Javier Muñoz-Basols | University of Oxford (original) (raw)
Books by Javier Muñoz-Basols
Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview o... more Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).
Key features:
• a breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary;
• a combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary;
• guidance on the difficulties teachers face when teaching vocabulary in the classroom;
• clear explanations with plenty of examples and useful references;
• tasks and activities that help teachers move from a traditional curricular approach to a more innovative and engaging one focused on communicating, completing tasks, and learning content.
Written by an international cohort of scholars in a succinct and accessible manner, Spanish Vocabulary Learning in Meaning-Oriented Instruction is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate students interested in Spanish vocabulary acquisition.
Routledge, 2021
La diversidad del español y su enseñanza es la primera publicación concebida para reflexionar sob... more La diversidad del español y su enseñanza es la primera publicación concebida para reflexionar sobre la diversidad de la lengua desde un punto de vista crítico, interdisciplinario, institucional, aplicado e internacional. El análisis de doce lecturas y de una detallada guía de explotación didáctica potencian la adquisición de conocimientos sobre la lengua y desvelan la complejidad de la investigación sobre las variedades del español.
Características principales:
• Artículos de investigación desde diferentes enfoques y perspectivas;
• Actividades de reflexión para verificar la asimilación de contenidos;
• Análisis crítico de extractos y citas de autoridad (español e inglés);
• Preguntas analíticas sobre el estado de la cuestión y recursos institucionales;
• Modelos metodológicos de investigación empírica sobre la diversidad de la lengua;
• Propuestas de temas para la investigación y el debate dentro y fuera del aula;
• Pautas bibliográficas detalladas para profundizar sobre la materia;
• Selección de conceptos clave para potenciar la adquisición de terminología lingüística;
• Glosario bilingüe en línea (español e inglés) sobre variedades del español, sociolingüística aplicada y política lingüística;
• Soluciones de las guías de lectura e información complementaria.
Diseñado como libro de texto o material de autoaprendizaje, La diversidad del español y su enseñanza es una herramienta imprescindible para familiarizarse con la diversidad de la lengua. La información será de interés y aplicable en contextos académicos y profesionales de enseñanza, diseño curricular y elaboración de materiales didácticos de español como lengua extranjera o segunda y de herencia. Cualquier investigador, profesor, estudiante o lector podrá acceder de manera crítica y pautada a esta importante parcela de conocimiento sobre el idioma.
Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish es la... more Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish es la primera publicación concebida para desarrollar y perfeccionar la expresión escrita en español a partir de una metodología basada en géneros textuales. Cada capítulo se ocupa de un género y está diseñado para guiar al escritor en la planificación, el desarrollo y la revisión de textos. Las novedades de esta segunda edición incluyen: un cuestionario sobre la escritura, listados con objetivos y prácticas escritas, nuevos materiales y actividades, repertorios de vocabulario temático, ejercicios de corrección gramatical y estilo, ampliación de las respuestas modelo y diferentes rutas para la escritura.
This volume invites us to revisit ideology, censorship and translation by adopting a variety of p... more This volume invites us to revisit ideology, censorship and translation by adopting a variety of perspectives. It presents case studies and theoretical analyses from different chronological periods and focuses on a variety of genres, themes and audiences. Focusing on issues that have thus far not been addressed in a sufficiently connected way and from a variety of disciplines, they analyse authentic translation work, procedures and strategies.
The book considers the ethical and ideological implications for the translator, re-examines the role of the ideologist or the censor—as a stand-alone individual, as representative of a group, or as part of a larger apparatus—and establishes the translator’s scope of action. The chapters presented here contribute new ideas that help to elucidate both the role of the translator throughout history, as well as current practices. Collectively, in demonstrating the role that ideology and censorship play in the act of translation, the authors help to establish a connection between the past and the present across different genres, cultural traditions and audiences.
The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la e... more The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2 provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. The Routledge Handbook of Spanish Language Teaching contributes to enriching the field by being an essential reference work and study material for specialists, researchers, language practitioners, and current and future educators. The book will be equally useful for people interested in curriculum design and graduate students willing to acquire a complete and up-to-date view of the field with immediate applicability to the teaching of the language.
Manual prático de escrita em português/Developing Writing Skills in Portuguese provides intermedi... more Manual prático de escrita em português/Developing Writing Skills in Portuguese provides intermediate- and advanced-level students with the necessary skills to become competent and confident writers in the Portuguese language.
With a focus on writing as a craft, Manual prático de escrita em português offers a rich selection of original materials including narrative texts, expository essays, opinion pieces and newspaper articles. Each chapter covers a specific kind of writing and is designed to help tackle the material in small units.
The book aids students in crafting clear, coherent and cohesive texts by means of guided practice and step-by-step activities.
Suitable for use as a classroom text or as a self-study course, this book is ideal for students at level B2 – C2 of the Common European Framework for Languages or at Intermediate High – Advanced High on the ACTFL proficiency scales.
Lingüística hispánica actual provides step-by-step instructions on how to plan, design, and teach... more Lingüística hispánica actual provides step-by-step instructions on how to plan, design, and teach introductory Hispanic Linguistics courses.
It is a versatile resource, which can be used in conjunction with Introducción a la lingüística hispánica actual: teoría y práctica. It contains an answer key for all the activities in the main textbook. It also includes additional activities, with clear and accessible explanations for students and instructors, and can accompany other existing texts and courses on Hispanic Linguistics.
Features include:
• A comprehensive selection of materials which gradually introduce students to the main areas of Hispanic Linguistics: General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition and Language Teaching.
• A wide range of carefully-crafted classroom and homework activities, essay questions and research projects to engage students and enrich their learning of Hispanic Linguistics.
• Detailed guidance on how to successfully implement each activity in the classroom, suggestions for how to expand and adapt activities for different needs, and a full annotated answer key for instructors to save time planning and implementing lessons.
• An extensive bilingual glossary of terms for each of the disciplines covered in the guide helps teachers introduce key concepts and terms in the classroom.
Lingüística hispánica actual provides a wealth of activities specially designed to make learning Hispanic Linguistics more dynamic and enjoyable for students.
The Routledge Companion to Iberian Studies takes an important place in the scholarly landscape by... more The Routledge Companion to Iberian Studies takes an important place in the scholarly landscape by bringing together a compelling collection of essays that reflect the evolving ways in which researchers think and write about the Iberian Peninsula.
Features include:
A comprehensive approach to the different languages and cultural traditions of the Iberian Peninsula;
Five chronological sections spanning the period from the Middle Ages to the 21st century;
A state-of-the-art account of the field, reaffirming Iberian Studies as a dynamic and evolving discipline with promising areas for future research;
An array of topics of an interdisciplinary nature (history and politics, language and literature, cultural studies and visual arts), focusing on the cultural distinctiveness of Iberian traditions;
New perspectives and avenues of inquiry that aim to promote a comparative mode within Iberian Studies and Hispanism.
The fifty authoritative, original essays will provide readers with a diverse cross-section of texts that will enrich their knowledge of Iberian Studies from an international perspective.
Introducción a la lingüística hispánica actual: teoría y práctica has been specially designed for... more Introducción a la lingüística hispánica actual: teoría y práctica has been specially designed for students of Spanish with little or no linguistic background, who need to understand the key concepts and constructs of Hispanic Linguistics.
The book has been carefully crafted to introduce the reader to the main areas of linguistics, both theoretical and applied. General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition are concisely and accurately outlined, providing a comprehensive foundation in the field.
Features include:
- written entirely in Spanish
- sequenced exercises and engaging activities which facilitate the learning of each area of linguistics;
- emphasis on the connections between theory and the actual use of the language throughout the book;
- a selection of possible research projects and guidance on further reading in each chapter, giving students the necessary tools for in-depth exploration of each of the areas presented in the book;
- a bilingual glossary of key linguistic terms;
- a comprehensive e-resource with a wealth of additional materials, including audio clips and videos of the varieties of Spanish around the world, available at www.routledge.com/products/9780415631570.
Written in a clear and accessible manner, Introducción a la lingüística hispánica actual is the ideal introduction for all undergraduate students of Hispanic Linguistics. The book will also be of interest to graduate students with no prior exposure to linguistics.
Idiomatic expressions are the ‘salt and pepper’ of any language. They give Spanish its colour and... more Idiomatic expressions are the ‘salt and pepper’ of any language. They give Spanish its colour and imagery, its richness and variety.
From set phrases and idioms to metaphorical expressions and proverbs, these essential components allow users to add humour and spice to their language, vividly embodying Hispanic culture while naturalizing their communication style to more closely resemble that of native speakers.
Key features:
Includes a selection of the most widely used idioms from Spain and Latin America;
Idioms are classified into specific and easy-to-reference categories;
Creative activities, exercises, mnemonic devices and learning strategies facilitate the acquisition and mastery of idiomatic language;
Connections between the Spanish language and Hispanic culture are explained and illustrated;
Reference tables at the end of each section highlight similarities between English and Spanish usage of idiomatic language;
Original samples, as well as fragments from various Spanish-speaking countries and well-known literary works, are included to help expose students to the use of idioms in journalistic and literary writing.
Practical, informative and highly entertaining, this is the ideal text for all intermediate and advanced learners of Spanish.
A debate! Estrategias comunicativas para la interacción oral es un manual cuyo propósito es dotar... more A debate! Estrategias comunicativas para la interacción oral es un manual cuyo propósito es dotar al alumno de los recursos y de las estrategias necesarias para alcanzar una competencia comunicativa eficaz y apropiada de un nivel C. Este interesante y práctico libro de texto responde a la creciente demanda por parte de los docentes que echan en falta un material auténtico para la expresión e interacción orales propias de este nivel.
El manual presenta diez unidades temáticas con la siguiente estructura:
Doble página de entrada. Estímulo visual, preguntas de motivación y activación de conocimientos sobre el tema de la unidad.
En portada. Breve presentación biográfica del personaje al que se va a entrevistar y texto de la entrevista con ejercicios de control de la comprensión tanto auditiva como lectora.
Más palabras. Repertorio de actividades dirigidas a la consolidación y ampliación del léxico que se ha tratado en la entrevista y otro relacionado con el tema de la unidad (colocaciones léxicas, palabras derivadas, expresiones idiomáticas, dichos y refranes, etc.)
¡Destacado! El mundo de… Serie de textos breves y actividades encaminadas a la ampliación del tema principal de la unidad y a la expresión oral para practicar diferentes estructuras comunicativas.
