Catalan as a foreign language for translators and interpreters 2
Code: 101428 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500249 Translation and Interpreting | OB | 2 | 1 |
Contact
- Name:
- Vanesa Palomo Berjaga
- Email:
- vanesa.palomo@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
It is recommended that, at the beginning of the course, students are able to:
- Understand written texts of a certain complexity on personal and general topics from different fields.
- Do writings with a basic-medium level on personal and general topics from different fields.
- Understand oral texts of a certain complexity on personal and general topics from different fields.
- Do speakings with a basic-medium level on personal and general topics from different fields.
It is highly recommended to have passed the course Idioma català per a traductors i intèrprets 1.
Objectives and Contextualisation
The aim of the course is to provide the students with a medium linguistic competence in Catalan, so they are able to communicate in this language. Also, incorporate the Catalan language as a language of study and prepare the students to translate into Catalan.
At the end of the course the students must be able to:
- Understand globally and in detail written texts of different typologies with some complexity about general topics.
- Produce written texts about personal or general topics with acceptable grammatical and orthographic adequacy.
- Understand oral texts of variable length about personal or general topics.
- Produce oral texts about personal or general topics with acceptable correction and fluency.
Competences
- Applying cultural knowledge in order to interpret.
- Applying cultural knowledge in order to translate.
- Producing oral texts in language A in order to interpret.
- Producing written texts in language A in order to translate.
- Understanding oral texts in language A in order to interpret.
- Understanding written texts in language A in order to translate.
- Using documentation resources in order to translate.
Learning Outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying phonological, lexical, morphosyntactic and textual related knowledge.
- Comprehending the communicative purpose and sense of verbal texts of several fields: Comprehending the essential information of clear verbal texts about personal and general topics.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of a diverse typology of written texts with a certain degree of complexity.
- Formulating the appropriate informative needs in order to translate: Knowing the basic (digital and analogue) sources of documentation in order to understand and produce written texts about personal and general topics.
- Identifying the need to mobilise cultural knowledge in order to translate: Identifying the need to mobilise cultural knowledge, and the basic cultural references for the understanding of a diverse typology of written texts of a certain complexity regarding general topics.
- Implementing strategies in order to produce verbal texts from different fields and with specific communicative purposes: Implementing strategies in order to produce verbal texts about personal and general topics.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Applying strategies in order to produce written texts about personal and general topics.
- Implementing strategies in order to understand verbal texts from different fields: Implementing strategies in order to produce clear verbal texts about personal and general topics.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to understand written texts from different fields.
- Producing verbal texts that are appropriate to their context and possess linguistic correctness: Producing oral texts about personal and general topics and that are appropriate to their context.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing appropriate written texts about personal and general topics that are appropriate to their context and possess linguistic correctness.
- Recognising the need to mobilise cultural knowledge in order to interpret: Identifying the need to mobilise cultural knowledge in order to interpret.
- Solving interferences between the working languages: Solving interferences between the working languages.
Content
- Medium knowledge of vocabulary, morphosyntax, phonetics, and orthography.
- Consolidation of the necessary structures to carry out communicative functions such as getting or giving information, describing, explaining, expressing tastes, among others.
- Global and detailed comprehension of written texts of different typologies with some complexity about general topics (narrative, descriptive, expository, argumentative, instructive).
- Production, with grammatical and orthographic acceptability, of written texts on personal and general topics.
- Comprehension and production, with an acceptable degree of correction and fluency, of oral texts of variable length on personal and general topics.
Methodology
Classes are taught in Catalan.
