Ideas Suplemento

Intercultural Communication: The good, the bad and the ugly

Juan Ferretti — 2022-12-31

What follows is a brief summary of the presentation delivered by Dr. Juan Ferretti
at the opening of the annual convention held by Escuela de Lenguas Modernas
at Universidad del Salvador (USAL) on 18 August 2022.

TRANSLATION AND HERMENEUTICS

Maria Herminia Alonso — 2022-12-31

Un italiano vero. Lingua minoritaria, disputa per l’identità e (auto)rappresentazioni dell’italianità nei paesaggi linguistici di Buenos Aires

Francesca Capelli — 2022-12-31

La presentazione si basa sul progetto biennale (2021-2022) 80020200100115US “Un italiano vero. Lengua de herencia, disputa por la identidad y (auto)representaciones de la italianidad en los paisajes lingüísticos en Buenos Aires”. Il progetto ha l’obiettivo di problematizzare la percezione e l’autopercezione dell’identità italiana e delle sue rappresentazioni attraverso lo studio dei paesaggi linguistici (PL). In particolare, vengono analizzati PL riferiti a imprese gastronomiche, nella consapevolezza del forte valore affettivo rappresentato dal cibo e del fatto che la cucina è un cliché della rappresentazione dell’italianità.
Attraverso un approccio etnografico e un’analisi sociosemiotica dei testi scritti e visivi presenti nei PL, abbiamo analizzato i processi simbolici e la produzione di significati, per problematizzare le diverse nozioni di italianità generate. La prima fase della ricerca si è concentrata sulla costruzione di un database di immagini (al momento circa 500, in continuo aggiornamento), analizzate per confermare l’ipotesi che i PL possano configurarsi come genere discorsivo, caratterizzato da tratti tematici, retorici e discorsivi comuni. Durante seconda fase, attualmente in corso, abbiamo effettuato interviste semistrutturate ai gestori dei locali, per confermare o refutare l’ipotesi che i PL costituiscano moneta di scambio nel mercato dei discorsi o, in altri termini,
siano un luogo in cui si compie la (ri)produzione di un senso comune visivo italiano e della disputa intorno a esso.
Contemporaneamente abbiamo analizzato gli errori (o per meglio dire le variazioni linguistiche) presenti, da una parte per interpretarli in quanto azioni glottopolitiche, dall’altra per costruire un dispositivo didattico per studenti di italiani ispanofoni.

“Questa non è casa”. Simboli identitari e pratiche glottopolitiche nei percorsi migratori di imprenditori gastronomici di CABA e della provincia di Buenos Aires

Paloma Pasquali — 2025-11-14

La relazione si basa sui risultati preliminari della seconda fase del progetto di ricerca 2021-2022 80020200100115US “Un italiano vero. Lengua de herencia, disputa por la identidad y (auto)representaciones de la italianidad en los paisajes lingüísticos en Buenos Aires”.
I ricercatori hanno realizzato alcune interviste semistrutturate a imprenditori gastronomici di CABA e provincia, scelti con età, profilo e traiettorie migratorie diverse tra loro.
Contrastando quattro di queste interviste, scelte per la loro significatività e comparabilità, si analizzano i vissuti, l’autopercezione dell’identità migrante, il rapporto con l’alterità, i processi simbolici mediati dai paesaggi linguistici italiani raffigurati sulle superfici significanti (insegne, fotografie e quadri alle pareti, menù, magliette...) dei loro locali.
La congettura che guida la ricerca è che i paesaggi linguistici italiani a Buenos Aires siano, da una parte, la conseguenze delle ondate migratorie tra la fine dell’Ottocento e i primi decenni del Novecento, ma che - dall’altra - testimonino anche un cambiamento di atteggiamento nei confronti degli italiani, passando dal rifiuto totale all’idealizzazione acritica di ogni aspetto della vita italiana. Per questo si configurano come uno dei luoghi della disputa per l’identità, dove si contrappone l’autentico all’autoctono, la purezza al meticciato, la tradizione alla risignificazione, il rispetto della norma linguistica standard alla variazione e alla devianza.

