Pub Date : 2023-09-14DOI: 10.17533/udea.ikala.348452
Nathalia Lamprea-Abril
The notion of francophonie still raises many questions in various fields, such as the didactic, economic, political, and media fields, among others, making it difficult to understand the concept. In this article, we analyze the ways in which the discursive contours of the francophone issue and its representation in the discourse of the Colombian print media are defined, based on a corpus of 35 journalistic articles. To this end, we combined textometric analyses obtained with the Iramuteq® software with linguistic discourse analysis tools, in order to propose an interpretative hypothesis. On this basis, we were able to demonstrate that, in the Colombian print media, the issue of francophonie is mainly elaborated on the basis of its relationship to the French language and, more concretely, on the basis of its pragmatic aim, which configures a discursive register of education and work. In addition, there is a quest linked to the desire for social mobility, where language takes on the role of auxiliary, even in the absence of cultural, social, political or historical dimensions. From this point of view, its learning and its use are reduced to a rather technical and individual subject without considering its complex character also constituting the social.
{"title":"Discursive Configurations About the Francophone World and the French Language in Colombian Written Press","authors":"Nathalia Lamprea-Abril","doi":"10.17533/udea.ikala.348452","DOIUrl":"https://doi.org/10.17533/udea.ikala.348452","url":null,"abstract":"The notion of francophonie still raises many questions in various fields, such as the didactic, economic, political, and media fields, among others, making it difficult to understand the concept. In this article, we analyze the ways in which the discursive contours of the francophone issue and its representation in the discourse of the Colombian print media are defined, based on a corpus of 35 journalistic articles. To this end, we combined textometric analyses obtained with the Iramuteq® software with linguistic discourse analysis tools, in order to propose an interpretative hypothesis. On this basis, we were able to demonstrate that, in the Colombian print media, the issue of francophonie is mainly elaborated on the basis of its relationship to the French language and, more concretely, on the basis of its pragmatic aim, which configures a discursive register of education and work. In addition, there is a quest linked to the desire for social mobility, where language takes on the role of auxiliary, even in the absence of cultural, social, political or historical dimensions. From this point of view, its learning and its use are reduced to a rather technical and individual subject without considering its complex character also constituting the social.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134972310","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}
Pub Date : 2023-09-14DOI: 10.17533/udea.ikala.348475
Juan Carlos Mamani Morales
The Aymara language (AL) is one of the most important languages in the central Andean region. However, there are few studies on its use from a microsociolinguistic approach. This paper aims to analyze the use of the Aymara language in six commercial speech events in a tri-border context involving Aymara speakers from Chile, Peru, and Bolivia. The conversations that happened within these events were collected through audio recordings and written records in a qualitative ethnographic intervention in the so-called three-part fair or “Feria Tripartita” (FT), a commercial event that occurs weekly in the three-border area. The analysis is based on ethnography of communication, conversational analysis, and interactional sociolinguistics. Drawing on this analytical framework, the use of the AL that is manifested there shows code-switching with Spanish, both inter- and intra-orally, along with a series of interlinguistic phenomena, such as the presence of a series of Spanish lexical bases with Aymara suffixation, and the use of unnecessary Spanish loans. Thus the FT, in spite of being an Aymara space that conforms a bilingual speaking community, is a space of influence of the Castilian language, which structurally affects the use of the AL.