Especial Mundo Hispano. Sección encaminada a ampliar el tema de la unidad desde la perspectiva de otros países de habla hispana.
Cierre. Diferentes propuestas (argumentación, exposiciones y presentaciones, conferencias) así como un debate final encaminados a la consolidación de diferentes funciones y estructuras comunicativas de la lengua para adquirir una correcta expresión e interacción orales.
"En esta guía metodológica, el profesor encontrará diferentes sugerencias y comentarios sobre la ... more "En esta guía metodológica, el profesor encontrará diferentes sugerencias y comentarios sobre la explotación didáctica de las actividades del libro.
En los comentarios de las actividades se proporcionan, además de información de tipo sociocultural, diferentes pautas sobre cómo integrar la gramática del dosier en cada uno de los temas.
En algunas unidades se incluyen algunas actividades de ampliación.
Incluye además:
- Las claves de todas las actividades del libro del alumno.
- Las soluciones del dosier de gramática del libro del alumno.
- Las transcripciones del CD audio del libro del alumno.
- Fichas fotocopiable al final de cada unidad con una propuesta para que el alumno trabaje de forma individual o en equipo."
Part I. The Limits of Literary Translation in Prose Narrative · Milton M. Azevedo: Pérez-Reverte’... more Part I. The Limits of Literary Translation in Prose Narrative · Milton M. Azevedo: Pérez-Reverte’s Alatriste Stories in English and Portuguese — Branka Kalenić Ramšak: “Looking at Flemish Tapestries from the Other Side”: On Don Quixote and Translation — Daniela Omlor: Translation as a Trope in Javier Marías’s Tu rostro mañana — Sarah Roger: Translation and Identity in Borges’s “Tlön, Uqbar, Orbis Tertius”
Part II. The Limits of Literary Translation in Poetry · John Rutherford: The Impossibility of Literary Translation: The Medieval Galician Cantigas — Pasuree Luesakul: Neruda’s Veinte poemas de amor y una canción desesperada and Lojo’s Finisterre in Thai: Cultural Bridges between Thailand and Latin America — Ronald Puppo: Intertextual Others in Voicing Verdaguer — Clara Marías Martínez: Translation and Imitation in Renaissance Spanish Poetry: A Case Study of Petrarch’s Sonnet, “S’amor non è” — Marcello Giugliano: Robert Frost’s Voices of Common People in Spanish and Catalan
Part III. The Limits of Literary Translation in Theater and Dramatic Dialogue · Jorge Braga Riera: The Limits of Translating Spanish Classical Drama into English — Amaranta Saguar García: One Translator, Two Translations, Three Theories: Christof Wirsung and Celestina — Kathleen Jeffs: Prolonging the Pleasure: Gil Vicente and Jo Clifford’s Adaptations of Don Duardos for Ever-New Audiences — Maja Šabec: Lorca’s Drama in Slovenian: The Stylization of Popular Language
Part IV. Beyond the Limits: New Trends in Literary Translation · Xose A. Padilla and Elisa Gironzetti: Translating Graphic Jokes — Jacob Wilkenfeld: A Foreign Sound: Translating Caetano Veloso’s Song Lyrics — Patrick Zabalbeascoa: Translating Heterolingual Audiovisual Humor: Beyond the Blinkers of Traditional Thinking — Micaela Muñoz-Calvo: Asterix’s Voyage to Hispania: The Adventure of Translating Humor into the Languages of the Iberian Peninsula
Diasporas from the Greek verb speiro (to sow) and the preposition dia (over), signifying dispersi... more Diasporas from the Greek verb speiro (to sow) and the preposition dia (over), signifying dispersion of seeds seem to be integral to the human condition, existing as far back as recorded history and surely before that. Originally used to refer to Greek settlers and colonizers in the Mediterranean, and later adopted by the Hebrews to speak of their own exiled people, the term 'diaspora evolved over time to denote myriads of diverse displacements, forced as well as voluntary. This book examines diasporas in the context of globalization as they exist today and with an eye to the future. Each article represents a distinct point of view and brings a particular understanding, theoretical or practical, to bear on the diaspora narrative. Each one emphasizes the specificity of diaspora to culture, place and moment, its multi-faceted and interdisciplinary nature, and the significance of how identity is negotiated within the triadic space of self, home and host nation. Taken together in this volume they function as a conversation about the process of trying to define and re-define the elusive, unstable concept of diaspora with its diverse and evolving forms.
Developing Writing Skills in Spanish provides intermediate and advanced level students with the n... more Developing Writing Skills in Spanish provides intermediate and advanced level students with the necessary skills to become competent and confident writers in the Spanish language.
With a focus on writing as a craft, Developing Writing Skills in Spanish offers a rich selection of original materials including narrative texts, expository essays, opinion pieces and newspaper articles.
Each chapter covers a specific kind of writing and is designed to help tackle the material in small units. The book aids students in crafting clear, coherent and cohesive manuscripts by means of guided practice and step-by-step activities.
Key features:
Guidance on how to structure a variety of texts: narrative, descriptive, expository, argumentative, academic, journalistic, legal and scientific.
Sequenced exercises on style, writing conventions, word choice, syntax and grammar.
Reference lists and tables with specialized vocabulary, transition words and other useful expressions.
Strategies and tips for planning manuscripts, brainstorming ideas, vocabulary enrichment, editing and proofreading.
Includes original samples, as well as fragments from newspapers, well-known literary works and essays by notable Hispanic authors and journalists.
Website with additional activities to reinforce the content of each chapter and a teacher's guide with valuable support materials at: www.developingwritingskills.com
Designed as a classroom text, self-study material or simply as a resource on writing, Developing Writing Skills in Spanish is the ideal supplement for all intermediate to advanced students of Spanish.
False friends, idiomatic expressions, gender and capitalization are just some of the areas that c... more False friends, idiomatic expressions, gender and capitalization are just some of the areas that cause confusion for students of Spanish. Learning how to avoid the common errors that arise repeatedly in these areas is an essential step for successful language learning.
Speed Up Your Spanish is a unique and innovative resource that identifies and explains such errors, thereby enabling students of Spanish to learn from their mistakes while enhancing their understanding of the Spanish language.
Each of the nine chapters focuses on a grammatical category where English speakers typically make mistakes in Spanish. Each chapter is divided into sections that classify the concepts and errors into subcategories. Full explanations are provided throughout with clear, comprehensive examples and exercises to help the learner gain an in-depth understanding of Spanish grammar and usage.
Key features:
carefully selected grammar topics and examples based on the most commonly made errors
exercises throughout to reinforce learning
shortcuts and mnemonic devices providing vital learning strategies
a Companion Website available at www.speedupyourspanish.com providing supplementary exercises as well as audio files.
Suitable both for classroom use or self-study, Speed Up Your Spanish is the ideal resource for all intermediate learners of Spanish wishing to refine their language skills.
Papers by Javier Muñoz-Basols
Lengua y Sociedad, 2024
La llegada de la inteligencia artificial generativa a nivel de usuario, especialmente a partir de... more La llegada de la inteligencia artificial generativa a nivel de usuario, especialmente a partir de los Modelos de Lenguaje Masivos (MLM), nos obliga a reflexionar sobre la proliferación de sesgos en la construcción, desarrollo, uso y representatividad de estos modelos basados en datos lingüísticos. En este artículo, se revisan las iniciativas desarrolladas para el español en el campo de la inteligencia artificial (IA), tanto desde la América hispanohablante como desde España, de modo que se presta especial atención a los recursos lingüísticos y a los MLM. Se examina la composición de los principales MLM actuales del español y se comparan con otros MLM de lenguas peninsulares (catalán, euskera, gallego y valenciano). Asimismo, se introduce el término Sesgo Lingüístico Digital (SLD), para identificar la hibridez lingüística que la IA genera tanto a nivel interlingüístico (p. ej., en relación con la base de inglés utilizada para entrenar estos modelos) como intralingüístico (en relación con las distintas variedades de la lengua). Finalmente, se sugiere que un usuario con conciencia digital podrá contribuir a mitigar los efectos del SLD. En conclusión, se enfatiza la necesidad de una acción coordinada por parte de los agentes institucionales para preservar la diversidad del patrimonio lingüístico hispanohablante en el desarrollo de los MLM.
Glosas, 2023
La influencia croslingüística léxica del inglés en el español mexicano, chileno o peninsular, por... more La influencia croslingüística léxica del inglés en el español mexicano, chileno o peninsular, por citar algunos ejemplos, guarda una estrecha relación con factores de contacto fronterizo, comercial o histórico. No obstante, si hay una variedad del español hoy en día sujeta a una convivencia prolongada con el inglés, esta es el español estadounidense, variedad de la que se registra oficialmente su existencia en la 23ª edición del Diccionario de la lengua española (DLE) (2014) mediante la inclusión de la voz estadounidismo. Pese al reconocimiento que este importante gesto supuso hacia la diversidad lingüística del español, la pregunta que subyace es cómo se va a conseguir que esta variedad emergente, en el que ya se considera el segundo país hispanohablante del mundo, los Estados Unidos, goce de una mayor visibilidad. Así, en este trabajo nos proponemos adentrarnos desde el punto de vista histórico e ideológico en la influencia croslingüística léxica del inglés en el español a partir del estudio sobre las actitudes hacia los anglicismos en la tradición lexicográfica hispánica. Cómo veremos, el reconocimiento hacia el español estadounidense en el principal repositorio lexicográfico del idioma sigue siendo, ya adentrados en el siglo XXI, una tarea pendiente. Este empeño no solo debería ser una continuación de la labor iniciada en la 23ª edición del DLE, sino además, fruto del peso demográfico y cultural que ostenta esta variedad y del reflejo de la identidad lingüística de una comunidad más de hispanohablantes.
