Translation and Translanguaging Pedagogies in Intercomprehension and Multilingual Teaching

Since 2007, California State University, Long Beach has developed and offered courses that highlight students’ pre-existing linguistic repertoires in English and in the Romance languages. These courses are unique in that they build upon a multilingual base for the acquisition of new languages through the method of intercomprehension. As an approach that moves among languages, Intercomprehension places learners in conditions that are conducive to translanguaging and translation. This paper discusses the role of translation and translanguaging in Intercomprehension as a pedagogical approach in these courses. Since our students are constantly moving between English and one or more Romance language(s), they actively bring the other Romance languages they are learning into the translingual repertoire they already practice through the multilingual learning strategies deployed in intercomprehension. Depuis 2007, California State University, Long Beach développe et offre des cours qui mettent en avant le répertoire linguistique préexistant des étudiants en anglais et en langues romanes. Ces cours sont uniques, car ils s’appuient sur un répertoire multilingue pour permettre l’acquisition de nouvelles langues à travers la méthode d’intercompréhension. L’intercompréhension, approche transcendant les barrières entre les langues, offre aux apprenants un contexte propice au translanguaging et à la traduction. Cet article discute du rôle de la traduction et du translanguaging dans l’intercompréhension. Étant donné que nos étudiants naviguent constamment entre l’anglais et une (ou, des) langue(s) romanes(s), ils font ainsi entrer de manière active les tierces langues romanes en cours d’apprentissage dans le répertoire translangagier qu’ils utilisent déjà par le biais des stratégies intercompréhensives

Sur les traces de Charles Bonnet : une Comparaison électronique de ses Notices Raisonnées de L’Encyclopédie et de l’Encyclopédie d’Yverdon.

En 1769, le naturaliste genevois, Charles Bonnet répondit à l’éditeur de l’Encyclopédie d’Yverdon, de Felice, lorsqu’il lui proposa de collaborer à la refonte de l’Encyclopédie de Diderot et D’Alembert : « J’ai fait un examen raisonné d’environ 200 articles de cette immense compilation. [...] J’en ai donc assez pour porter un jugement solide de ce dictionnaire. Le refondre, ou plutôt le refaire, seroit le travail d’une société qui s’en occuperoit au moins pendant trente ans, et encore lui éch..

Uporaba jezika i međurazumljivost u telekolaboraciji na tečaju talijanskoga jezika između izvornih govornika talijanskoga i nasljednih govornika španjolskoga jezika

This study addresses multilingualism in the paradidactic setting of telecollaboration. During the Fall and Spring semesters of the 2018/2019 academic year, a telecollaborative program was implemented with students from Roma Tre University (R3) who served as native Italian speaker mentors and students enrolled in Italian classes at California State University, Long Beach (CSULB). CSULB offers targeted Italian learning courses for the substantial population of heritage speakers of Spanish to exploit the typological proximity of Italian and Spanish through intercomprehension. The telecollaborative program employed two different modalities: mentoring and partnership. In this study, we focus on the mentoring, to which 69 students participated: 15 native speaker mentors of Italian, (students of second language teaching at Roma Tre) and 54 mentees (first-year Italian language students at CSULB, some being speakers of Spanish). Our aim was to investigate the use of the languages in the linguistic repertoire of mentors and mentees to determine whether there were important differences between those who did and those who did not have Spanish as a heritage language in their linguistic repertoire. To do so, we observed the occurrence of meaning negotiation episodes and the languages used in 60 video-recorded Zoom-in-mentoring sessions of which the first and last five minutes were transcribed and coded. The results show that HSSs benefit from the presence of Spanish in their linguistic repertoire since they can use Spanish as a pivot language while learning Italian.Istraživanje se bavi višejezičnoću u okviru paradidaktičkoga okružja telekolaboracije. Tijekom dvaju semestara 2018./2019. godine na sveučilištu California State University (CSULB) provodio se telekolaboracijski projekt u kojem su studenti sa sveučilišta Roma Tre bili mentori studentima na CSULB-u u tečaju talijanskoga jezika. Sveučilište nudi tečajeve talijanskoga jezika populaciji nasljednih govornika španjolskoga jezika u kojem se pomoću pristupa međurazumljivosti jezika (engl. intercoprehension) pokušava profitirati od tipološke sličnosti između talijanskoga i španjolskoga jezika. Program se provodio u dva različita modaliteta: mentorstvo i partnerstvo. U ovom je istraživanju naglasak na mentorstvu u kojem je sudjelovalo ukupno 69 sudionika: 15 mentora, izvornih govornika talijanskoga jezika (studenata druge godine nastavničkoga smjera na sveučilištu Roma Tre) i 54 učenika (studenti prve godine od kojih su neki bili nasljedni govornici španjolskoga jezika). Cilj istraživanja bio je ispitati uporabu različitih jezika u interakciji između mentora i učenika i utvrditi postoje li razlike u jezičnom ponašanju nasljednih govornika španjolskoga jezika. Kako bi se ostvario navedeni cilj, zabilježena je pojavnost pregovaranja o značenju i jezik koji se pritom koristio u prvih i posljednjih 5 minuta na 60 videosnimaka mentorskih sesija preko Zoom platforme. Rezultati su pokazali da nasljednim govornicima španjolskoga jezika taj jezik donosi prednost u obliku jezika posrednika u procesu učenja talijanskoga jezika

Leonora and Camila: Female Characterization and Narrative Formula in the Cervantine Novela

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Leonora and Camila: Female Characterization and Narrative Formula in the Cervantine Novela

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L'Encyclopedia metodica : la traduction espagnole de l'Encyclopédie méthodique

Clorinda Donato: The Enciclopedia Metódica: The Spanish Translation of the Encyclopédie Méthodique. While several small articles address the history of the Encyclopédie méthodique in Spain, its partial Spanish translation has received short shrift. Though only eleven volumes of text and one volume of plates were produced, the translations themselves and their translators have rarely been queried, not to mention the politics of publishing them between 1788 and 1794. Based upon documentation from the Archivo Histórico Nacional in Madrid, this articles offers insight into the complex maneuvering of figures such as the Condé de Campomanes that served to make publication possible. It appears that both inquisitorial and domestic affairs censoring committees came to a tacit agreement during the reign of Charles III that promised to reduce the censorship procedure to a pro forma operation. However, the death of Charles III and the return of full-blown inquisitorial censorship under Charles IV made the translation project short-lived.Donato Clorinda. L'Encyclopedia metodica : la traduction espagnole de l'Encyclopédie méthodique. In: Recherches sur Diderot et sur l'Encyclopédie, n°12, 1992. pp. 155-164