Recursos lingüísticos y terminológicos para la traducción del medioambiente en la combinación italiano-español

Rubén González Vallejo — 2022-12-31

PRESENZA DELLA LETTERATURA ITALIANA NEL PERCORSO EDUCATIVO ARGENTINO NEI SECOLI XX E XXI

Marisa Ciccarelli — 2022-12-31

Tu o lei? Una aproximación al uso de las formas de tratamiento en el italiano actual

Ana Laura Pagliaro — 2022-12-31

AVALIAÇÃO MEDIADA POR TIC PARA LÍNGUAS ESTRANGEIRAS – UMA EXPERIÊNCIA DE CAPACITAÇÃO PARA DOCENTES DE LE NA PROVÍNCIA DO CHACO

Emilio Raúl Castillo Hernández — 2022-12-31

Neste trabalho compartilhamos uma experiência de capacitação docente realizada na província do Chaco, oferecida pelo Instituto de Educação Superior “San Fernando Rey” para os professores de línguas estrangeiras de Nível Primário e Secundário na modalidade virtual. Essa capacitação teve como objetivo geral “que os participantes consigam conhecer, analisar e desenvolver competências que permitam aproveitar as possibilidades que oferecem as TIC no processo de avaliação de aprendizagens de línguas estrangeiras e os desafios que se apresentam na educação digital”.
O grande desafio para os docentes de todos os níveis educativos é a incorporação de ferramentas e recursos tecnológicos nas suas aulas e como instrumento de acompanhamento no processo de avaliação no ensino de LE.
Os conteúdos desenvolvidos nesta capacitação permitiram analisar, refletir e (re) pensar a avaliação da LE na educação digital, fomentando no docente novas habilidades e competências para se adaptar ao contexto atual. Avaliar mediante ferramentas e recursos TIC leva consigo, dada a dificuldade de controle pedagógico, uma reflexão por parte do docente sobre o processo e o
produto de seu trabalho para detectar possíveis deficiências que possam ser corrigidas no futuro e identificar as vantagens desta intervenção. Além disso, realizou-se por meio de um trabalho colaborativo, a resolução de atividades e a elaboração de avaliações de processo para que os docentes a incorporem em seus trajetos digitais de maneira prática e eficiente.

Leyendo bajo el Agua: Traducción, reescritura y versión de textos literarios en lengua extranjera para el castellano

María Laura Dippolito — 2022-12-31

Shakespeare’s Liberties: Transculturation, Transgression, Transmutation The Taming of the Shrew

Valeria Rodríguez Van Dam — 2022-12-31

That’s what we’ve lived, you know? Utterance-Final Tags in Australian Aboriginal English and Standardised English

Lucía Fraiese — 2022-12-31

The creation of an academic linguistic corpus: linguistic-terminological analysis in Modern Languages for the training of translators, interpreters and English language specialists

Bárbara Bortolato — 2022-12-31

Variation in Costa Rican Spanish –the case of the definite article

Ana Laura Pagliaro — 2022-12-31

Language and Cultural Learning in the Military: “vital aspects in International contexts”

Sergio Edgardo Castillo — 2022-12-31

Programa de comprensión lectora en lenguas extranjeras: el caso de la UNLa

Mónica Cuello — 2022-12-31

This case study continues a previous exploratory research project called "Teaching reading comprehension in foreign languages at UBA and UNLa", and in this case we focus on UNLa. This study tries to address the need of creating a reading comprehension program in foreing languages (English and Portuguese) that complies with a new reality, considering all the parties involved within the university. We are interested in knowing and studying the opinion of the students, teachers and authorities of the different courses of studies offered at UNLa regarding the current reading comprehension courses and materials, as well a the characteristics the new courses and materials should have, so that we can meet the needs of all the students and face the challenges brought by the pandemic and the "new normalcy" we are experiencing in academia. Furthermore, we seek to contribute to the internationalization of higher education, providing our students with tools that help them become intercultural
citizens and professionals, which in turn will allow them to interact with the international community.

The intercultural component in EFL coursebooks

Marina Grasso — 2022-12-31

The word culture in Chinese used to refer to ‘a situation wherein a change takes place for one side or both sides concerned, as a result of their contact with each other’ (Fang 2019 in Dervin & Yuan 2022:3). The central idea of this conception seems to remain in the conceptualization of intercultural communicative competence, which implies the interest of knowing and learning about other cultural referents, the reflection upon identity and the desire to rebuild our own identity from an intercultural experience (Níkleva
2009). But, how is the intercultural component developed in EFL books? We looked at four books used in the teaching of English as a foreign language with the aim of examining how intercultural issues are approached in beginner level textbooks. A careful qualitative analysis including information extracted from the students’ and the teachers’ books was carried out. Attention was paid to the activities presented and to the visual support that accompanies each edition, with the goal of finding out which cultures are made visible. Finally, the focus was placed on the representation of these cultures in the recordings offered by the
coursebooks. With the exception of a strong presence on the visual support, the results showed that the representation of the plural reality in the textbooks under study is still scarce and that the treatment of the cultural diversity is, in general, quite superficial.