UNAM Internacional, 2023
COMUN-ES es la primera plataforma diseñada para fomentar la colaboración entre investigadores de... more COMUN-ES es la primera plataforma diseñada para fomentar la colaboración entre investigadores del español. / COMUN-ES is the first platform designed to foster collaboration among researchers on Spanish language.
e-Hizpide, 2020
Azpititulatutako telesailak ikustean edo kanta ezagunen hitzak atzerriko hizkuntza batean ikastea... more Azpititulatutako telesailak ikustean edo kanta ezagunen hitzak atzerriko hizkuntza batean ikastean gertatzen den bezala, hedabideek errealitate eleaniztun globalak adierazten dituzte. Dena den, ez dago beti argi irakasleek nola aprobetxa ditzaketen ikasleen hizkuntza-aniztasunasunaren esperientzia horiek atzerriko hizkuntzako ikasgelan. Itzulpengintza irakasteko orduan ikuspegi multilingual bat txertatzea baliagarria izan daiteke ikasleei erakusteko itzulpengintzako arazo bat nola ebatz daitekeen hainbat hizkuntzatan. Horrek hizkuntza-aniztasunaz kontzientzia hartzen laguntzen du, eta gaitasun eleaniztunak sustatzen ditu, ikasleek hizkuntzen arteko antzekotasunak eta desberdintasunak identifikatu behar baitituzte, eta hizkuntzen eta kulturen arteko loturak egin. Artikulu honetan, ikas-unitate bat aurkeztuko dut, auto-hausnarketa eta ikus-entzunezko itzulpen eleaniztuna (IEIE) lantzeko jarduerez osatua, eta hizkuntza-aniztasuna atzerriko hizkuntzako curriculumean txertatzeko eta irakasleak trebatzeko erabil daitekeena. Horrelako programa batek hizkuntza-aniztasunarekiko eta eleaniztasunarekiko kontzientzia garatzeko zenbait modu eskaintzen dizkie irakasleei, eta irakasleak eta ikasleak beren erosotasun-gunetik harago joatera bultzatzen ditu, testuen itzulpen eleaniztunak jorratzen dituztenean.
Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview o... more Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).
Key features:
• a breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary;
• a combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary;
• guidance on the difficulties teachers face when teaching vocabulary in the classroom;
• clear explanations with plenty of examples and useful references;
• tasks and activities that help teachers move from a traditional curricular approach to a more innovative and engaging one focused on communicating, completing tasks, and learning content.
Written by an international cohort of scholars in a succinct and accessible manner, Spanish Vocabulary Learning in Meaning-Oriented Instruction is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate students interested in Spanish vocabulary acquisition.
Routledge, 2021
La diversidad del español y su enseñanza es la primera publicación concebida para reflexionar sob... more La diversidad del español y su enseñanza es la primera publicación concebida para reflexionar sobre la diversidad de la lengua desde un punto de vista crítico, interdisciplinario, institucional, aplicado e internacional. El análisis de doce lecturas y de una detallada guía de explotación didáctica potencian la adquisición de conocimientos sobre la lengua y desvelan la complejidad de la investigación sobre las variedades del español.
Características principales:
• Artículos de investigación desde diferentes enfoques y perspectivas;
• Actividades de reflexión para verificar la asimilación de contenidos;
• Análisis crítico de extractos y citas de autoridad (español e inglés);
• Preguntas analíticas sobre el estado de la cuestión y recursos institucionales;
• Modelos metodológicos de investigación empírica sobre la diversidad de la lengua;
• Propuestas de temas para la investigación y el debate dentro y fuera del aula;
• Pautas bibliográficas detalladas para profundizar sobre la materia;
• Selección de conceptos clave para potenciar la adquisición de terminología lingüística;
• Glosario bilingüe en línea (español e inglés) sobre variedades del español, sociolingüística aplicada y política lingüística;
• Soluciones de las guías de lectura e información complementaria.
Diseñado como libro de texto o material de autoaprendizaje, La diversidad del español y su enseñanza es una herramienta imprescindible para familiarizarse con la diversidad de la lengua. La información será de interés y aplicable en contextos académicos y profesionales de enseñanza, diseño curricular y elaboración de materiales didácticos de español como lengua extranjera o segunda y de herencia. Cualquier investigador, profesor, estudiante o lector podrá acceder de manera crítica y pautada a esta importante parcela de conocimiento sobre el idioma.
Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish es la... more Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish es la primera publicación concebida para desarrollar y perfeccionar la expresión escrita en español a partir de una metodología basada en géneros textuales. Cada capítulo se ocupa de un género y está diseñado para guiar al escritor en la planificación, el desarrollo y la revisión de textos. Las novedades de esta segunda edición incluyen: un cuestionario sobre la escritura, listados con objetivos y prácticas escritas, nuevos materiales y actividades, repertorios de vocabulario temático, ejercicios de corrección gramatical y estilo, ampliación de las respuestas modelo y diferentes rutas para la escritura.
This volume invites us to revisit ideology, censorship and translation by adopting a variety of p... more This volume invites us to revisit ideology, censorship and translation by adopting a variety of perspectives. It presents case studies and theoretical analyses from different chronological periods and focuses on a variety of genres, themes and audiences. Focusing on issues that have thus far not been addressed in a sufficiently connected way and from a variety of disciplines, they analyse authentic translation work, procedures and strategies.
The book considers the ethical and ideological implications for the translator, re-examines the role of the ideologist or the censor—as a stand-alone individual, as representative of a group, or as part of a larger apparatus—and establishes the translator’s scope of action. The chapters presented here contribute new ideas that help to elucidate both the role of the translator throughout history, as well as current practices. Collectively, in demonstrating the role that ideology and censorship play in the act of translation, the authors help to establish a connection between the past and the present across different genres, cultural traditions and audiences.
The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la e... more The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2 provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. The Routledge Handbook of Spanish Language Teaching contributes to enriching the field by being an essential reference work and study material for specialists, researchers, language practitioners, and current and future educators. The book will be equally useful for people interested in curriculum design and graduate students willing to acquire a complete and up-to-date view of the field with immediate applicability to the teaching of the language.
Manual prático de escrita em português/Developing Writing Skills in Portuguese provides intermedi... more Manual prático de escrita em português/Developing Writing Skills in Portuguese provides intermediate- and advanced-level students with the necessary skills to become competent and confident writers in the Portuguese language.
With a focus on writing as a craft, Manual prático de escrita em português offers a rich selection of original materials including narrative texts, expository essays, opinion pieces and newspaper articles. Each chapter covers a specific kind of writing and is designed to help tackle the material in small units.
The book aids students in crafting clear, coherent and cohesive texts by means of guided practice and step-by-step activities.
Suitable for use as a classroom text or as a self-study course, this book is ideal for students at level B2 – C2 of the Common European Framework for Languages or at Intermediate High – Advanced High on the ACTFL proficiency scales.
Lingüística hispánica actual provides step-by-step instructions on how to plan, design, and teach... more Lingüística hispánica actual provides step-by-step instructions on how to plan, design, and teach introductory Hispanic Linguistics courses.
It is a versatile resource, which can be used in conjunction with Introducción a la lingüística hispánica actual: teoría y práctica. It contains an answer key for all the activities in the main textbook. It also includes additional activities, with clear and accessible explanations for students and instructors, and can accompany other existing texts and courses on Hispanic Linguistics.
Features include:
• A comprehensive selection of materials which gradually introduce students to the main areas of Hispanic Linguistics: General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition and Language Teaching.
• A wide range of carefully-crafted classroom and homework activities, essay questions and research projects to engage students and enrich their learning of Hispanic Linguistics.
• Detailed guidance on how to successfully implement each activity in the classroom, suggestions for how to expand and adapt activities for different needs, and a full annotated answer key for instructors to save time planning and implementing lessons.
• An extensive bilingual glossary of terms for each of the disciplines covered in the guide helps teachers introduce key concepts and terms in the classroom.
Lingüística hispánica actual provides a wealth of activities specially designed to make learning Hispanic Linguistics more dynamic and enjoyable for students.
The Routledge Companion to Iberian Studies takes an important place in the scholarly landscape by... more The Routledge Companion to Iberian Studies takes an important place in the scholarly landscape by bringing together a compelling collection of essays that reflect the evolving ways in which researchers think and write about the Iberian Peninsula.
Features include:
A comprehensive approach to the different languages and cultural traditions of the Iberian Peninsula;
Five chronological sections spanning the period from the Middle Ages to the 21st century;
A state-of-the-art account of the field, reaffirming Iberian Studies as a dynamic and evolving discipline with promising areas for future research;
An array of topics of an interdisciplinary nature (history and politics, language and literature, cultural studies and visual arts), focusing on the cultural distinctiveness of Iberian traditions;
New perspectives and avenues of inquiry that aim to promote a comparative mode within Iberian Studies and Hispanism.
The fifty authoritative, original essays will provide readers with a diverse cross-section of texts that will enrich their knowledge of Iberian Studies from an international perspective.
Introducción a la lingüística hispánica actual: teoría y práctica has been specially designed for... more Introducción a la lingüística hispánica actual: teoría y práctica has been specially designed for students of Spanish with little or no linguistic background, who need to understand the key concepts and constructs of Hispanic Linguistics.
The book has been carefully crafted to introduce the reader to the main areas of linguistics, both theoretical and applied. General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition are concisely and accurately outlined, providing a comprehensive foundation in the field.
Features include:
- written entirely in Spanish
- sequenced exercises and engaging activities which facilitate the learning of each area of linguistics;
- emphasis on the connections between theory and the actual use of the language throughout the book;
- a selection of possible research projects and guidance on further reading in each chapter, giving students the necessary tools for in-depth exploration of each of the areas presented in the book;
- a bilingual glossary of key linguistic terms;
- a comprehensive e-resource with a wealth of additional materials, including audio clips and videos of the varieties of Spanish around the world, available at www.routledge.com/products/9780415631570.
Written in a clear and accessible manner, Introducción a la lingüística hispánica actual is the ideal introduction for all undergraduate students of Hispanic Linguistics. The book will also be of interest to graduate students with no prior exposure to linguistics.
Idiomatic expressions are the ‘salt and pepper’ of any language. They give Spanish its colour and... more Idiomatic expressions are the ‘salt and pepper’ of any language. They give Spanish its colour and imagery, its richness and variety.
From set phrases and idioms to metaphorical expressions and proverbs, these essential components allow users to add humour and spice to their language, vividly embodying Hispanic culture while naturalizing their communication style to more closely resemble that of native speakers.
Key features:
Includes a selection of the most widely used idioms from Spain and Latin America;
Idioms are classified into specific and easy-to-reference categories;
Creative activities, exercises, mnemonic devices and learning strategies facilitate the acquisition and mastery of idiomatic language;
Connections between the Spanish language and Hispanic culture are explained and illustrated;
Reference tables at the end of each section highlight similarities between English and Spanish usage of idiomatic language;
Original samples, as well as fragments from various Spanish-speaking countries and well-known literary works, are included to help expose students to the use of idioms in journalistic and literary writing.
Practical, informative and highly entertaining, this is the ideal text for all intermediate and advanced learners of Spanish.
