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Translation B-A 2 (English-Spanish)

Code: 101335
Credits: 6
2026/2027
Degree programme Type Course
Translation and Interpreting OB 2

Contact lecturer

Name :
Ana Alcaina Pérez
Email :
ana.alcaina@uab.cat

Teaching staff

Robert Falco Miramontes
Ariadna Vila Salbanya
Mario Cuitavi Martín
Claudia Tena Arceo
Marco Riccardo Lessi

Group languages

You can consult this information at the end of the document.

Prerequisites

At the beginning of the course students should be able to:

  • Show that they know and understand the basic methodological principles governing translation, its professional aspects, basic instrumentals, and the main contrastive problems encountered in this linguistic combination (EN>ES).
  • Apply this knowledge to solving basic translation problems in a variety of non-specialised texts written in standard language.

Objectives

The aim of this module is to consolidate the ability to solve translation problems in different nonspecialised texts written in standard language (narrative, descriptive, conceptual, argumentative and instructive).

At the end of the module students should be able to:

  • Show that they know and understand the basic methodological principles governing translation, its professional aspects, basic instrumental aspects and the main contrastive problems encountered in this language combination.
  • Apply this knowledge to solving basic translation problems in a variety of non-specialised texts written in standard language.
  • Assimilate knowledge to form opinions and make judgments regarding the translation of a variety of non-specialised texts.

Learning outcomes

  1. Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce different kinds of non-specialised written texts in standard dialect.
  2. Producing written texts that are appropriate to their context and possess linguistic correctness: Producing different kinds of non-specialised written texts in standard language that are appropriate to their context and possess linguistic correctness.
  3. Producing written texts from different fields and with specific communicative purposes: Producing different kinds of non-specialised written texts in standard dialect with specific communicative purposes.
  4. Solving interferences between the working languages: Solving interferences between the working languages.
  5. Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic, textual and linguistic variation related knowledge.
  6. Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend different kinds of non-specialised written texts in standard dialect.
  7. Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of different types of non-specialised written texts in standard dialect.
  8. Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the technological resources needed to translate.
  9. Students must demonstrate they know the technological resources needed to translate: Students must demonstrate they know the basic technological resources needed to edit different types of non-specialised written texts in standard dialect.
  10. Applying technological resources in order to solve translation problems: Applying the basic technological resources in order to solve different types of translation problems of non-specialised written texts in standard language.
  11. Formulating the appropriate informative needs in order to translate: Formulating the appropriate informational needs in order to translate different types of non-specialised written texts in standard dialect.
  12. Identifying the existing (digital and analogue) information sources in order to translate: Identifying the existing (digital and analogue) information sources in order to translate different types of non-specialised written texts in standard dialect.
  13. Successfully interrogating the documentation sources in order to translate: Successfully interrogating the documentation sources in order to translate different types of non-specialised written texts in standard dialect.
  14. Assessing the obtained results in the information retrieval process in order to translate: Assessing the obtained results in the information retrieval process in order to translate different types of non-specialised written texts in standard dialect.
  15. Applying the documentation resources in order to solve translation problems: Applying the documentation resources in order to translate different types of non-specialised written texts in standard dialect.
  16. Identifying the specific translation problems of non-specialised texts: Identifying the basic translation problems of different types of non-specialised written texts in standard dialect.
  17. Appropriately following the different phases for the creation of a translation and carrying out the assigned tasks: Appropriately following the different phases for the translation of different types of basic (narrative and descriptive) non-specialised written texts in standard dialect.
  18. Using the appropriate strategies and techniques in order to solve translation problems: Using the fundamental strategies and techniques in order to solve basic translation problems of different types of non-specialised written texts in standard dialect.
  19. Finding the most appropriate translation solution in each case: Finding the most appropriate translation solution in each case.
  20. Learning in a strategic, independent and continuous manner: Questioning and widening the acquired knowledge.

Contents

  • Solving translation problems of non-specialized narrative genres in standard language: history books, biographies, short stories, etc.
  • Solving translation problems of non-specialized descriptive genres in standard language: tourist guide books, descriptions of houses, kitchens, etc. in decoration magazines, descriptions of characters or situations in novels, descriptions of entities (international organizations, associations of translators, etc.), etc.
  • Solving translation problems of non-specialized expository genres in standard language: encyclopedia entry, essay (on Translation, Linguistics, Philosophy, etc.), etc.
  • Solving translation problems of non-specialized argumentative genres in standard language: editorial, op-ed, formal complaint letter, etc.
  • Solving translation problems of non-specialized instructional genres in standard language: medicine leaflet, instruction manual, advertising text, etc.
  • Use of tools for the translation of non-specialized texts in standard language of different types:dictionarues, encyclopedias, style books, parallel texts, general corpora, forums and general blogs, distribution lists.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Debates and reflection activities on aspects relevant to translation 2.5 0.1
Research and documentation 15 0.6 11
Expansion of knowledge 5 0.2 1, 2, 4, 5, 6, 10, 11
Preparation of translations and assignements 15 0.6
Preparation of exercises 40 1.6 1, 2, 3, 4, 5, 6, 7
Resolution of exercises 37.5 1.5 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Preparation of assignements related to translation 2.5 0.1
Translation activities 15 0.6 4, 7, 8, 9
Preparation of self-evaluation 10 0.4 1, 2, 3, 5, 6, 8, 9, 10, 11

An active methodology with activities of various types is used. The instruments of the Virtual Campus of the UAB and / or any virtual teaching and learning environment are used.