{"title":"Use of Aymara in the Chile, Peru, and Bolivia Frontiers: A Micro-Sociolinguistic Analysis","authors":"Juan Carlos Mamani Morales","doi":"10.17533/udea.ikala.348475","DOIUrl":"https://doi.org/10.17533/udea.ikala.348475","url":null,"abstract":"The Aymara language (AL) is one of the most important languages in the central Andean region. However, there are few studies on its use from a microsociolinguistic approach. This paper aims to analyze the use of the Aymara language in six commercial speech events in a tri-border context involving Aymara speakers from Chile, Peru, and Bolivia. The conversations that happened within these events were collected through audio recordings and written records in a qualitative ethnographic intervention in the so-called three-part fair or “Feria Tripartita” (FT), a commercial event that occurs weekly in the three-border area. The analysis is based on ethnography of communication, conversational analysis, and interactional sociolinguistics. Drawing on this analytical framework, the use of the AL that is manifested there shows code-switching with Spanish, both inter- and intra-orally, along with a series of interlinguistic phenomena, such as the presence of a series of Spanish lexical bases with Aymara suffixation, and the use of unnecessary Spanish loans. Thus the FT, in spite of being an Aymara space that conforms a bilingual speaking community, is a space of influence of the Castilian language, which structurally affects the use of the AL.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134972309","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.348531
Sara Pistola, Iria Da Cunha
Textual genres in the field of Administration can be difficult to write for both university students and public administration employees, since they call for specific linguistic characteristics, which vary according to the genre and the recipient. This article gathers the results of an empirical study examining the perception of writing administrative textual genres for the general public among two groups in the academic and professional fields. The participating groups were made up of students enrolled at a Spanish state university and the staff of a local administration of reference. Data were based on a quantitative analysis of two surveys carried out among over 2000 people. The analysis allowed researchers to identify that the genres most frequently requested and those with which writers struggled the most, in both academic and professional contexts, were: report (informe), requisition (requerimiento), resolution (resolución), agreement (contrato) and minute (acta). It also revealed that the biggest challenges faced by both sets of people when having to write those genres were: unawareness of the proper structure and lexical choice. These findings confirm that both students and administrative professionals face issues when writing the textual genres specific to their field. Likewise, they suggest that there is some correspondence between university curricula and professional practice in terms of writing administrative genres.
{"title":"Writing Administrative Textual Genres in Scholarly and Professional Contexts in Spain","authors":"Sara Pistola, Iria Da Cunha","doi":"10.17533/udea.ikala.348531","DOIUrl":"https://doi.org/10.17533/udea.ikala.348531","url":null,"abstract":"Textual genres in the field of Administration can be difficult to write for both university students and public administration employees, since they call for specific linguistic characteristics, which vary according to the genre and the recipient. This article gathers the results of an empirical study examining the perception of writing administrative textual genres for the general public among two groups in the academic and professional fields. The participating groups were made up of students enrolled at a Spanish state university and the staff of a local administration of reference. Data were based on a quantitative analysis of two surveys carried out among over 2000 people. The analysis allowed researchers to identify that the genres most frequently requested and those with which writers struggled the most, in both academic and professional contexts, were: report (informe), requisition (requerimiento), resolution (resolución), agreement (contrato) and minute (acta). It also revealed that the biggest challenges faced by both sets of people when having to write those genres were: unawareness of the proper structure and lexical choice. These findings confirm that both students and administrative professionals face issues when writing the textual genres specific to their field. Likewise, they suggest that there is some correspondence between university curricula and professional practice in terms of writing administrative genres.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786491","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.352669
Elizabeth Narváez-Cardona
En América Latina, se han desarrollado iniciativas institucionales e investigaciones centradas en la formación de escritores en asignaturas disciplinares y profesionales. Sin embargo, se requieren estudios que exploren las relaciones entre la escritura y experiencias formativas en entornos reales, como las prácticas preprofesionales, las profesionales y las pasantías. Este artículo presenta los resultados emergentes de un proyecto de investigación cualitativa que indagó sobre los aprendizajes asociados a las experiencias formativas en dichos entornos de estudiantes de pregrado. El análisis se hizo desde la perspectiva de los estudiantes y de otros actores asociados con las prácticas preprofesionales, profesionales y pasantías como los directivos académicos, los coordinadores, los profesores, y los asesores. El estudio fue llevado a cabo en cuatro programas de una universidad privada colombiana y se basó en cuestionarios y entrevistas, realizadas a los diferentes actores. El análisis muestra que el acceso, el uso y la producción de géneros discursivos con finalidades sociohumanísticas, académicas, profesionales o laborales forman parte de los aprendizajes asociados a dichas experiencias. Por eso, los resultados sugieren que los defensores de la alfabetización académica tienen una oportunidad pedagógica para acompañar las prácticas preprofesionales, profesionales y pasantías, con el fin de potenciar la reutilización de conocimientos especialmente relacionados con la escritura.