A debate! Estrategias comunicativas para la interacción oral es un manual cuyo propósito es dotar... more A debate! Estrategias comunicativas para la interacción oral es un manual cuyo propósito es dotar al alumno de los recursos y de las estrategias necesarias para alcanzar una competencia comunicativa eficaz y apropiada de un nivel C. Este interesante y práctico libro de texto responde a la creciente demanda por parte de los docentes que echan en falta un material auténtico para la expresión e interacción orales propias de este nivel.
El manual presenta diez unidades temáticas con la siguiente estructura:
Doble página de entrada. Estímulo visual, preguntas de motivación y activación de conocimientos sobre el tema de la unidad.
En portada. Breve presentación biográfica del personaje al que se va a entrevistar y texto de la entrevista con ejercicios de control de la comprensión tanto auditiva como lectora.
Más palabras. Repertorio de actividades dirigidas a la consolidación y ampliación del léxico que se ha tratado en la entrevista y otro relacionado con el tema de la unidad (colocaciones léxicas, palabras derivadas, expresiones idiomáticas, dichos y refranes, etc.)
¡Destacado! El mundo de… Serie de textos breves y actividades encaminadas a la ampliación del tema principal de la unidad y a la expresión oral para practicar diferentes estructuras comunicativas.
Especial Mundo Hispano. Sección encaminada a ampliar el tema de la unidad desde la perspectiva de otros países de habla hispana.
Cierre. Diferentes propuestas (argumentación, exposiciones y presentaciones, conferencias) así como un debate final encaminados a la consolidación de diferentes funciones y estructuras comunicativas de la lengua para adquirir una correcta expresión e interacción orales.
"En esta guía metodológica, el profesor encontrará diferentes sugerencias y comentarios sobre la ... more "En esta guía metodológica, el profesor encontrará diferentes sugerencias y comentarios sobre la explotación didáctica de las actividades del libro.
En los comentarios de las actividades se proporcionan, además de información de tipo sociocultural, diferentes pautas sobre cómo integrar la gramática del dosier en cada uno de los temas.
En algunas unidades se incluyen algunas actividades de ampliación.
Incluye además:
- Las claves de todas las actividades del libro del alumno.
- Las soluciones del dosier de gramática del libro del alumno.
- Las transcripciones del CD audio del libro del alumno.
- Fichas fotocopiable al final de cada unidad con una propuesta para que el alumno trabaje de forma individual o en equipo."
Part I. The Limits of Literary Translation in Prose Narrative · Milton M. Azevedo: Pérez-Reverte’... more Part I. The Limits of Literary Translation in Prose Narrative · Milton M. Azevedo: Pérez-Reverte’s Alatriste Stories in English and Portuguese — Branka Kalenić Ramšak: “Looking at Flemish Tapestries from the Other Side”: On Don Quixote and Translation — Daniela Omlor: Translation as a Trope in Javier Marías’s Tu rostro mañana — Sarah Roger: Translation and Identity in Borges’s “Tlön, Uqbar, Orbis Tertius”
Part II. The Limits of Literary Translation in Poetry · John Rutherford: The Impossibility of Literary Translation: The Medieval Galician Cantigas — Pasuree Luesakul: Neruda’s Veinte poemas de amor y una canción desesperada and Lojo’s Finisterre in Thai: Cultural Bridges between Thailand and Latin America — Ronald Puppo: Intertextual Others in Voicing Verdaguer — Clara Marías Martínez: Translation and Imitation in Renaissance Spanish Poetry: A Case Study of Petrarch’s Sonnet, “S’amor non è” — Marcello Giugliano: Robert Frost’s Voices of Common People in Spanish and Catalan
Part III. The Limits of Literary Translation in Theater and Dramatic Dialogue · Jorge Braga Riera: The Limits of Translating Spanish Classical Drama into English — Amaranta Saguar García: One Translator, Two Translations, Three Theories: Christof Wirsung and Celestina — Kathleen Jeffs: Prolonging the Pleasure: Gil Vicente and Jo Clifford’s Adaptations of Don Duardos for Ever-New Audiences — Maja Šabec: Lorca’s Drama in Slovenian: The Stylization of Popular Language
Part IV. Beyond the Limits: New Trends in Literary Translation · Xose A. Padilla and Elisa Gironzetti: Translating Graphic Jokes — Jacob Wilkenfeld: A Foreign Sound: Translating Caetano Veloso’s Song Lyrics — Patrick Zabalbeascoa: Translating Heterolingual Audiovisual Humor: Beyond the Blinkers of Traditional Thinking — Micaela Muñoz-Calvo: Asterix’s Voyage to Hispania: The Adventure of Translating Humor into the Languages of the Iberian Peninsula
Diasporas from the Greek verb speiro (to sow) and the preposition dia (over), signifying dispersi... more Diasporas from the Greek verb speiro (to sow) and the preposition dia (over), signifying dispersion of seeds seem to be integral to the human condition, existing as far back as recorded history and surely before that. Originally used to refer to Greek settlers and colonizers in the Mediterranean, and later adopted by the Hebrews to speak of their own exiled people, the term 'diaspora evolved over time to denote myriads of diverse displacements, forced as well as voluntary. This book examines diasporas in the context of globalization as they exist today and with an eye to the future. Each article represents a distinct point of view and brings a particular understanding, theoretical or practical, to bear on the diaspora narrative. Each one emphasizes the specificity of diaspora to culture, place and moment, its multi-faceted and interdisciplinary nature, and the significance of how identity is negotiated within the triadic space of self, home and host nation. Taken together in this volume they function as a conversation about the process of trying to define and re-define the elusive, unstable concept of diaspora with its diverse and evolving forms.
Developing Writing Skills in Spanish provides intermediate and advanced level students with the n... more Developing Writing Skills in Spanish provides intermediate and advanced level students with the necessary skills to become competent and confident writers in the Spanish language.
With a focus on writing as a craft, Developing Writing Skills in Spanish offers a rich selection of original materials including narrative texts, expository essays, opinion pieces and newspaper articles.
Each chapter covers a specific kind of writing and is designed to help tackle the material in small units. The book aids students in crafting clear, coherent and cohesive manuscripts by means of guided practice and step-by-step activities.
Key features:
Guidance on how to structure a variety of texts: narrative, descriptive, expository, argumentative, academic, journalistic, legal and scientific.
Sequenced exercises on style, writing conventions, word choice, syntax and grammar.
Reference lists and tables with specialized vocabulary, transition words and other useful expressions.
Strategies and tips for planning manuscripts, brainstorming ideas, vocabulary enrichment, editing and proofreading.
Includes original samples, as well as fragments from newspapers, well-known literary works and essays by notable Hispanic authors and journalists.
Website with additional activities to reinforce the content of each chapter and a teacher's guide with valuable support materials at: www.developingwritingskills.com
Designed as a classroom text, self-study material or simply as a resource on writing, Developing Writing Skills in Spanish is the ideal supplement for all intermediate to advanced students of Spanish.
False friends, idiomatic expressions, gender and capitalization are just some of the areas that c... more False friends, idiomatic expressions, gender and capitalization are just some of the areas that cause confusion for students of Spanish. Learning how to avoid the common errors that arise repeatedly in these areas is an essential step for successful language learning.
Speed Up Your Spanish is a unique and innovative resource that identifies and explains such errors, thereby enabling students of Spanish to learn from their mistakes while enhancing their understanding of the Spanish language.
Each of the nine chapters focuses on a grammatical category where English speakers typically make mistakes in Spanish. Each chapter is divided into sections that classify the concepts and errors into subcategories. Full explanations are provided throughout with clear, comprehensive examples and exercises to help the learner gain an in-depth understanding of Spanish grammar and usage.
Key features:
carefully selected grammar topics and examples based on the most commonly made errors
exercises throughout to reinforce learning
shortcuts and mnemonic devices providing vital learning strategies
a Companion Website available at www.speedupyourspanish.com providing supplementary exercises as well as audio files.
Suitable both for classroom use or self-study, Speed Up Your Spanish is the ideal resource for all intermediate learners of Spanish wishing to refine their language skills.
Lengua y Sociedad, 2024
La llegada de la inteligencia artificial generativa a nivel de usuario, especialmente a partir de... more La llegada de la inteligencia artificial generativa a nivel de usuario, especialmente a partir de los Modelos de Lenguaje Masivos (MLM), nos obliga a reflexionar sobre la proliferación de sesgos en la construcción, desarrollo, uso y representatividad de estos modelos basados en datos lingüísticos. En este artículo, se revisan las iniciativas desarrolladas para el español en el campo de la inteligencia artificial (IA), tanto desde la América hispanohablante como desde España, de modo que se presta especial atención a los recursos lingüísticos y a los MLM. Se examina la composición de los principales MLM actuales del español y se comparan con otros MLM de lenguas peninsulares (catalán, euskera, gallego y valenciano). Asimismo, se introduce el término Sesgo Lingüístico Digital (SLD), para identificar la hibridez lingüística que la IA genera tanto a nivel interlingüístico (p. ej., en relación con la base de inglés utilizada para entrenar estos modelos) como intralingüístico (en relación con las distintas variedades de la lengua). Finalmente, se sugiere que un usuario con conciencia digital podrá contribuir a mitigar los efectos del SLD. En conclusión, se enfatiza la necesidad de una acción coordinada por parte de los agentes institucionales para preservar la diversidad del patrimonio lingüístico hispanohablante en el desarrollo de los MLM.
Glosas, 2023
La influencia croslingüística léxica del inglés en el español mexicano, chileno o peninsular, por... more La influencia croslingüística léxica del inglés en el español mexicano, chileno o peninsular, por citar algunos ejemplos, guarda una estrecha relación con factores de contacto fronterizo, comercial o histórico. No obstante, si hay una variedad del español hoy en día sujeta a una convivencia prolongada con el inglés, esta es el español estadounidense, variedad de la que se registra oficialmente su existencia en la 23ª edición del Diccionario de la lengua española (DLE) (2014) mediante la inclusión de la voz estadounidismo. Pese al reconocimiento que este importante gesto supuso hacia la diversidad lingüística del español, la pregunta que subyace es cómo se va a conseguir que esta variedad emergente, en el que ya se considera el segundo país hispanohablante del mundo, los Estados Unidos, goce de una mayor visibilidad. Así, en este trabajo nos proponemos adentrarnos desde el punto de vista histórico e ideológico en la influencia croslingüística léxica del inglés en el español a partir del estudio sobre las actitudes hacia los anglicismos en la tradición lexicográfica hispánica. Cómo veremos, el reconocimiento hacia el español estadounidense en el principal repositorio lexicográfico del idioma sigue siendo, ya adentrados en el siglo XXI, una tarea pendiente. Este empeño no solo debería ser una continuación de la labor iniciada en la 23ª edición del DLE, sino además, fruto del peso demográfico y cultural que ostenta esta variedad y del reflejo de la identidad lingüística de una comunidad más de hispanohablantes.
