The main topic of this thesis is the translation of the food-related cultural references. The theoretical part is primarily focused on translation techniques and strategies which are usually used for the translation of cultural elements. Furthermore, the other objective of this part is to introduce this topic in the context of the teaching of Spanish as a foreign language. Specifically, it deals with the incorporation of a sociocultural component in the Spanish courses and the translation as a pedagogical tool. The theoretical foundations are put into practice in a translation techniques analysis and there is also a didactic proposal designed for Czech students of Translation and Interpreting.

No description available.

Since the 1990s, the number of courses of Spanish for Specific Purposes (SSP), especially Business Spanish, has increased rapidly in institutions of higher education in the U.S. Ideally, the design of these courses is based both on an analysis of the learners’ needs and on a specific business-related purpose. However, instructors of Business Spanish may not be specialists in this area and may lack the means or the time to perform a needs analysis (NA) to prepare the course syllabus and materials. Consequently, choosing the Business Spanish textbook ends up being the first step in designing the course, and for the reasons stated above, this choice tends to be based on the instructor’s needs rather than those of the learners. In this dissertation, I subjected four Business Spanish textbooks to an in-depth analysis (Littlejohn, 1998) in three stages. This analysis includes their approach to specificity (from narrow to wide), and how the business-related learners’ needs (language- and skill-based) are addressed. Results from these four analyses reveal that the authors adapted four different language teaching approaches and methods. Their wide-angled approach to specificity and different viewpoints of the target learners’ business-related needs are based on (1) their beliefs on the nature of language and language teaching, (2) the position of the course in the macro curriculum (macro-specific purpose), and (3) their respective target audiences. A two-step evaluation of Business Spanish textbooks is recommended to instructors based on the macro-specific purpose of their courses and the micro-specific purposes of communicative activities.

abstract: This linguistic ethnography follows three journalism students (Petra, Penélope, and María) as they engaged in experiential language learning (EX-LL) via collaboration with community members during their Spanish for Specific Purposes (SSP) internship sites in the fields of journalism and medicine within the local Metro Phoenix community. Data were collected over the course of a 15-week semester via ethnographic methods (field notes, interviews, observations, and participant-reported data) to explore how the interns (i) took advantage of their SSP internship experiences to engage in identity work that exceeded the goals of the program and how they (ii) implemented their strategic knowledge via communicative strategies (CSs) during breakdowns in communication with community members related to their SSP internship sites/the social function of such strategies. In order to answer the first research question, the data were analyzed via open and focused coding (Dyson & Genishi, 2005), followed by discourse analysis (Gee, 2005) informed by Critical Applied Linguistics (Pennycook, 2001) and Positioning Theory (Davis & Harré, 1990). To answer the second question, all instances in which the interns implemented communicative strategies were analyzed based upon the categorization repertories established by Dörnyei and Scott (1995a, 1995b, 1997), Lafford (2004), and Tarone and Yule (1987). To go beyond understanding what the interns were saying to why were they saying it, discourse analysis was used (Gee, 2005). The findings show that Petra, Penélope, and María appropriated their SSP internship to engage distinct, yet interrelated language- and ethnic/racial-based identity work. Each intern utilized language (and extra-linguistic elements, such as corporeal expression) to position themselves in different ways within social discourse. Furthermore, this identity work influenced which CSs they utilized, as the social function of many of these strategies was to maintain and/or protect their desired identities. Drawing on these insights, a variety of implications are offered from four viewpoints: implications for (i) EX-LL-based research: colonized versus humanizing research, (ii) critical community collaboration inside and outside of EX-LL, (iii) CSs and communicative competence, and (iv) EX-LL/Languages for Specific Purposes pedagogy and internship design. / Dissertation/Thesis / Doctoral Dissertation Spanish 2018