{"title":"La escritura y las experiencias formativas en entornos reales en una universidad colombiana","authors":"Elizabeth Narváez-Cardona","doi":"10.17533/udea.ikala.352669","DOIUrl":"https://doi.org/10.17533/udea.ikala.352669","url":null,"abstract":"En América Latina, se han desarrollado iniciativas institucionales e investigaciones centradas en la formación de escritores en asignaturas disciplinares y profesionales. Sin embargo, se requieren estudios que exploren las relaciones entre la escritura y experiencias formativas en entornos reales, como las prácticas preprofesionales, las profesionales y las pasantías. Este artículo presenta los resultados emergentes de un proyecto de investigación cualitativa que indagó sobre los aprendizajes asociados a las experiencias formativas en dichos entornos de estudiantes de pregrado. El análisis se hizo desde la perspectiva de los estudiantes y de otros actores asociados con las prácticas preprofesionales, profesionales y pasantías como los directivos académicos, los coordinadores, los profesores, y los asesores. El estudio fue llevado a cabo en cuatro programas de una universidad privada colombiana y se basó en cuestionarios y entrevistas, realizadas a los diferentes actores. El análisis muestra que el acceso, el uso y la producción de géneros discursivos con finalidades sociohumanísticas, académicas, profesionales o laborales forman parte de los aprendizajes asociados a dichas experiencias. Por eso, los resultados sugieren que los defensores de la alfabetización académica tienen una oportunidad pedagógica para acompañar las prácticas preprofesionales, profesionales y pasantías, con el fin de potenciar la reutilización de conocimientos especialmente relacionados con la escritura.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786327","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.348890
Diego F. Ubaque-Casallas
Today’s classrooms are linguistically diverse. Nonetheless, English language teaching still uses a separatist model in which other languages and identities are reduced and subalternized. This evident separation of languages has forced many English speakers to identify with the non-native label, prevented them from using the linguistic resources they have previously acquired from other languages to communicate and learn in given settings, and made the different ways they exist invisible. From a narrative perspective, this article documents how two English teacher educators do not conform to this native ideology by resorting to a translanguaging pedagogy. It narrates their pedagogical experiences and insights preparing English teachers in Colombia and explores how they use their linguistic repertoire as a mechanism to teach. Their narratives reveal that translanguaging is a pedagogy that allows English teachers to challenge discourses framed in monolingual perspectives. They also indicate that by implementing a translanguaging pedagogy, English teachers can foster and enact a counter-nonnative ideology that enables them to reclaim their identities. All in all, the results of this inquiry suggest that it is worth pursuing translanguaging as a language pedagogy that disrupts colonial language practices and identity discourses.
{"title":"Using Translanguaging to Decolonize English Language Teaching in Colombia: A Narrative Inquiry","authors":"Diego F. Ubaque-Casallas","doi":"10.17533/udea.ikala.348890","DOIUrl":"https://doi.org/10.17533/udea.ikala.348890","url":null,"abstract":"Today’s classrooms are linguistically diverse. Nonetheless, English language teaching still uses a separatist model in which other languages and identities are reduced and subalternized. This evident separation of languages has forced many English speakers to identify with the non-native label, prevented them from using the linguistic resources they have previously acquired from other languages to communicate and learn in given settings, and made the different ways they exist invisible. From a narrative perspective, this article documents how two English teacher educators do not conform to this native ideology by resorting to a translanguaging pedagogy. It narrates their pedagogical experiences and insights preparing English teachers in Colombia and explores how they use their linguistic repertoire as a mechanism to teach. Their narratives reveal that translanguaging is a pedagogy that allows English teachers to challenge discourses framed in monolingual perspectives. They also indicate that by implementing a translanguaging pedagogy, English teachers can foster and enact a counter-nonnative ideology that enables them to reclaim their identities. All in all, the results of this inquiry suggest that it is worth pursuing translanguaging as a language pedagogy that disrupts colonial language practices and identity discourses.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786328","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.351206
Carolina Urizar Ocampo, Eva Patricia Velásquez Upegui
The motivation letter is a promotional genre often requested for acceptance into post-graduate programs in Mexico. Even though universities and research centers provide some guidelines for its preparation, there is not a clear description of this genre's textual structure or of its pragmatic features. Given this situation, we developed a qualitative research study which aimed to describe the rhetorical movements and the use of intensification and attenuation mechanisms deployed by applicants to two post-graduate programs of two universities in Mexico in 30 motivation letters written in Spanish language. For the analysis, we used the ATLAS.ti 9 software. Findings show that four rhetorical movements characterize this genre, namely, (a) to explicitly state the reasons for applying, (b) to present the applicant's objectives, (c) to persuade the reader, and (d), to express future expectations. Meanwhile, intensification appears to be more common than attenuation, suggesting that the applicants strive to build a valuable self-image for the selection committee while keeping some degree of modesty, given the asymmetry in the reviewer-applicant relationship. This study highlights the importance of integrating this genre and its discursive features in the teaching of academic writing at universities, acknowledging the discursive characteristics of each disciplinary community.