UNAM Internacional, 2023
COMUN-ES es la primera plataforma diseñada para fomentar la colaboración entre investigadores de... more COMUN-ES es la primera plataforma diseñada para fomentar la colaboración entre investigadores del español. / COMUN-ES is the first platform designed to foster collaboration among researchers on Spanish language.
e-Hizpide, 2020
Azpititulatutako telesailak ikustean edo kanta ezagunen hitzak atzerriko hizkuntza batean ikastea... more Azpititulatutako telesailak ikustean edo kanta ezagunen hitzak atzerriko hizkuntza batean ikastean gertatzen den bezala, hedabideek errealitate eleaniztun globalak adierazten dituzte. Dena den, ez dago beti argi irakasleek nola aprobetxa ditzaketen ikasleen hizkuntza-aniztasunasunaren esperientzia horiek atzerriko hizkuntzako ikasgelan. Itzulpengintza irakasteko orduan ikuspegi multilingual bat txertatzea baliagarria izan daiteke ikasleei erakusteko itzulpengintzako arazo bat nola ebatz daitekeen hainbat hizkuntzatan. Horrek hizkuntza-aniztasunaz kontzientzia hartzen laguntzen du, eta gaitasun eleaniztunak sustatzen ditu, ikasleek hizkuntzen arteko antzekotasunak eta desberdintasunak identifikatu behar baitituzte, eta hizkuntzen eta kulturen arteko loturak egin. Artikulu honetan, ikas-unitate bat aurkeztuko dut, auto-hausnarketa eta ikus-entzunezko itzulpen eleaniztuna (IEIE) lantzeko jarduerez osatua, eta hizkuntza-aniztasuna atzerriko hizkuntzako curriculumean txertatzeko eta irakasleak trebatzeko erabil daitekeena. Horrelako programa batek hizkuntza-aniztasunarekiko eta eleaniztasunarekiko kontzientzia garatzeko zenbait modu eskaintzen dizkie irakasleei, eta irakasleak eta ikasleak beren erosotasun-gunetik harago joatera bultzatzen ditu, testuen itzulpen eleaniztunak jorratzen dituztenean.
Journal of Spanish Language Teaching, 2019
En este trabajo se realiza un nutrido recorrido sobre los avances que han tenido lugar en relació... more En este trabajo se realiza un nutrido recorrido sobre los avances que han tenido lugar en relación con la diversidad lingüística y dialectal del español desde el punto de vista del ámbito institucional y de la enseñanza de la lengua. Se explica el cambio de paradigma en cómo entendemos hoy en día la lengua, cuyo reflejo más evidente encontramos en la aparición de dos términos, ‘panhispanismo’ y ‘pluricentrismo’, y su integración en el discurso de la enseñanza del español como LE/L2. Se aborda la compleja y eterna pregunta ‘¿qué español enseñar?’, cuyo análisis requiere un acercamiento interdisciplinario y el cotejo de variables que abarcan desde los actores que intervienen en los procesos de la enseñanza hasta el grado de concienciación en cuanto a la importancia y promoción de la diversidad lingüística. Se introduce la ‘naturaleza polifónica’ de la enseñanza del español al presentar el aula como un espacio en el que confluyen múltiples variedades que se ejecutan simultáneamente en el proceso de aprendizaje de la lengua y que resuenan en aspectos poco explorados como las actitudes y creencias lingüísticas que se articulan sobre el idioma. Por último, tomando como base la colaboración en estas páginas entre dos ámbitos llamados a entenderse —el de los agentes o instituciones de la lengua y el de las voces o investigadores y profesores de español— se presentan los contenidos y se insta a estrechar lazos en pro de la diversidad del idioma.
Language, Culture and Curriculum, 2019
From watching a subtitled TV series to learning the lyrics of a popular song in a foreign languag... more From watching a subtitled TV series to learning the lyrics of a popular song in a foreign language, media act as a mirror reflecting global multilingual realities. And yet, it is not always clear how teachers can exploit these multilingual experiences of learners in the foreign language classroom. Introducing a multilingual approach into the teaching of translation can show students how a given translation problem can be resolved in multiple ways in different languages. This contributes to promoting awareness of language diversity and fosters plurilingual competence, as students embark on the task of identifying similarities and differences among languages and recognising the link between languages and cultures. In this article, I present a unit of learning comprised of self-reflective and Multilingual Audiovisual Translation (MAVT) activities that can be used to integrate multilingualism into the foreign language curriculum as well as for teacher training purposes. Such a programme offers teachers several ways to develop both multilingual and plurilingual awareness while encouraging both teachers and students to go beyond their comfort zone as they tackle multilingual translations of texts.
Revista Signos. Estudios de lingüística, 2019
One of the immediate consequences of cross-linguistic lexical influence in languages that have an... more One of the immediate consequences of cross-linguistic lexical influence in languages that have an explicit gender system is the need to assign a gender to newly borrowed terms. In this paper, we analyse gender assignment in two recent technology-related borrowings in Spanish, tablet and selfie, paying particular attention to the morphological, phonological and semantic factors that play a role in this process. We explain how these two words have been adopted and adapted by the Spanish language, and how various language institutions have attempted to establish policies to control or limit their use. In so doing, we demonstrate that sociolinguistic factors, such as the attitudes of Spanish language institutions vis-à-vis lexical borrowings from English, can contribute to understanding the phenomenon of the assignment of gender to Anglicisms in Spanish and their integration in the language
European Comic Art, 2018
Numerous authors of comics and graphic novels have used the economic crisis in the Iberian Penins... more Numerous authors of comics and graphic novels have used the economic crisis in the Iberian Peninsula as a narrative frame for social criticism. Prominent amongst them is the Catalan cartoonist Aleix Saló, who burst onto the comics scene with his animated YouTube video Españistán, a book trailer for his graphic novel Españistán: Este país se va a la mierda [Españistán: This country is going to hell] (2011). This article shows how Saló offers a humorous and didactic portrait of the devastating effects of the economic crisis: he does this through multimodality (using specific shapes, colours, fonts and components of orality) and through creating 'multimodal extensions', intertextual relations between published books and book trailers. This analysis presents a case study of the multimodal techniques that authors use to shape and develop their work in the context of the powerful relationship between text and image in the digital age.
Journal of Spanish Language Teaching, 2017
This study fills the gap in the availability of empirical data on L2 Spanish language professiona... more This study fills the gap in the availability of empirical data on L2 Spanish
language professionals around the world. We surveyed 1,675 individuals
from 84 countries through an online questionnaire divided into three
thematic sections: a) professional profile, b) educational profile, and c)
research profile. The analysis of this unique set of quantitative and
qualitative data enables us to offer current and novel perspectives on L2
Spanish language professionals worldwide and on the different
environments in which they work, as well as to analyse the main
challenges and opportunities that L2 Spanish language professionals
face. Based on these data, the study concludes with concrete
recommended lines of action for each of the three areas. This is the first
empirical study to offer data on the profession from three different, but
complementary, angles.
Spanish in Context, 2016
This article focuses on the cross-linguistic lexical influence between English and Spanish. We be... more This article focuses on the cross-linguistic lexical influence between English and Spanish. We begin by redefining the concept of cross-linguistic lexical influence as the impact that two or more languages have on each other’s vocabulary. We then present a brief chronological survey of Hispanicisms in English and Anglicisms in Spanish, taking the Oxford English Dictionary (OED) and the Diccionario de la lengua española (DRAE) as the main sources, and examine some of the factors that affect the patterns of word interchange between these two languages. We argue that the historical and social milieu, mass media, information technology, prevailing attitudes to foreignisms, and the stance taken by dictionaries and official linguistic policy condition which words are borrowed, affect the phonological, orthographic and semantic forms of these borrowings, and impact the degree of their integration in the receiving language. The present study is the first to offer a cross-linguistic (bilateral) perspective on lexical borrowing, a novel approach that is of particular interest given the contrasting philosophical differences governing language policy and lexicographic traditions in English and Spanish. It demonstrates the importance of adopting a comparative approach in the study of lexical influence between languages.
New Routes, 2013
En el mercado editorial de español como lengua extranjera escasean los libros de texto de expresi... more En el mercado editorial de español como lengua extranjera escasean los libros de texto de expresión oral de niveles C1-C2. Una de las razones por las que resulta difícil encontrar este tipo de manuales tiene que ver con el hecho de que a menudo se asume que cuando los estudiantes de lenguas extranjeras llegan a estos niveles, ya no necesitan hacer uso de un material de aprendizaje que les proporcione recursos y estrategias, y que les ayude a consolidar su capacidad de expresarse en la lengua meta. La mayor parte de estos alumnos son capaces de utilizar materiales auténticos sin dificultad y, asimismo, poseen los conocimientos lingüísticos necesarios para desenvolverse en numerosas situaciones comunicativas. Sin embargo, cuando se trata de textos orales en los que, además, se requiere una serie de conocimientos estratégicos, culturales y pragmáticos, por ejemplo, llevar a cabo una exposición oral, desenvolverse en un debate, participar en una tertulia, impartir una conferencia, etc., el estudiante de este nivel no sabe, por lo general, cómo hallar los recursos y las estrategias necesarias que le posibiliten interaccionar en estos contextos y cumplir con las expectativas de su interlocutor.
TESI - Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 2012
The legacy of convivencia or cultural exchange among the Muslims, Jews and Christians of medieval... more The legacy of convivencia or cultural exchange among the Muslims, Jews and Christians of medieval Iberia has an important contribution to make to education in the 21st century. Creating a bridge between the history of convivencia and our own global society, this article aims to bring into the classroom a subject that is both timely and relevant, given its multicultural and interdisciplinary content. Highlighting the interaction of Iberia’s ‘three cultures’ over almost eight centuries we illustrate issues of diversity, emphasizing how these medieval Iberians built community by interacting with each other and melding their contrasting, often conflictive traditions, languages and religions into a remarkable pluralistic narrative. To demonstrate how convivencia can serve education we offer a framework for interdisciplinary learning, as well as two examples of action research and role playing: a successful theatre program for high school students of the Jenin refugee camp in Palestine that is effecting social change; and a collaborative classroom activity in which students do research, brainstorm, and experiment with representation to give voice to conflict as they search for creative solutions to some of today’s pressing issues.