Do coursebooks favor interculturality in the English classroom?

Ana Regueira — 2022-12-31

Kumaravadivelu1 (2014) claims that, in the field of English Language Teaching, dominant hegemonic forces exercise power in an invisible manner, imposing center-based methods and center-based materials that conceive contemporary societies as characterized by processes of globalization and interculturality. These models tend to blur the cultural processes and idiosyncratic characteristics that define ways of learning and understanding knowledge that are inherent to specific communities. In this view, coursebooks are tools that introduce linguistic, pedagogic and social frameworks that may inhibit teachers from developing their own personal teaching styles, as well as pedagogies that are appropriate to their contexts.
The research project Legitimando perspectivas y prácticas locales II: El papel de los libros de texto en la tarea docente y en el desarrollo del sentido de agencia de profesores de inglés(UNMDP), aims at analysing the pedagogic models proposed in coursebooks used to teach English in our local context, and inquiring into the influence that those models may have in our classrooms. This presentation explores the extent to which interculturality, as the processes of interrelations and communication of knowledge and values among different cultural groups seen as equal, is favored or hindered in coursebooks.

Towards a Digital Ecosystem

Patricia Silvana Policastro — 2022-12-31

RAISE YOUR VOICE! The future is Audio

Dolores Rojo Guiñazú Chiozzi — 2022-12-31

As passionate translators and communicators, we may spend every single day in relentless research to keep on learning and improving our languages. A super useful way to boost your language learning and an excellent way to improve your vocabulary and your knowledge on specific topics is through listening to podcasts.

The representation of the Jewish Holocaust through graphic humor and comics

Livia Carolina Ravelo — 2022-12-31

The following is a brief summary of the lecture delivered by Dra. Livia Carolina Ravelo at the annual convention held by Escuela de Lenguas Modernas at Universidad del Salvador (USAL) on 18 August 2022.

Language, culture and identity at a crossroads. Chicana literature, reflections and borders

Dolores Aicega — 2022-12-31

In her collection of seminal essays titled Borderlands/La Frontera, Gloria Anzaldúa acknowledges that “for some of us, language is a homeland”. The idea of language as a territory to inhabit, and as a space that belongs to those who speak it remains a constant throughout this paper. In order to identify and reflect on some of these issues, we present a didactic sequence carried out in the context of classes of English as a foreign language in a secondary school in the Province of Buenos Aires. Our starting point is the figure and work of Chicana writer Sandra Cisneros (b. 1954) and our aim is to disentangle some of the connections between language, culture and identity. The tasks which make up the sequence seek not only to foster communicative and discursive competence in the English language, but also to promote processes of reflection and creative and critical thinking. We have chosen to explore the relations between language, culture and identity through literature because, as Chicote (2013) points out, literary texts are not just samples of language in use; they show how people relate to one another and how communities process experience, remember the past and project the future. As the tasks unfold, we dare ask some crucial questions: What English/es
do we teach and learn? Who does it/do they belong to? What role do the languages we know and/or speak play in the construction of our identities? And most importantly, in what ways can (or should?) the English class contribute to raising awareness in relation to these issues?

Between the fragmentary and the intangible. Reading and writing reflective essays at university

Dolores Aicega — 2022-12-31

It is often said that the main purpose of the essay is the expression of that which is incomplete, fragmentary, and experimental. It is no wonder then that the genre is quite difficult to define. In fact, several authors have pointed at its mutable, hybrid and intangible character (Arenas Cruz, 1997; Gómez Martínez, 1987; Iozzi- Klein y Cavallari, 2015, among others). The goal of this paper is twofold. Firstly, we aim at a key characterization of the essay which allows us to think, plan and carry out the teaching of the reflective essay in a university context. Secondly, our goal has to do with the teaching practice and the learning experience of the genre. We will present a didactic sequence through which we promote familiarization and development in the context of collaborative, critical and creative work with the use of several texts and multimedia resources. The tasks include the exploration of reflective texts by acclaimed professional authors, and both former and current students of the subject. Based on this diversity of texts and voices and through the use of digital tools, we foster personal reflection in an atmosphere of trust and collaborative work among peers and instructors.