{"title":"Rhetorical Moves, Intensification, and Mitigation in Motivation Letters for Acceptance into Graduate Schools in México","authors":"Carolina Urizar Ocampo, Eva Patricia Velásquez Upegui","doi":"10.17533/udea.ikala.351206","DOIUrl":"https://doi.org/10.17533/udea.ikala.351206","url":null,"abstract":"The motivation letter is a promotional genre often requested for acceptance into post-graduate programs in Mexico. Even though universities and research centers provide some guidelines for its preparation, there is not a clear description of this genre's textual structure or of its pragmatic features. Given this situation, we developed a qualitative research study which aimed to describe the rhetorical movements and the use of intensification and attenuation mechanisms deployed by applicants to two post-graduate programs of two universities in Mexico in 30 motivation letters written in Spanish language. For the analysis, we used the ATLAS.ti 9 software. Findings show that four rhetorical movements characterize this genre, namely, (a) to explicitly state the reasons for applying, (b) to present the applicant's objectives, (c) to persuade the reader, and (d), to express future expectations. Meanwhile, intensification appears to be more common than attenuation, suggesting that the applicants strive to build a valuable self-image for the selection committee while keeping some degree of modesty, given the asymmetry in the reviewer-applicant relationship. This study highlights the importance of integrating this genre and its discursive features in the teaching of academic writing at universities, acknowledging the discursive characteristics of each disciplinary community.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786432","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.352539
Natalia Leiva, Teresa Oteíza
En la construcción discursiva de la causalidad confluye el uso de una serie de recursos que van mucho más allá de los denominados “conectores causales” en la tradición lingüística española. Estudios en español han mostrado que la conexión puede realizarse implícita y explícitamente a través de diversas configuraciones. Algunas de estas configuraciones, además de realizar conexión, implican determinados posicionamientos interpersonales. El objetivo de este artículo es caracterizar la interacción entre los significados de conexión y significados interpersonales en la construcción de la causalidad histórica. Para ello, se analizan las secuencias causales en fragmentos provenientes de un texto escolar chileno de Historia para tercer año de enseñanza secundaria, desde una perspectiva semántico-discursiva utilizando la lingüística sistémico-funcional. El análisis de las secuencias permite observar que el sistema de conexión interactúa con los subsistemas interpersonales de compromiso y gradación. En relación con el subsistema de compromiso, las conexiones realizadas verbalmente (p. ej. A permitió B) juegan un rol en el cierre o apertura del espacio dialógico. Respecto del subsistema de gradación, las mismas conexiones permiten agudizar o suavizar la actualización de la conexión causal. Desde una mirada multifuncional del lenguaje, se concluye que la construcción de la causalidad genera ensambles con significados lógicos e interpersonales que son relevantes en la interpretación del pasado.