Revista de dialectología y tradiciones populares, 2010
Los grafiti —como manifestación expresiva— subrayan la coexistencia de diversos parámetros sociol... more Los grafiti —como manifestación expresiva— subrayan la coexistencia de diversos parámetros sociolingüísticos que aportan datos intrínsecos sobre el emisor, el mundo que le rodea y su intención comunicativa. En el presente estudio analizamos los grafiti sobre mesas universitarias o in tabula; un tipo de grafiti que no ha sido objeto de un profundo estudio y que sin embargo posee características sociolingüísticas que lo distinguen del resto de manifestaciones similares. A lo largo del análisis veremos cómo se construye sobre una mesa un entorno icónico y verbal que determina y condiciona lingüísticamente la autoría, la temática y la intencionalidad del mensaje. Dichas características acentúan además la presencia de una serie de parámetros socioculturales compartidos por emisor y receptor que definen y delimitan su campo de actuación. Sobre la mesa —o canal transmisor— se recuperan asimismo las inquietudes socio-históricas de la época en la que se fija el mensaje y se confirma la relevancia comunicativa e interpretativa de los grafiti in tabula.
Graffiti, as a means of expression, underscore the coexistence of diverse sociolinguistic and communicative parameters that offer intrinsic data about the sender and the world surrounding him/her. In this study I analyze graffiti specifically on university desks, or in tabula, a type of graffiti that has not been the subject of in-depth study, but which nevertheless possesses sociolinguistic characteristics that distinguish it from other similar expressions or manifestations. We will see how an iconic and verbal milieu constructed on a desk defines and linguistically conditions the authorship, the subject matter, and the intention of the message, as well as indicates the existence of a series of sociocultural parameters that define the field shared by the sender and the receiver. The sociohistorical information that can be traced on the desk —the channel or medium of communication— yields the concerns and anxieties of the epoch or time frame when the message was created, and thus corroborates the communicative and interpretative relevance of the in tabula graffiti.
Bulletin of Hispanic Studies, 2010
En el presente estudio nos embarcamos en una lectura del Libro de buen amor que atiende a una dis... more En el presente estudio nos embarcamos en una lectura del Libro de buen amor que atiende a una disposición tripartita en su configuración, en un intento de romper con la tendencia a la dicotomía a la que nos tiene acostumbrados la crítica ruiciana. A la vez que examinamos algunas de las posturas discordantes que ha adoptado la crítica respecto al ejercicio hermenéutico, realizamos un recorrido puntual de la obra en los estadios retórico-discursivos de: inventio, selección y elaboración, dispositio, orden o estructura, y elocutio, modo de expresión o estilo, que aunque han sido identificados en estudios independientes, no se han considerado hasta la fecha como eje de una aproximación conjunta que permita reflexionar sobre el propósito de la obra.
Atenea, 2008
La mirada proyecta un intercambio de información entre los sujetos que son partícipes del mismo c... more La mirada proyecta un intercambio de información entre los sujetos que son partícipes del mismo campo de visión. Cuando la mirada se presenta a través de una obra literaria, como lectores o receptores del texto, se nos supedita a lo que el autor quiere ver a través de los personajes; participamos de esa mirada, somos parte del personaje que observa al tiempo que nos preguntamos por qué se nos dirige en torno a una dirección visual concreta. La sociedad de fin de siglo se caracterizó por una nueva manera de mirar. Dejarse ver, ser visto e ir a ver, eran actividades que perseguían un mismo fin: ser objeto de otras miradas siempre siendo consciente de que se es el objeto contemplado. Lucio Victorio Mansilla es partícipe del conglomerado de producción estética del momento, entra en contacto con los decadentes, realiza una crítica clarividente desenmascarando el sistema de valores y ciertas formas de conducta de esa sociedad, y se deja llevar, asimismo, por la aureola de uno de los elementos socio-estéticos del momento que vive por y para ser observado: el dandi. En el presente estudio, rescato la faceta personal de Lucio Victorio Mansilla para ilustrarla no con relación a la formación de sujeto dentro de un entorno político-social emergente, como se ha venido realizando hasta la fecha, sino desde un punto de vista más intimista. A quién se mira, cómo es esa mirada, y en términos de género, cuál es el objeto de la mirada, son interrogantes que considero para trazar una nueva dirección de interpretación en sus escritos que hasta la fecha no ha sido tomada en consideración.2 La crítica ha contemplado tanto su literatura como su trayectoria personal desde el sujeto que actuó como un dandi, más que indagar en una lectura interpretativa que identifique otros elementos inherentes a esta caracterización.
Neophilologus, 2005
The hermeneutics of description in Nada (1945) enables the deciphering of the semantic inner stru... more The hermeneutics of description in Nada (1945) enables the deciphering of the semantic inner structure of the novel. This is achieved by means of an intentional characterization of both space and characters. The narrative mechanism of description is constructed primarily along two dimensions: 'topography,' or a description of places, and 'hypotyposis,' a vivid description of objects and characters through the use of sensorial imagery. The presence of both types of description in the novel allows the reader to better comprehend the psychology of Andrea, the protagonist. At the same time, Carmen Laforet's use of detailed description provides a revealing and critical portrait of Spanish society under Franco's regime. While Andrea never exteriorizes any opposition to prevailing norms, we maintain that by means of the aforementioned rhetorical techniques, the novel represents a defiant response to the social archetypes of the period. For this reason, our reading of the novel lays claim to the relevance of the description process internalized with the reader.
Actas del Primer Congreso Internacional de FIAPE, RedELE, Toledo 20-23 marzo de 2005, 2005
Aunque se han elaborado diversas propuestas teóricas sobre el tratamiento del error en la enseñan... more Aunque se han elaborado diversas propuestas teóricas sobre el tratamiento del error en la enseñanza de segundas lenguas, todas coinciden en señalar que los errores se localizan en la lengua materna y en la extranjera como un inevitable escollo que cada individuo debe sortear. Algunas de las cuestiones principales a las que se enfrenta el profesor de español son cómo corregir los errores de manera eficaz y apropiada, y cómo mostrar el error como un recurso útil que facilita el aprendizaje.
The A.T.I.S. Bulletin, 2005
Foreign language students sometimes get discouraged by the difficulties involved in learning a ne... more Foreign language students sometimes get discouraged by the difficulties involved in learning a new language. Since mastery requires the development of reading, writing, listening and speaking skills, they must acquire a constantly growing body of linguistic and semantic information. Thus a language teacher needs to know how to engage students. Humor is an effective tool, as it develops and encourages creativity in the target language while helping to create an optimal learning environment.
Atenea, 2004
Gonzalo de Berceo elabora en Los Milagros de Nuestra Señora un código de moral cristiana con el p... more Gonzalo de Berceo elabora en Los Milagros de Nuestra Señora un código de moral cristiana con el propósito de educar, instruir y aleccionar a la audiencia. Para llevar a cabo este objetivo dispone una serie de figurae o personajes que encarnan cualidades moralizantes y describen arquetipos sociales de conducta. A lo largo de los veinticinco milagros, la intención didáctico-cristiana integra aspectos de la sociedad de la época que manifiestan cómo la fe cristiana actúa sobre los mismos.
SKY: Journal of Linguistics, 2003
Combining humor research and translation studies, this brief study opens a debate on the analysis... more Combining humor research and translation studies, this brief study opens a debate on the analysis of a type of joke that has as yet not been studied in depth. It is meant as an introductory overview of the research that we are currently carrying out on this subject. Although there is vast literature dealing with the translation of humor, it is interesting to note that not much research has been done on the fact that sound can function as a semantic unit that constricts the translation process itself. We have found that the kind of joke that is the subject of our inquiry exists across multiple languages and cultures. To date, through interviews with native speakers in direct contact with their respective cultures, we have collected as many as 80 such jokes in 15 different languages. This article presents several samples that serve to illustrate the widespread nature of this verbal phenomenon.
Teoría sociocultural y español LE/L2, 2024
En este capítulo se analiza el feedback como un proceso interaccional que promueve la regulación ... more En este capítulo se analiza el feedback como un proceso interaccional que promueve la regulación personal, se presenta una metodología para la práctica del feedback gradual en las tutorías entre docente y aprendiente y se sugieren pautas para promover la autorregulación durante la revisión de textos escritos y orales. El feedback interactivo estimula en el aprendiente la coconstrucción de significados a través de reflexiones guiadas sobre su actuación en la LE/L2. Esta actividad se realiza a través de un tipo de mediación que se configura como una actividad colaborativa en que se manifiesta la autonomía del aprendiente con respecto a su producción en la lengua meta. El feedback interactivo representa, por lo tanto, una actividad formativa que promueve el paso de la heterorregulación (other-regulation) a la autorregulación (self-regulation) en el aprendizaje de una LE/L2. / This chapter analyzes feedback as an interactional process that promotes personal regulation. It presents a methodology for the practice of gradual feedback in teacher-learner interactions, and guidelines to foster self-regulation during the revision of written and oral texts. Interactive feedback prompts co-construction of knowledge through learners’ guided reflections on their L2 performance. These tasks are carried out through teacher-learner collaborative activity aimed at promoting learner’s autonomy with respect to their target language production. Interactive feedback, therefore, represents a formative activity that promotes the transition from other-regulation to self-regulation in the learning of a foreign/second language.
