to participate in the new project of Universitat Jaume I in 1994, once she had decided to come back to Spain. At this university, she could combine her knowledge of Spanish and English in translation courses and add to it her expertise in film and communication studies. She was a good teacher and a good colleague who left us much too soon. This volume is in memorial of Raquel Segovia Martín, and the articles included in it are all related to her profile: translation, cinema and communication.
这是《语言价值》杂志的第十四期，该杂志由日本第一大学英语研究系于12年前创办。自创办以来，该杂志不断发展壮大，目前已被编入索引并得到国际认可。在这一演变过程中，许多人留下了自己的印记，其中一些人来自设计这本杂志的部门。其中一人是拉奎尔·塞戈维亚·马丁，他一年前不幸离开了我们。Raquel从美国匹兹堡大学（University of Pittsburgh）来到Jaume I大学，在那里她获得了语言和电影研究的博士学位，并教授西班牙语和文化课程。从很小的时候起，她就对西班牙语感兴趣：她在马德里自治大学完成了西语文学学士学位。然而，当她决定回到西班牙后，她看到了一个调整自己形象的机会，并在1994年参与了久美一世大学的新项目。在这所大学，她可以在翻译课程中结合西班牙语和英语的知识，并在电影和传播研究方面增加专业知识。她是一位好老师，也是一位过早离开我们的好同事。这本书是为了纪念拉奎尔·塞戈维亚·马丁，其中的文章都与她的简介有关：翻译、电影和传播。
{"title":"Preface in memoriam of Raquel Segovia Martín: TRANSLATION STUDIES AND FILM STUDIES: NEW TRENDS","authors":"Language Value","doi":"10.6035/languagev.6063","DOIUrl":"https://doi.org/10.6035/languagev.6063","url":null,"abstract":"This is the fourteenth issue of Language Value, the journal created by the Department of English Studies at Universitat Jaume I (UJI) over 12 years ago. Since its beginning, the journal has grown and progressed, and, at this moment, it is already indexed and recognised internationally. In this evolution, many persons have left their imprint, some of them from the department that devised this journal. One of these persons was Raquel Segovia Martín, who unfortunately left us one year ago. Raquel arrived at Universitat Jaume I from the University of Pittsburgh (USA), where she had obtained her PhD degree in Languages and Film Studies and taught Spanish language and culture courses. Since very young, she had been interested in the Spanish language: she had finished her bachelor’s degree in Hispanic Philology at the Universidad Autónoma de Madrid. However, she saw an opportunity to adapt her profile and to participate in the new project of Universitat Jaume I in 1994, once she had decided to come back to Spain. At this university, she could combine her knowledge of Spanish and English in translation courses and add to it her expertise in film and communication studies. She was a good teacher and a good colleague who left us much too soon. This volume is in memorial of Raquel Segovia Martín, and the articles included in it are all related to her profile: translation, cinema and communication.","PeriodicalId":36244,"journal":{"name":"Language Value","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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