{"title":"Causalidad y posicionamientos en el discurso de la historia escolar en español","authors":"Natalia Leiva, Teresa Oteíza","doi":"10.17533/udea.ikala.352539","DOIUrl":"https://doi.org/10.17533/udea.ikala.352539","url":null,"abstract":"En la construcción discursiva de la causalidad confluye el uso de una serie de recursos que van mucho más allá de los denominados “conectores causales” en la tradición lingüística española. Estudios en español han mostrado que la conexión puede realizarse implícita y explícitamente a través de diversas configuraciones. Algunas de estas configuraciones, además de realizar conexión, implican determinados posicionamientos interpersonales. El objetivo de este artículo es caracterizar la interacción entre los significados de conexión y significados interpersonales en la construcción de la causalidad histórica. Para ello, se analizan las secuencias causales en fragmentos provenientes de un texto escolar chileno de Historia para tercer año de enseñanza secundaria, desde una perspectiva semántico-discursiva utilizando la lingüística sistémico-funcional. El análisis de las secuencias permite observar que el sistema de conexión interactúa con los subsistemas interpersonales de compromiso y gradación. En relación con el subsistema de compromiso, las conexiones realizadas verbalmente (p. ej. A permitió B) juegan un rol en el cierre o apertura del espacio dialógico. Respecto del subsistema de gradación, las mismas conexiones permiten agudizar o suavizar la actualización de la conexión causal. Desde una mirada multifuncional del lenguaje, se concluye que la construcción de la causalidad genera ensambles con significados lógicos e interpersonales que son relevantes en la interpretación del pasado.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786324","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.351721
Cristina Plaza-Lara
When entering the job market, prospective translators face certain difficulties concerning professional know-how that they have to overcome in order to succeed in their career. For this reason, the aim of this article is to provide insights into the main concerns of future translators regarding professional competences. To understand these concerns, a corpus was created using the questions posted by future translators in a forum located on a very well-known translation site: Proz.com. A total of 125 posts were processed and thematically coded using the corpus manager Sketch Engine. The thematic codes were based on two multi-componential models of translator competence: PACTE’s and EMT Board’s models. Once the content was coded, qualitative content analysis was carried out in order to analyse the main concerns of translators-to-be in relation to professional competences. Results show that marketing, industry, and business knowledge are among the main causes of worry of prospective translators. Although the results are not generalisable, the conclusions drawn from this study provide translator trainers with a comprehensive view of what professional competences should be reinforced in the classroom.
{"title":"Future Translators' Concerns Regarding Professional Competences: A Corpus Study","authors":"Cristina Plaza-Lara","doi":"10.17533/udea.ikala.351721","DOIUrl":"https://doi.org/10.17533/udea.ikala.351721","url":null,"abstract":"When entering the job market, prospective translators face certain difficulties concerning professional know-how that they have to overcome in order to succeed in their career. For this reason, the aim of this article is to provide insights into the main concerns of future translators regarding professional competences. To understand these concerns, a corpus was created using the questions posted by future translators in a forum located on a very well-known translation site: Proz.com. A total of 125 posts were processed and thematically coded using the corpus manager Sketch Engine. The thematic codes were based on two multi-componential models of translator competence: PACTE’s and EMT Board’s models. Once the content was coded, qualitative content analysis was carried out in order to analyse the main concerns of translators-to-be in relation to professional competences. Results show that marketing, industry, and business knowledge are among the main causes of worry of prospective translators. Although the results are not generalisable, the conclusions drawn from this study provide translator trainers with a comprehensive view of what professional competences should be reinforced in the classroom.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786325","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.352412
María Carolina Zúñiga Curaz
El presente artículo busca determinar las características de las traducciones realizadas por mujeres en la prensa chilena, debido a la inexistencia de registros sobre la actividad traductora en publicaciones periódicas. Para esto, se efectuó un análisis comparativo descriptivo de dos revistas publicadas por el diario El Mercurio, la Revista Valparaíso (1873-1874) y La Mujer (1877). Luego se contrastó la información obtenida con los datos ofrecidos por el libro Biblioteca chilena de traductores, y se elaboró una base de datos que especificara traductoras, traducciones, año de la publicación y género. Los resultados muestran variables sociocontextuales del momento de producción, como las fuentes desde las que se traducía, el idioma, las áreas temáticas y las funciones que cumplían las traducciones en las revistas. También, develan un cambio en las áreas temáticas que se traducen, ya que se observa cómo la religión y la literatura fueron desplazadas por textos de opinión y divulgación, y la función patriótica o pedagógica se sustituyó por funciones de divulgación y de formación. Esta última función configura las revistas como un campo de acción preliterario utilizado por las mujeres para desplegar su agencia social e insertarse en el campo intelectual. Los datos arrojados sirven de base para realizar otros estudios comparativos descriptivos y caracterizar las traducciones que eran realizadas por mujeres en la prensa chilena.