Spanish Vocabulary Learning in Meaning-Oriented Instruction , 2021
A good command of idiomatic or formulaic language is one of the hallmarks of L2 proficiency (e.g.... more A good command of idiomatic or formulaic language is one of the hallmarks of L2 proficiency (e.g., Boers et al. 2006; Bestgen 2017), which is in fact not surprising given the well-documented prevalence of idiomaticity in natural discourse (Erman and Warren 2000). And yet, it is a dimension of L2 development that has remained marginalized in major L2 curricular documents such as CEFR (2001), its Companion Volume (2020), PCIC (2006) and ACTFL (2012), despite increasing recognition of its importance since the early 1990s (Nattinger and DeCarrico 1992; Lewis 1993). Consequently, discussion surrounding its inclusion at all levels of language learning is warranted, including questioning why idiomatic language constitutes a stumbling block for many L2 learners (e.g., Wray 2002, ix). In this chapter, we discuss the challenges that idiomaticity poses to L2 learners of Spanish and we review some of the research on ways in which teaching and learning have been adapted to support learners to meet those challenges. Although most studies focus on EFL or TESOL, it is reasonable to assume that such interventions are transferable to other target languages, including Spanish. Simultaneously, we point to aspects of idiomatic language use that have attracted little attention in the pedagogically-oriented research, such as register and regional variation (Muñoz Basols 2016). While idiomaticity is an umbrella term for a wide variety of formulaic expressions, we focus in the second half of the chapter on a special class known to be particularly challenging for L2 learners, notably figurative expressions. We describe a research-informed approach to teaching figurative language in which learners engage with the literal underpinnings of such expressions. We illustrate this approach with samples of exercises on figurative phrases in Spanish. However, what is striking from our literature review is the virtual absence of classroom activities where idiomatic expressions are integrated naturally into discourse-level communication. Our conclusion offers some suggestions as a means of filling this gap.
Student enrollment and interest in online university courses (or hybrid courses that have an onli... more Student enrollment and interest in online university courses (or hybrid courses that have an online component) has grown exponentially in the United States in recent years (Allen & Seaman, 2006, 2008; Chen et al., 2010). This has led to the expectation that teachers integrate an online component into their courses (Salaway & Caruso, 2008). While the outcomes of online education may seem generally encouraging (Nelson Laird & Kuh, 2005; Robinson & Hullinger, 2008), positive effects, if any, may not be due to the online component itself (Means et al., 2009). In fact, several studies report negative or mixed results regarding student engagement and other outcomes depending on variables such as discipline within the humanities (Johnson & Palmer, 2015; Ushida, 2005), student profiles (Xu & Jaggars, 2014), course load (Shea & Bidjerano, 2018), and rates of students repeating the class and early disengagement (Murphy & Steward, 2017) as well. This study focuses on best practices for developing and teaching online or hybrid undergraduate courses in a second language (L2) other than English, with the overall goal of increasing engagement, enrollment and retention of minority and non-traditional students (e.g., over 24 years old, with a full-time job, or with children, among other options), such as working professionals, as well as teachers’ effectiveness and satisfaction. The study follows a mixed-methods design, combining qualitative data (from the analysis of course materials and responses to open-ended questions in the surveys) and quantitative data (from the analysis of closed-questions in the surveys). The results pinpoint which aspects students and teachers value in such courses and highlight a gap between students’ and teachers’ perceptions of the effectiveness of online courses, which appears to have an impact on their satisfaction.
The Routledge Handbook of Spanish Translation Studies, 2019
In this chapter, we show how translation has contributed to the international dissemination of Hi... more In this chapter, we show how translation has contributed to the international dissemination of Hispanic comics and graphic novels. We begin by explaining the main reasons for the recent success of comics and graphic novels in the Hispanic world and by outlining some of the particularities of this medium in the Iberian and Latin American contexts. We then apply a multimodal perspective to selected issues that arise in the translation of this type of literature, namely: the adherence to the original narrative, the translation of cultural references, and the visual adaptation of the original. We focus our analysis on the translation of one of the most internationally successful recent Spanish graphic novels, Paco Roca’s Arrugas (2007), which demonstrates graphic literature’s ability to go beyond its traditional role of entertainment and to address a wide public by exploring complex themes. Finally, we offer some new avenues for future research in what promises to be a fertile field of inquiry.
Manual de formación para profesores de ELE, 2019
En este capítulo se describen los pasos esenciales del proceso de selección y elaboración de mate... more En este capítulo se describen los pasos esenciales del proceso de selección y elaboración de materiales didácticos para la enseñanza del español como L2 a partir del aprendizaje significativo. En primer lugar, explicamos cómo este enfoque, uno de los modelos teóricos que potencia un aprendizaje eficaz y tiene en cuenta la dimensión cognitiva del alumno, ha influido en la elaboración de materiales didácticos. A continuación, detallamos algunos aspectos metodológicos concretos que se pueden trasladar y aplicar a la selección y creación de materiales didácticos en la enseñanza del español como L2. Después, describimos los procedimientos que se pueden seguir en el diseño curricular, desde la planificación y elaboración de materiales, hasta la implementación y evaluación. Por último, concluimos el capítulo con unas pautas concretas para el diseño de materiales didácticos significativos.
El interés por el tratamiento del error en la Adquisición de Segundas Lenguas (ASL) surge en la s... more El interés por el tratamiento del error en la Adquisición de Segundas Lenguas (ASL) surge en la segunda mitad del siglo XX y evoluciona paralelamente al desarrollo de los distintos enfoques metodológicos que se suceden en el tiempo. Aunque al principio el error se considera un obstáculo en el desarrollo de la competencia comunicativa, posteriormente pasa a ser reconocido como un elemento intrínseco del aprendizaje. En la actualidad, el error se percibe como un valioso recurso a disposición tanto del profesor como del alumno. En este capítulo se presenta, en primer lugar, una síntesis de las principales posturas en torno al error en la adquisición de una segunda lengua (L2) y, en segundo lugar, algunos aspectos metodológicos para integrar el análisis y la corrección de errores en la enseñanza de la L2. A continuación, se propone un modelo de intervención cuyo objetivo es concienciar al profesor sobre el potencial de los errores como herramienta didáctica y brindarle sugerencias para su tratamiento en el aula de español LE/L2. Por último, se detallan pautas concretas para desarrollar una actividad sobre corrección de errores en un contexto de clase invertida (flipped or inverted classroom), que permite convertir a los estudiantes en agentes activos de su propio aprendizaje. The role of errors in language learning first began to attract the interest of researchers in Second Language Acquisition (SLA) in the mid-20th century. While errors were initially considered to hinder the development of fluency, today they are acknowledged as inherent to the language learning process; a valuable resource available to both teachers and learners, errors enable progress in the development of the learner’s linguistic competence. The chapter begins by presenting some of the main ideas on the treatment of errors in the language acquisition literature. Then, bearing in mind the nature of errors and their classification, methodological aspects that enable the integration of error analysis and error correction into the teaching of second languages (L2) are explained. Next, a framework that enables teachers to develop their awareness of the pedagogical potential of errors is presented. The framework provides guidance on the selection and analysis of errors and suggests ways to implement error-correction tasks in the classroom 95to reinforce L2 language learning. Finally, specific guidelines are provided to implement an error-correction activity in a flipped or inverted classroom context, which allows students to become active agents of their own learning.
The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2, eds. Javier Muñoz-Basols, Elisa Gironzetti and Manel. London and New York: Routledge, 2018
Las tecnologías de la información y de la comunicación (TIC) facilitan e incrementan el contacto ... more Las tecnologías de la información y de la comunicación (TIC) facilitan e incrementan el contacto y la exposición de los aprendices de español como segunda lengua (L2) al caudal lingüístico, y les brindan múltiples oportunidades para la expresión e interacción oral. Sin embargo, para potenciar el desarrollo de la destreza oral de cualquier nivel es necesario, además, poner en práctica una serie de estrategias que promuevan el análisis, el desarrollo y la producción de diferentes géneros orales, desde los monologados como, por ejemplo, la exposición, hasta los dialogados, como la conversación. Después de una breve revisión teórica, se presenta una metodología para la enseñanza de la expresión oral del español L2 y, a continuación, unas pautas detalladas para la aplicación de cinco componentes estratégico-discursivos: la adecuación (selección de ideas y argumentos), la coherencia (desarrollo progresivo de la información), la cohesión (unión de ideas y argumentos), la variación léxica y el registro (concreción del significado y rasgos estilísticos), y la corrección (monitorización de la expresión). Mediante la puesta en práctica de estas pautas los aprendices son capaces de abordar, gestionar y monitorizar de manera autónoma el desarrollo de una tipología oral concreta. Toda esta reflexión les permite cumplir con las expectativas lingüísticas, pragmáticas y socioculturales del interlocutor y favorece, en última instancia, el afianzamiento de su competencia comunicativa.
Information and communication technologies (ICT) facilitate and increase Spanish second language learners' exposure to target language outputs and create new opportunities for oral expression and interaction. However, in order to develop the learners' oral skills at any level, it is also necessary to equip them with the resources and techniques for analyzing, understanding and producing different oral genres, from monologic texts, such as expositions, to dialogic texts, such as conversation. After a brief literature review, a methodological approach for the teaching of L2 Spanish speaking is described to then focus on five strategic and discursive components: adequacy (selection of ideas and arguments), coherence (progressive development of the information), cohesion (linking of ideas and arguments), lexical variation and register (concretion of meaning and stylistic features), and correction (monitoring of expression). By focusing on these elements, learners are able to tackle, manage and autonomously monitor the development of a specific oral typology. This reflection also enables them to meet the interlocutor’s linguistic, pragmatic and sociocultural expectations, while ultimately consolidating communicative competence in the target language.
The Routledge Companion to Iberian Studies, eds. Javier Muñoz-Basols, Laura Lonsdale and Manuel Delgado, 2017
Following a long-standing tradition, comics and graphic novels have in the past decade attained p... more Following a long-standing tradition, comics and graphic novels have in the past decade attained particular prominence in the literary landscape of the Iberian Peninsula. In the early twenty-first century, graphic literature has become an intergenerational phenomenon transcending its traditional function of providing entertainment primarily for children and young adults, while expanding its reach to readers of all ages. This study focuses on three Iberian graphic novels that have contributed to the greater visibility of the genre: Alicia en un mundo real / Alícia en un món real (2010), by Isabel Franc and Susanna Martín; Ardalén (2012) by Miguelanxo Prado; and Arrugas (2007) by Paco Roca. These works are linked by the theme of memory and the act of remembering, mechanisms by which we store a system of feelings that connect us to our environment and to other people. Their analysis reveals how, by means of the duality of text and image, the authors are able to transmit emotions and feelings about the human condition thereby transforming the reading experience into a journey through their characters’ personal memories.
