1,721,022 research outputs found
Questions of Ideology and Degrees of Mediation in Translation
No full textIn this article the author analyses a translation assignment completed by a class of advanced students of translation in a Faculty for Translators and Interpreters in Italy. The students were asked to analyse and translate into Italian an article from The Economist. The text is a complex, ideologically charged discussion of management practices in post-apartheid South Africa, which displays the use of irony in an extremely subtle way. The aim of the task was to demonstrate to the class that the degree of intervention of the translator is a delicate subject, particularly in the translation of ideologically charged texts
The Place of Language: Discourse, Translation, Culture. Essays in Honor of Giuliana Garzone
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CLIL Teaching at Primary School Level and the Academia/Practice Interface: Some Preliminary Considerations
No full textThe study focuses on some key aspects of and enabling conditions for the introduction of CLIL – Content and Language Integrated Learning – in primary schools in Italy. Having been the object of highly successful pilot projects in the past, CLIL at primary school level is at the moment neither mandatory nor regulated, but debate around its potential benefits has been rife for some years, and has recently been given momentum in the wake of the launch of the latest school reform (La buona scuola, or “the good school”) in 2014. Among the pledges made when presenting the reform, the improvement of foreign language (mostly English) competences of Italian students has been given particular emphasis, with CLIL being mentioned as a suitable methodology to achieve this aim. It may therefore be expected that in the next few years the demand for CLIL teaching in early education will increase substantially. For it to be met, it essential that suitably competent and trained teachers be available. As a result, an overview of existing and desirable teacher language competences (and of the means whereby such competences can be taught/acquired) is needed, particularly in view of the introduction of policy measures that involve a widespread introduction of CLIL at primary school level. In light of tis, the study reports on the content and focus of English language courses offered within the framework of MA courses preparing for primary language teaching, with special attention paid to expected outcomes in view of further English teaching and possibly EMI specialisation. The findings are then compared with the results of interviews carried out with teachers involved in a CLIL project implemented in a primary school, with a view to identifying gaps in the academy-practice interface and put forward tentative proposals to fill them
The Covid-19 crisis and its challenges on social issues / Covid-19: crisi e sfide nella società
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