A formação de docentes de línguas estrangeiras (LE) já foi tema de muitos estudos, livros, capítulos e artigos. Porém, tratar da formação desses profissionais no concernente ao ensino de espanhol1 para fins específicos ainda é palco para poucos atores. No intuito de fazer parte desse seleto elenco e impulsionadas pela nossa prática nos cursos superiores de tecnologia, propusemo-nos investigar essa realidade. Nosso interesse centrou-se na formação e atuação dos professores de espanhol que trabalham no ensino superior tecnológico, em uma instituição pública no estado de São Paulo, nos cursos de Eventos, Gestão de Recursos Humanos, Gestão de Turismo e Secretariado. Tratamos, assim, de conhecer a formação e desempenho desses professores em sala de aula para verificar as relações, consistências e eventuais inconsistências entre concepções, princípios teóricos e metodológicos adotados no tocante ao ensino de línguas para fins específicos Elfe e sua implementação em sala de aula. Buscamos, ainda, apurar se a escassez de disciplinas e/ou discussões em cursos de graduação assim como de linhas de pesquisa que contemplem temas atinentes a esse ensino nos programas de pós-graduação no Brasil contribui para o surgimento e consolidação de uma lacuna na formação e o quanto isso influencia ou dificulta sua prática nesse contexto. Nosso estudo revelou haver um despreparo dos professores de espanhol no campo de Elfe, o qual inferimos ser reflexo da mencionada lacuna em sua formação. Nossa trajetória investigativa sobre o ensino nessa área pautou-se nos escritos de Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), Robinson (1991), Swales (1988), Almeida Filho (2014 e 2016), Celani (1981, 2009) e Ramos (2001, 2004, 200 e 2012). Em relação à análise de necessidades baseamonos igualmente em Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), mas também consideramos os trabalhos de Long (2005) e Widdowson (1978). Sobre as questões atinentes aos conceitos de abordagem, método, metodologia e técnicas nos apoiamos em estudos de especialistas como Almeida Filho (2010, 2012 e 2014), Anthony (1963) e Prabhu (1990). Este trabalho, de cunho qualitativo, configura-se como estudo de caso e a coleta de dados valeu-se de dois instrumentos: observações de aulas e realização de entrevistas semiestruturadas com diretores, coordenadores e docentes de língua espanhola. Dada a lacuna detectada na formação dos docentes investigados, confirmamos nossa hipótese de ela estar atrelada ao escasso oferecimento de linhas de pesquisa na área de línguas para fins específicos LinFE nos cursos de pós-graduação nas universidades brasileiras e a carência de discussões e de disciplinas nos cursos de Licenciatura em Letras. As discussões e reflexões realizadas permitiram-nos apresentar contribuições tanto para o âmbito acadêmico e profissional quanto para a formação docente e ensejamos fortemente que esta investigação abra novos caminhos aos professores de LEs que pretendem iniciar e/ou aperfeiçoar seu conhecimento no campo do ensino de LinFE, promovendo articulações, definindo rumos e sinalizando possibilidades para o desenvolvimento dessa área no Brasil. / Training of foreign language teachers has already been the subject of many studies, books, chapters and articles. However, dealing with the training of these professionals regarding Spanish for specific purposes teaching is still a stage for a few actors. In order to be part of this select cast and driven by our practice with the teaching of this language in higher education technology courses, we aimed to investigate this reality. Our interest was focused on the training and practice of Spanish teachers from technological higher education at a public college in São Paulo state, in the courses of Events, Human Resources Management, Secretariat and Turism Management. Thus, we sought to know about the formation and classroom performance of these teachers in order to check the relations, consistencies and eventual inconsistencies between conceptions and theoretical and methodological principles adopted in the teaching of languages for specific purposes - Elfe - and its implementation in classroom. We also attempted to ascertain whether the shortage of courses and / or discussions in undergraduate programs as well as the lack of research lines involving subjects related to this teaching in the graduate programs in Brazil contributes to the emergence and consolidation of a gap in the training of foreign language teachers working in these areas and how much this influences or hinders their practice in this context. This study revealed that there is a lack of preparation of Spanish teachers in the Elfe field, which we inferred to be a reflection of the aforementioned gap in their formation. Our investigative course on the teaching of LSP (Language for Specific Purposes) was based on the writings of Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Robinson (1991) and Swales (1988). In relation to the needs analysis we are also based on Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), but we also consider the works of Long (2005) and Widdowson (1978). Regarding the issues related to the concepts of approach, method, methodology and techniques, we take as supporting studies the works of experts such as Almeida Filho (2010, 2012 and 2014), Anthony (1963) and Prabhu (1990). This qualitative research sets to be a case study and its data collection was based on two instruments: class observations and semistructured interviews with directors, coordinators and Spanish-speaking teachers of the investigated Higher Education College. Due to the failure detected in the training of the investigated teachers, we confirm our hypothesis in which it is linked to the scarce provision of research lines in the area of LSP in graduate courses in Brazilian universities. The performed discussions and considerations allowed to present contributions both for the academic and professional scope as well as for the teacher training. We strongly encourage this research to open new paths for foreign language teachers who intend to initiate or improve their knowledge in the field of LSP teaching, articulating, directing and signaling possibilities for the development of this area in Brazil.