On one hand, there will be activities on listening, reading, speaking and writing. On the other hand, there will be exercises on grammar, vocabulary and structures, writing and translating texts with regularity and reading and writing about the required book or books of the course.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Exercises of oral comprehension (listening) | 9 | 0.36 | 2, 9, 3 |
| Exercises of speaking | 8 | 0.32 | 2, 7, 11, 14 |
| Exercises of written comprehension | 9 | 0.36 | 1, 10, 4 |
| Lectures | 19.5 | 0.78 | 2, 1, 10, 9, 8, 7, 4, 3, 5, 6, 12, 11, 13, 14 |
| Writing exercises | 9 | 0.36 | 1, 8, 12, 14 |
| Type: Supervised | |||
| Checking of documentary sources | 6 | 0.24 | 5 |
| Grammar exercises | 21 | 0.84 | 1, 5, 6 |
| Preparation and revision of the essay on written texts | 15 | 0.6 | 1, 10, 8, 4, 5, 6, 12, 13, 14 |
| Reinforcing exercises | 12 | 0.48 | 2, 1, 10, 9, 8, 7, 4, 3, 12, 11, 14 |
| Study and progressive recap | 21 | 0.84 | 2, 1, 10, 9, 8, 4, 3, 5, 12, 13 |
| Type: Autonomous | |||
| Writing assignments | 14 | 0.56 | 1, 8, 12, 14 |
Assessment
Assessment is continuous. Students must provide evidence of their progress by completing various tasks and tests. Tasks and tests deadlines will be indicated in the course schedule on the first day of class. The information on assessment activities and their weighting is a guide. The subject's lecturer will provide full information when teaching begins.
Assessment activities
(a) 40%: Activities on grammar, vocabulary, reading, listening and translation
(b) 30%: Written activities
(c) 15%: Activities related to the readings
(d) 15%: Speaking
Review
When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5.
The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for.
Students who have not taken the written productionpart will not be allowed to recovery. Activities a, b and c can be retaken.
Classification as "not assessable"
In the case of the assessment activities, if a student has carried out the activities that are worth only 25% o less of the final mark, his or her work will be classified as “not assessable”.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, impersonation, etc.) in an assessment activity will be given a mark of “0” for this specific activity. In the case of misconduct in more than one assessment activity, the students involved will be given a final mark of “0” for the whole subject.
Students may not retake assessment activities in which they are found to have engaged in misconduct. Plagiarism is presenting all or part of an author's work, whether published in print or in digital format, as one's own, i.e. without citing it. Copying is reproducing all or a substantial part of another student's work.In cases of copying in which it is impossible to determine which of the two students has copied the work of the other, both will be penalised.
If the teacher suspects that a person has not done the activity on his or her own (because the level of the activity is much higher than that of the person’s), the teacher has the right to make him or her do a test to check his actual level and give him or her a mark accordingly.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Activities on grammar, vocabulary, reading, listening and translation. | 40% | 2.5 | 0.1 | 2, 1, 10, 9, 8, 4, 3, 5, 6, 12, 13, 14 |
| Activities related to the readings. | 15% | 1 | 0.04 | 2, 1, 10, 8, 4, 5, 6, 12, 13, 14 |
| Speaking | 15% | 1 | 0.04 | 2, 7, 11, 14 |
| Written activities | 30% | 2 | 0.08 | 2, 1, 10, 8, 5, 12, 14 |
Bibliography
Recommended sources:
- Castellanos i Vila, Josep Anton (1998). Quadern. Normativa bàsica de la llengua catalana, amb exercicis autocorrectius. Bellaterra: Universitat Autònoma de Barcelona / Institut de Ciències de l’Educació.
- Comelles, Salvador; Garcia i Balasch, Teresa; Vilà i Comajoan, Carme (2019, edition adapted to the new changes). El català escrit. Ortografia. Morfologia. Funcions. Manual d’autoaprenentatge. Barcelona: Barcanova.
- Institut d’Estudis Catalans (2019). Gramàtica bàsica i ús de la llengua catalana.
- Nogué, Neus (2018). La nova normativa a la butxaca. L’ortografia catalana i la gramàtica de la llengua catalana. Barcelona: Publicacions de l’Abadia de Montserrat.
Other sources:
- Conjugador català (Enciclopèdia Catalana):
- https://www.enciclopedia.cat/search/obrad/CG
DCVB (Diccionari català-valencià-balear): http://dcvb.iecat.net - Diccionari de sinònims (IEC, Albert Jané): https://sinonims.iec.cat
- Diccionari.cat (Gran diccionari de la llengua catalana, Enciclopèdia Catalana): http://www.diccionari.cat
- Diccionaris.cat: https://www.diccionaris.cat
- DIDAC (Diccionari de català): http://www.dicdidac.cat/
- ésAdir: http://esadir.cat
- Optimot. https://aplicacions.llengua.gencat.cat/llc/AppJava/index.html
- Recursos en línia (Institut d’Estudis Catalans): https://www.iec.cat/llengua/recursos.asp
- Termcat: http://www.termcat.cat
Software
No specific software is required.