Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899446
Pablo A. J. Brescia
{"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":null,"pages":null},"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}
Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899450
M. Machuca-Gálvez
{"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":null,"pages":null},"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}
Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899440
P. López-Gay
{"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":null,"pages":null},"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}
Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899444
Mary-Anne Vetterling
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
{"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":null,"pages":null},"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}
Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899430
Shaydon Ramey
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899427
Javier Muñoz-Basols, C. Neville, B. Lafford, Concepción Godev
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.
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Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899431
Alejandro Ros-Abaurrea
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.
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Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899434
Alejandra Crosta
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-06-01DOI: 10.1353/hpn.2023.a899448
Derrin Pinto
rules or rules of thumb rather than (formal) rules that actually exist in the mental grammar of speakers. This leads to the conclusion that intransitivization with se does not need the concepts of verber and verbed. A simple rule using the traditional semantic roles and concepts is enough to explain intransitivization and replacement with se. For example, we can say that “in a transitive sentence, the participant that is more like an agent or a causer is the subject, and this participant is the one that is replaced by se.” In addition, while the author emphasizes throughout the book that se intransitivization applies to all cases, there are a few functions of se that do not seem to receive a plausible explanation through intransitivization. For example, while the author recognizes that in a sentence such as Ella se bebió el café, se contributes a meaning of telicity, the argument seems to be made that there is also intransitivization. However, it does not seem credible that the subject (Ella) is being replaced by se in sentences of this type. This book will be of particular interest to teachers and learners of Spanish, as well as linguists interested in second language acquisition or second language teaching. It can be a good source of information and examples that can serve as the basis for a debate on how to define and use semantic roles in language teaching and learning. Carlos Benavides University of Massachusetts Dartmouth
规则或经验法则，而不是实际存在于说话者心理语法中的(正式)规则。这就得出了这样的结论:带有se的不及物化不需要动词和动词的概念。一个使用传统语义角色和概念的简单规则足以解释不及物化和用se替代。例如，我们可以说“在及物句中，更像施者或致因的参与者是主语，而这个参与者是被se取代的那个。”此外，尽管作者在整本书中强调se的不可及物化适用于所有情况，但se的一些功能似乎无法通过不可及物化得到合理的解释。例如，虽然作者认识到在诸如Ella se bebió el caf这样的句子中，se提供了一种目的性的含义，但似乎有人提出了一个论点，即也存在不及物化。然而，在这种类型的句子中，主语(Ella)被se取代似乎是不可信的。这本书将是特别感兴趣的教师和学习者的西班牙语，以及语言学家感兴趣的第二语言习得或第二语言教学。它可以是一个很好的信息来源和例子，可以作为辩论的基础，如何定义和使用语义角色在语言教学和学习。马萨诸塞州达特茅斯大学的卡洛斯·贝纳维德斯
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