A formação de docentes de línguas estrangeiras (LE) já foi tema de muitos estudos, livros, capítulos e artigos. Porém, tratar da formação desses profissionais no concernente ao ensino de espanhol1 para fins específicos ainda é palco para poucos atores. No intuito de fazer parte desse seleto elenco e impulsionadas pela nossa prática nos cursos superiores de tecnologia, propusemo-nos investigar essa realidade. Nosso interesse centrou-se na formação e atuação dos professores de espanhol que trabalham no ensino superior tecnológico, em uma instituição pública no estado de São Paulo, nos cursos de Eventos, Gestão de Recursos Humanos, Gestão de Turismo e Secretariado. Tratamos, assim, de conhecer a formação e desempenho desses professores em sala de aula para verificar as relações, consistências e eventuais inconsistências entre concepções, princípios teóricos e metodológicos adotados no tocante ao ensino de línguas para fins específicos Elfe e sua implementação em sala de aula. Buscamos, ainda, apurar se a escassez de disciplinas e/ou discussões em cursos de graduação assim como de linhas de pesquisa que contemplem temas atinentes a esse ensino nos programas de pós-graduação no Brasil contribui para o surgimento e consolidação de uma lacuna na formação e o quanto isso influencia ou dificulta sua prática nesse contexto. Nosso estudo revelou haver um despreparo dos professores de espanhol no campo de Elfe, o qual inferimos ser reflexo da mencionada lacuna em sua formação. Nossa trajetória investigativa sobre o ensino nessa área pautou-se nos escritos de Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), Robinson (1991), Swales (1988), Almeida Filho (2014 e 2016), Celani (1981, 2009) e Ramos (2001, 2004, 200 e 2012). Em relação à análise de necessidades baseamonos igualmente em Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), mas também consideramos os trabalhos de Long (2005) e Widdowson (1978). Sobre as questões atinentes aos conceitos de abordagem, método, metodologia e técnicas nos apoiamos em estudos de especialistas como Almeida Filho (2010, 2012 e 2014), Anthony (1963) e Prabhu (1990). Este trabalho, de cunho qualitativo, configura-se como estudo de caso e a coleta de dados valeu-se de dois instrumentos: observações de aulas e realização de entrevistas semiestruturadas com diretores, coordenadores e docentes de língua espanhola. Dada a lacuna detectada na formação dos docentes investigados, confirmamos nossa hipótese de ela estar atrelada ao escasso oferecimento de linhas de pesquisa na área de línguas para fins específicos LinFE nos cursos de pós-graduação nas universidades brasileiras e a carência de discussões e de disciplinas nos cursos de Licenciatura em Letras. As discussões e reflexões realizadas permitiram-nos apresentar contribuições tanto para o âmbito acadêmico e profissional quanto para a formação docente e ensejamos fortemente que esta investigação abra novos caminhos aos professores de LEs que pretendem iniciar e/ou aperfeiçoar seu conhecimento no campo do ensino de LinFE, promovendo articulações, definindo rumos e sinalizando possibilidades para o desenvolvimento dessa área no Brasil. / Training of foreign language teachers has already been the subject of many studies, books, chapters and articles. However, dealing with the training of these professionals regarding Spanish for specific purposes teaching is still a stage for a few actors. In order to be part of this select cast and driven by our practice with the teaching of this language in higher education technology courses, we aimed to investigate this reality. Our interest was focused on the training and practice of Spanish teachers from technological higher education at a public college in São Paulo state, in the courses of Events, Human Resources Management, Secretariat and Turism Management. Thus, we sought to know about the formation and classroom performance of these teachers in order to check the relations, consistencies and eventual inconsistencies between conceptions and theoretical and methodological principles adopted in the teaching of languages for specific purposes - Elfe - and its implementation in classroom. We also attempted to ascertain whether the shortage of courses and / or discussions in undergraduate programs as well as the lack of research lines involving subjects related to this teaching in the graduate programs in Brazil contributes to the emergence and consolidation of a gap in the training of foreign language teachers working in these areas and how much this influences or hinders their practice in this context. This study revealed that