{"title":"Traductoras chilenas en publicaciones periódicas del siglo XIX","authors":"María Carolina Zúñiga Curaz","doi":"10.17533/udea.ikala.352412","DOIUrl":"https://doi.org/10.17533/udea.ikala.352412","url":null,"abstract":"El presente artículo busca determinar las características de las traducciones realizadas por mujeres en la prensa chilena, debido a la inexistencia de registros sobre la actividad traductora en publicaciones periódicas. Para esto, se efectuó un análisis comparativo descriptivo de dos revistas publicadas por el diario El Mercurio, la Revista Valparaíso (1873-1874) y La Mujer (1877). Luego se contrastó la información obtenida con los datos ofrecidos por el libro Biblioteca chilena de traductores, y se elaboró una base de datos que especificara traductoras, traducciones, año de la publicación y género. Los resultados muestran variables sociocontextuales del momento de producción, como las fuentes desde las que se traducía, el idioma, las áreas temáticas y las funciones que cumplían las traducciones en las revistas. También, develan un cambio en las áreas temáticas que se traducen, ya que se observa cómo la religión y la literatura fueron desplazadas por textos de opinión y divulgación, y la función patriótica o pedagógica se sustituyó por funciones de divulgación y de formación. Esta última función configura las revistas como un campo de acción preliterario utilizado por las mujeres para desplegar su agencia social e insertarse en el campo intelectual. Los datos arrojados sirven de base para realizar otros estudios comparativos descriptivos y caracterizar las traducciones que eran realizadas por mujeres en la prensa chilena.","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786329","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}
Pub Date : 2023-09-13DOI: 10.17533/udea.ikala.353810
Juan José Martínez Sierra
Medellín, ColoMbia, Vol. 28 issue 3 (septeMber-deCeMber, 2023), pp. 1-3, issn 0123-3432 www.udea.edu.co/ikala Juan José Martínez Sierra Full Professor, Universitat de València, Valencia, Spain. juan.j.martinez@uv.es https://orcid. org/0000-0001-8123-2767 In general terms, taboo language refers to words or expressions that are considered socially unacceptable or inappropriate in a given context or culture. Examples of taboo language include swear words, slurs, and expressions related to sexuality, violence, or bodily functions. Research on taboo language has explored its social and psychological functions, such as its role in establishing and reinforcing social norms, expressing emotions and identities, and coping with stress and anxiety (Díaz Cintas & Remael, 2021). Studies have also examined the impact of taboo language on communication, cognition, and behavior, as well as its potential benefits and drawbacks in different contexts and settings ( Jay, 2000).
{"title":"Book Review: The Challenge of Subtitling Offensive and Taboo Language into Spanish. A Theoretical and Practical Guide","authors":"Juan José Martínez Sierra","doi":"10.17533/udea.ikala.353810","DOIUrl":"https://doi.org/10.17533/udea.ikala.353810","url":null,"abstract":"Medellín, ColoMbia, Vol. 28 issue 3 (septeMber-deCeMber, 2023), pp. 1-3, issn 0123-3432 www.udea.edu.co/ikala Juan José Martínez Sierra Full Professor, Universitat de València, Valencia, Spain. juan.j.martinez@uv.es https://orcid. org/0000-0001-8123-2767 In general terms, taboo language refers to words or expressions that are considered socially unacceptable or inappropriate in a given context or culture. Examples of taboo language include swear words, slurs, and expressions related to sexuality, violence, or bodily functions. Research on taboo language has explored its social and psychological functions, such as its role in establishing and reinforcing social norms, expressing emotions and identities, and coping with stress and anxiety (Díaz Cintas & Remael, 2021). Studies have also examined the impact of taboo language on communication, cognition, and behavior, as well as its potential benefits and drawbacks in different contexts and settings ( Jay, 2000).","PeriodicalId":39185,"journal":{"name":"Ikala","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135786492","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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