La traducción. Nuevos planteamientos teórico-metodológicos, 2015
El estudio de la traducción del humor ha experimentado en las últimas décadas un auge notable en ... more El estudio de la traducción del humor ha experimentado en las últimas décadas un auge notable en el campo de la traductología. Una de las razones por las que se ha impulsado la investigación en este ámbito tiene que ver con el aumento en la demanda y distribución de productos gráficos y audiovisuales de diversa índole: series de televisión, comedias románticas, comedias musicales, películas de animación, cómics y novelas gráficas, publicidad, DVD, libros electrónicos, videojuegos, aplicaciones informáticas, etc. La apertura a nuevos mercados internacionales, a través de la localización o adaptación de este tipo de productos culturales, ha provocado que la inherente multimodalidad que los caracteriza se haya tenido que reconfigurar o traducir para poder llegar a un mayor número de consumidores. Este hecho −y en especial la posibilidad de establecer un análisis multilingüe− le ha proporcionado al investigador una valiosa herramienta heurística para estudiar cómo se lleva a cabo el trasvase lingüístico y cultural del humor de una lengua a otra. En los siguientes apartados analizaremos, en primer lugar, el papel de la traducción en relación con el concepto de cultura. A continuación, nos ocuparemos de la especificidad lingüística y cultural del humor como características que pueden condicionar o determinar la traducibilidad de un texto humorístico. Por último, a partir de un repaso de algunos géneros humorísticos multimodales (la literatura infantil, la comedia musical, y el cómic y la novela gráfica), describiremos algunas de las técnicas empleadas en la traducción del humor.
Irony and Humor: From pragmatics to discourse, 2013
The repertoire of humor based on the phonological aspect of language is vast, and such humor can ... more The repertoire of humor based on the phonological aspect of language is vast, and such humor can be found in different media and textual modes. This article focuses on verbal humor, specifically on ‘phonological jokes,’ in which words or phonemes of one’s own language are made to imitate or parody the sounds of another language (Muñoz-Basols 2013). Based on evidence that this type of joke is a widespread practice found in over 30 languages (Muñoz-Basols 2012), we classify the linguistic strategies used in such jokes to humorously represent foreignness. We analyze phonological jokes within the framework of cultural, social, individual, and comparative humorous contexts (Oring 2008), and we establish that they differ from ethnic jokes and belong to a distinct category of humor.
Defining and Re-Defining Diaspora: From Theory to Reality, 2011
The Sarajevo Haggadah, the 14 th century illuminated manuscript spirited out of Catalonia after t... more The Sarajevo Haggadah, the 14 th century illuminated manuscript spirited out of Catalonia after the Edict of Expulsion of 1492, enriches and amplifies our understanding of the term 'diaspora.' 1 A ritual text of Jewish identity, and material culture of an exiled people, it represents a unique window into the diverse society of Muslims, Jews and Christians of medieval Iberia, as well as a priceless work of art with accumulated layers of meaning. In this chapter we trace the 'diasporic' wanderings of the manuscript that reappeared in Venice in 1609, in Sarajevo in 1894, only to disappear and reappear again after World War II, and following the Bosnian War of 1992. As we explore the motif of 'exile' in the biblical narrative of the Jewish people and their exodus from Egypt, we 'read' the colourful illustrations with Christian influences, decorative Arabic elements and traditional Jewish iconography that attest to the conflictive, yet dynamic exchanges resulting from shifting political borders and social displacements. Using analysis and interpretation, we discuss the multicultural and innovative features of the manuscript that functions as a capacious symbol of diaspora of all people displaced from their homeland by forces beyond their control.
Defining and Re-Defining Diaspora: From Theory to Reality, 2011
The message of history with its evolving and capacious meanings tells us that diasporas may be in... more The message of history with its evolving and capacious meanings tells us that diasporas may be integral to the human condition, existing as far back as recorded history and surely before that. The word diaspora, from the Greek verb speiro (to sow) and the preposition dia (over), signifying ‘dispersion of seeds,’ was originally used in reference to Greek settlers and colonizers in the Mediterranean. Adopted by the Hebrews to speak of their own people exiled to Babylonia in 587 BCE after the destruction of the First Temple of Jerusalem, and enslaved and dispersed over various Roman provinces following the destruction of the Second Temple in 70 AD, diaspora acquired its tragic dimension even as it also referred to Jewish traders who fanned out over the Mediterranean to settle along its coasts. Almost from the outset the term ‘diaspora’ included such diverse groups as settlers, colonizers, banished slaves, victims, as well as tradesmen and others in search of a better life. What they all had in common was a collective identity: the notion of their ‘old country’ buried deep in language, religion and tradition, claiming their memory and their emotions by giving them a sense of allegiance and belonging that sustained them in their travails. It was a feeling kept alive by their acceptance of an ‘inescapable link’ with their migration history and sense of kinship with others of similar background in an on-going relationship. This fact of coming from ‘someplace else,’ thus harbouring a separate identity from that of their host culture, was what they had to negotiate if they were to cross the boundary, perceived or real, into their surrounding environment in order to ‘make a life.’
Con/Texts of Persuasion, 2011
In one of the few studies Roman Jakobson devoted to translation, entitled “On Linguistic Aspects ... more In one of the few studies Roman Jakobson devoted to translation, entitled “On Linguistic Aspects of Translation” (1959), he theorizes on the problem of sound in translation theory. In his analysis he claims that every word or phrase is a linguistic and semiotic fact, and that it is their combination and the way these two components relate to one another that accounts for and represents the duality of language, i.e., its binary composition of sound and meaning. Referring to poetry, Jakobson highlights what seems to be a central feature of both the configuration and translation of sound, namely that “phonemic similarity is sensed as semantic relationship” (1959: 238). Thus, by bringing together meaning and sound—two aspects of language often analyzed separately—Jakobson’s equation is applicable to language in all modal texts, not just to poetry. And since sound can be used as a device to create or evoke a specific effect on the listener, such an equation makes sound a key element to be considered in the transfer of meaning that takes place during the translation process.
New Trends in Translation and Cultural Identity, 2008
Melanie Martin, Carol Weston’s fictional character, is an 11-year-old girl who lives in Manhattan... more Melanie Martin, Carol Weston’s fictional character, is an 11-year-old girl who lives in Manhattan and travels to different countries with her parents, the brother she calls ‘Matt the Brat,’ the family’s stuffed animals, and her most important possession, her personal diary. In fact, the novel With Love from Spain, Melanie Martin is constructed as a diary in which Melanie observes every event during her trip to Spain. Little escapes this “appealing young heroine” (Schappell 2004: 40); lively and imaginative, she is always thinking aloud, sensing what all the characters in the book are feeling. She is at that awkward age when girls begin to bombard their parents with a stream of pertinent, often ticklish, questions about life and relationships. Given Melanie’s particular ability to observe and describe her surroundings in vivid detail, it is a difficult job for the translator to make her accounts both believable and accessible in Spanish. In this article I explore the difficulties associated with translating the novel’s different varieties of humor, such as wordplay, jokes, puns, poems and nicknames. I discuss how a translator could resolve certain problems focusing specifically on those related to sound-based humor. I have coined the term ‘sound-based humor’ to describe sequences in which sound has a deliberate aesthetic, poetic or semantic purpose within a humorous context and whose phonological component is prevalent, if not dominant, in the configuration of the humorous script as a whole. Because of the multi-textual schemata and strategies used to elicit humor, the quality of the target text depends greatly on the translator’s creativity. This is especially evident when translating a text where sound-based humor is exploited since there will always be a “humorous sound constraint that makes the linguistic sequence untranslatable [from a literal point of view]” (Adrjan and Muñoz-Basols 2003: 245). As Roy Ouyang argues: “Humor based on sounds seems to be the most difficult to translate. Finding a similar homophonous pair of English words to convey a pun could seldom occur. According to contemporary translation theory, if a certain piece of linguistic humor is not very informative, adaptation may be applied to help to reproduce the humorous effect in the target language” (Writing Macao, 2003).
The Encyclopedia of Humor Studies, ed. Salvatore Attardo.Thousand Oaks, CA: Sage. , 2014
The term ‘phonological joke’ describes a type of humor that uses the words or phonemes of one’s o... more The term ‘phonological joke’ describes a type of humor that uses the words or phonemes of one’s own language to imitate or parody the sounds of another language. Phonological jokes tend to follow a structure characterized by: a question-answer format, where the prompt makes reference to a particular language or culture; a punch line composed of a sequence of sounds that attempt to imitate the foreign language mentioned in the question.
Enciclopedia de lingüística hispánica, 2016
El lenguaje idiomático se manifiesta en la lengua en numerosas situaciones comunicativas y, pese ... more El lenguaje idiomático se manifiesta en la lengua en numerosas situaciones comunicativas y, pese a su cotidianidad, resulta difícil delimitar con exactitud su campo de actuación. Su uso, que a menudo presenta significados figurados o de carácter metafórico, puede variar tanto en el registro como en relación con una tipología textual concreta. De ahí que lo podamos encontrar en una fórmula rutinaria propia de la cortesía verbal, “¡Buen provecho!”; un titular periodístico, “La banca cierra el grifo del crédito a las familias” (El País, 2/03/2011); por alusión, como parte de un eslogan publicitario, “Hoteles Meliá de mar. El mar en tus manos”; o incluso en los lenguajes especializados, como sucede, por ejemplo, en el ámbito académico o en los textos científico-técnicos, “Las conclusiones del estudio arrojan luz sobre el tratamiento de la diabetes”. No obstante, todas estas expresiones, independientemente del contexto en el que se utilicen, poseen en común su “idiomaticidad”, es decir, el conjunto de rasgos lingüísticos (composición morfosintáctica específica), semánticos (denotativos y connotativos), pragmáticos y culturales propios de una lengua, compartidos por emisor y receptor, que permiten que la comunicación se lleve a cabo con éxito. La confluencia de estos factores, y las estructuras morfosintácticas con las que se suele expresar este tipo de lenguaje, hace que muchas de estas expresiones no se puedan interpretar de manera literal. Basta con comparar la referencialidad extralingüística que se percibe de manera inmediata en una situación comunicativa concreta, Quiere un vaso de agua, con el uso de este mismo objeto como parte de una expresión idiomática, Se ahoga en un vaso de agua, es decir, “Se preocupa en exceso por las cosas”. Teniendo en cuenta estos aspectos, a continuación, haremos en primer lugar un breve repaso de los principales tipos de lenguaje idiomático, con el propósito de mostrar cómo operan algunas de estas expresiones en español. Después, analizaremos las principales variables que influyen en su uso. Acto seguido, expondremos brevemente algunas de las implicaciones que se desprenden del componente idiomático en relación con el diseño curricular. Y, por último, presentaremos diferentes pautas que se deben tener en cuenta en su enseñanza. Toda esta información nos permitirá clarificar algunos de los retos a los que se enfrentan el aprendiente y el docente en la adquisición/enseñanza de este importante componente del idioma.