there is a lack of preparation of Spanish teachers in the Elfe field, which we inferred to be a reflection of the aforementioned gap in their formation. Our investigative course on the teaching of LSP (Language for Specific Purposes) was based on the writings of Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Robinson (1991) and Swales (1988). In relation to the needs analysis we are also based on Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), but we also consider the works of Long (2005) and Widdowson (1978). Regarding the issues related to the concepts of approach, method, methodology and techniques, we take as supporting studies the works of experts such as Almeida Filho (2010, 2012 and 2014), Anthony (1963) and Prabhu (1990). This qualitative research sets to be a case study and its data collection was based on two instruments: class observations and semistructured interviews with directors, coordinators and Spanish-speaking teachers of the investigated Higher Education College. Due to the failure detected in the training of the investigated teachers, we confirm our hypothesis in which it is linked to the scarce provision of research lines in the area of LSP in graduate courses in Brazilian universities. The performed discussions and considerations allowed to present contributions both for the academic and professional scope as well as for the teacher training. We strongly encourage this research to open new paths for foreign language teachers who intend to initiate or improve their knowledge in the field of LSP teaching, articulating, directing and signaling possibilities for the development of this area in Brazil.

Made available in DSpace on 2016-04-28T18:22:28Z (GMT). No. of bitstreams: 1 Regiane Souza Camargo Moreira.pdf: 1461694 bytes, checksum: 958e03446c791567c17fffaf0062a90f (MD5) Previous issue date: 2012-02-17 / This research, in the context of Languages for Specific Purposes, with an emphasis in Spanish for Specific Purposes, was conducted in order to meet the needs of a group of students of the college of technology in business management, as well as teachers that work as professionals in this area in the market; identify the student‟s assessment about the course plan of the Spanish discipline and find out contributions to reformulate the plan of the course of this discipline. The theoretical approach on the Languages for Specific Purposes used in this study focuses primarily on the assumptions of Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998), among others. Data were collected through the following instruments: questionnaires, administered to students and teachers of Business Management course, semi-structured interviews with students and teachers who work as managers and that use the Spanish language in the professional market; and also the coordinator of the course, and documents about the Business Management course. This study is justified by the importance of Spanish language training for students in Business Management Technology. The results of this research will be used as contributions for future proposals to adapt the course plan of the Spanish course, currently offered to these students / Esta pesquisa, inserida no contexto de Ensino de Línguas para Fins Específicos, com ênfase em Espanhol para Fins Específicos, foi conduzida com o objetivo de conhecer as necessidades de um grupo de alunos do curso superior de tecnologia em Gestão Empresarial, bem como de professores que atuam como profissionais dessa área no mercado de trabalho; saber qual a avaliação dos alunos em relação ao plano de curso da disciplina Espanhol e apontar subsídios que possam contribuir com a reelaboração do plano de curso dessa disciplina. O aporte teórico referente à Abordagem de Línguas para Fins Específicos utilizado neste trabalho focaliza, principalmente, os pressupostos de Hutchinson e Waters (1987) e Dudley-Evans e St. John (1998), entre outros. Os dados foram coletados através dos seguintes instrumentos: questionários, aplicados aos alunos e aos professores do curso de Gestão Empresarial; entrevistas semi-estruturadas com alunos e professores que atuam como gestores e fazem uso do espanhol no mercado profissional, e também com a coordenadora do curso; e documentos sobre o curso de Gestão Empresarial. Este estudo justifica-se pela importância da língua espanhola para a formação profissional dos estudantes de tecnologia em Gestão Empresarial. Os resultados desta pesquisa deverão ser utilizados como subsídios para propostas futuras de adequação do plano de curso da disciplina Espanhol, atualmente oferecida a esses alunos