Simpósio: Educação Intercultural: a Competência Intercultural na Pedagogia de Língua Estrangeira e da Tradução

Coordenadores:
Arvi Sepp (University of Antwerp)
Helene Stengers (Vrije Univeriteit Brussel)

[Scaricare in italiano] | [Descargar en español] | Download provisional translation into English]

O processo de aprendizagem de uma língua estrangeira para tornar-se um tradutor proficiente envolve a aquisição de uma competência intercultural. Para chegar a ter uma proficiência nativa da língua, aprendizes da língua precisam estar familiarizados com os padrões, tanto linguísticos quanto culturais, do discurso de falantes nativos. Da mesma forma, um tradutor proficiente deveria ser capaz de compreender todas as nuances culturais da língua de origem e da língua meta, para poder transpor adequadamente um texto de uma língua para outra.

Este simpósio tem como objetivo contribuir para uma melhor compreensão das diferenças culturais na conceitualização e na competência interculturais. Propomo-nos de pesquisar até que ponto esses conceitos são promovidos e integrados na aquisição da língua estrangeira (FLA) e nas práticas do ensino da tradução. Aceitamos contribuições originais sobre tópicos  gerais como (i) a instrução ou competência intercultural na língua estrangeira e nas salas de aula de língua estrangeira ou/e de tradução, (ii) a aquisição de competências interculturais por estudantes de línguas ou/e de tradução, (iii) a avaliação das dimensões interculturais por professores de línguas ou/e de tradução, e (iv) o impacto de temas atuais de digitalização, migração e ‘glocalização’, mas também de neo-colonialismo, regionalismo e do nacionalismo, no ensino e na aquisição de uma consciência intercultural.

Local: Sala 321, CCE, bloco B

HORÁRIOS

PERÍODO 24 25 26
10:00-11:30 Intercultural awareness in CLIL: An exploratory study
Barbara De Groot
(Vrije Universiteit Brussel)
Teaching cultural translation through ¨untranslatable¨ texts in the classroom
Louise Goodman
(Universidade Federal do Pará)
Intercultural competence in foreign language professionals:
looking at individual differences in the personality dimension

Alexandra Rosiers
(University College Ghent)
Hildegard Vermeiren
(University College Ghent)
June Eyckmans
(Ghent University & University College Ghent)
Raising Intercultural Awareness: Teaching the Translatability of Cultural Realia in Literature
Arvi Sepp
(University of Antwerp)
Cognitive-linguistic approaches to teaching vocabulary as a way to enhance learners’ intercultural awareness
Helene Stengers
(Vrije Universiteit Brussel)
13:30- 15:00
15:30- 17:00

RESUMOS


1) Intercultural awareness in CLIL: An exploratory study
Barbara De Groot (Vrije Universiteit Brussel)
Content and Language Integrated Learning (CLIL) is becoming a widespread practice of immersion education in Europe. The term refers to both the learning of a content-based subject (e.g. history) through a foreign language (FL) and the learning of a FL by studying a content-based subject. As such, CLIL classes are considered to be effective FL learning settings providing an ideal environment to promote intercultural learning and awareness. However, few empirical studies have focused on the development of intercultural awareness in CLIL classrooms.

In this contribution we present a study which was carried out in two Belgian French-speaking secondary schools offering CLIL programmes in Dutch. The CLIL pupils’ intercultural awareness was assessed on the basis of an intercultural sensitivity scale and compared to that of their French-speaking peers in monolingual French-speaking schools. The findings of the study will be discussed in terms of their relevance for FL education in general.

2) Teaching cultural translation through ¨untranslatable¨ texts in the classroom

Louise Goodman (Universidade Federal do Pará)

Literary texts such as Dominicanish by Josefina Báez and Borderlands/La Frontera by Gloria Anzaldúa, which are written by immigrant authors, are traditionally considered “untranslatable” and excluded from EFL literature classes because of the use of ´code-switching´ and different dialects of Spanish, in the works. However, due to the limited use of Spanish and its proximity to Portuguese, we have found these texts to be accessible to EFL learners in Brazil. The inclusion of such texts does not only offer students a more complete understanding of the culture whose language they are learning, but also encourages them to consider the role of languages and marginalization in a globalized world. As learners apply their knowledge of cultural translation and develop critical thinking, ultimately they are stimulated to become informed and active participants in the dialogue discussing the future of the globalized world.
3) Intercultural competence in foreign language professionals: Looking at individual differences in the personality dimension

Alexandra Rosiers (University College Ghent)
Hildegard Vermeiren (University College Ghent)
June Eyckmans (Ghent University & University College Ghent)
Intercultural competence (IC) can be defined as a complex of abilities needed to interact effectively and appropriately with people who are linguistically and culturally different from ourselves. These abilities are generally captured in three sub-competences: knowledge (or the cognitive dimension), skills (the behavioural dimension), and motivation (the personality dimension).
This contribution focusses on the personality dimension within IC. Several Individual Differences such as ego boundaries, ethnocentrism and extraversion will be discussed. We shall compare these variables within two populations of advanced language learners, more specifically student interpreters and student translators. Based on previous research we expect to see a significant difference between both groups.

4) Raising Intercultural Awareness: Teaching the Translatability of Cultural Realia in Literature
Arvi Sepp (University of Antwerp)
As a case study, this contribution will discuss the translatability of culture-specific items in literary texts by comparing the American and German translation of Cees Nooteboom’s novel Allerzielen (1998). From a translation pedagogy point of view, what makes the novel fascinating is the fact that the author looks at the history and culture of Germany from a specifically Dutch point of view. In the German version, the translator chooses to retain the foreign elements in the text (an exoticizing strategy), whereas in the American translation, they are replaced with similar meanings that exist within the own (American) culture (a naturalizing strategy). By comparing these two versions in the translation classroom, I will show how students are enabled to reflect upon the cultural and ideological implications of their own translation practice.

5) Cognitive-linguistic approaches to teaching vocabulary as a way to enhance learners’ intercultural awareness
Helene Stengers (Vrije Universiteit Brussel)
This talk will deal with cognitive-linguistic (CL) perspectives on cross-linguistic differences and their implications for L2 learners. More specifically, we will show how language elements such as metaphors and figurative idioms are actually culturally motivated, and how these cultural properties carry a special mnemonic potential that can be unlocked by the teacher or the material developer. For instance, the semantics of many idioms can be traced back to their historical, cultural or etymological origins, and relating an idiom with its origin can actually stimulate cognitive engagement and thus better learning. Finally, we will discuss how interventions that are inspired by CL in instructed FL learning do not only promote insightful FL vocabulary learning but also serve as catalysts to intercultural awareness.

CRÉDITOS DAS TRADUÇÕES

Italiano: Nicoletta Cherobin

Espanhol: Rosario Lázaro Igoa & Luz Adriana Sánchez Segura

Anúncios

One thought on “Simpósio: Educação Intercultural: a Competência Intercultural na Pedagogia de Língua Estrangeira e da Tradução

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