Possible methodologies:

  • Cooperative learning techniques
  • Carrying out translation tasks
  • Realization of translation projects
  • Resolution of exercises
  • Presentations of individual / group works
  • Debates (in person or in forums)

Didactic activities are organized in three blocks, according to the degree of autonomy required of the student:

  • Directed activities respond to a predetermined time schedule and require the classroom management of a teacher.
  • Supervised activities require more or less punctual supervision of a teacher.
  • Autonomous activities, in which the student organizes time and effort autonomously (individually or in groups).
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.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Resolution of exercises and assignements related to aspects relevant to translation 30% 2.5 0.1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Translation assignments (individual or group assignments) 30% 3 0.12 12, 13, 14, 15
Global exam 40% 2 0.08 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16, 17, 18, 19, 20

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.

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.

In case of retaking, maximum grade will be 5 (Pass).

Classification as "not assessable"

In the event of the assessment activities a student has performed accounting for just 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript.

Misconduct in assessment activities

Any irregularity committed during an assessment (academic fraud, plagiarism, or misuse of AI, unless expressly authorized in the course syllabus) that could lead to a significant change in the grade will result in a grade of 0 for that assessment. If multiple irregularities occur during assessments for the same course, the final grade for that course will be 0. Furthermore, disciplinary proceedings may be initiated against any individual who commits any of these irregularities.

AI Use

In this course, the use of Artificial Intelligence (AI) technologies is not permitted at any stage of the assessment activities. Any work that includes AI-generated content will be considered a breach of academic integrity and will be graded a 0, regardless of any disciplinary proceedings that may be initiated

Bibliography

1. Monolingual dictionaries in Spanish

Casares, Julio, Diccionario ideológico de la lengua española, Barcelona, Gustavo Gili, 1999.

Diccionario general de la lengua española (DGLE), Barcelona, Biblograf, 1999, 1ª reimpr.

Moliner, María, Diccionario de uso del español, 2 vols., Madrid, Gredos 2007, 3ª ed.

Real Academia Española, Diccionario de la lengua española, Madrid, Espasa-Calpe, 1992, 21ª ed.

Seco, Manuel, Olimpia Andrés y Gabino Ramos, Diccionario del español actual, 2 vols., Madrid, Aguilar, 1999.

2. Monolingual dictionaries in English

New Oxford English Dictionary, 20 vols., Oxford, Clarendon Press, 1989.

The New Shorter Oxford Dictionary, 2 vols., Oxford, Clarendon Press, 2007, 6ª ed.

Webster's Third New International Dictionary, Springfield (Mass.), Merriam-Webster, 2002.

3. Bilingual dictionaries in Spanish

Collins universal inglés. Diccionario bilingüe español-inglés / inglés-español, Barcelona, Grijalbo, 2009, 8ª ed.

Gran diccionario Oxford español-inglés / inglés-español, Madrid, Oxford University Press, 2008, 4ª ed.

Diccionario internacional Simon&Schuster inglés-español español-inglés, New York, MacMillan, 1997, 2ªed.

Gran diccionario Larousse español-inglés English-Spanish, Barcelona, Larousse, 2008, 2ª ed.

4. Reference works in English

Alexander, L. G., Longman English Grammar, London, Longman, 1988.

Collins Cobuild English Grammar, Londres, HarperCollins, 2006, 2ª ed. rev.

Michael Swan, Practical English Usage, Oxford/New York, Oxford University Press, 2005, 3ª ed.

Quirk, Randolph, y Greenbaum, Sidney, A University Grammar of English, Harlow (Essex), Longman, 1993, 28ª repr.

Thompson, A. J., y A. V. Martinet, A Practical English Grammar, Oxford, Oxford University Press, 1996, 4ª ed.

5. Reference works in Spanish

Agencia Efe, Manual del español urgente, Madrid, Cátedra, 2006, 18ª ed. corr. y aum.

Alarcos Llorach, Emilio, Gramática de la lengua española, Madrid, Espasa Calpe, 1994.

Bosque, Ignacio (director), Redes. Diccionario combinatorio del español contemporáneo, Madrid, SM, 2004.

Corripio, Fernando, Diccionario de ideas afines, Barcelona, Herder, 2000, 7ª ed.

Fundéu-BBVA, Vademécum: Diccionario de dudas del español. Online version.

García Yebra, Valentín, Claudicación en el uso de las preposiciones, Madrid, Gredos, 1988.

Gili Gaya, Samuel, Curso superior de sintaxis española, Barcelona, Vox, 1993, 15ª ed.

Lázaro Carreter, Fernando, El dardo en la palabra, Barcelona, Círculo de lectores, 1997.

— El nuevo dardo en la palabra, Madrid, Aguilar, 2003.

Lorenzo, Emilio, El español de hoy, lengua en ebullición, Madrid, Gredos, 1994, 4ª ed.

— Anglicismos hispánicos, Madrid, Gredos, 1996.

—, El español en la encrucijada, Madrid, Espasa Calpe, 1999.

Martínez deSousa, José, Diccionario de usos y dudas del español actual (DUDEA), Barcelona, Biblograf, 1998, 2ª ed.

— Manual de estilo de la lengua española 5 (MELE 5), Gijón, Trea, 2015, 5ª ed. rev.

— Ortografía y ortotipografía del español actual, Gijón, Trea, 2004.

— Diccionario de uso de las mayúsculas y minúsculas, Gijón, Trea, 2007.

Marsá, Francisco, Diccionario normativo y guía práctica de la lengua española, Barcelona, Ariel, 1994.

País, El, Libro de estilo, Madrid, Aguilar, 2002. (Partial) online version.

Real Academia Española, Nueva gramática de la lengua española, Madrid, Espasa Calpe, 2009.

— Ortografía de la lengua española, Madrid, Espasa Calpe, 1999.

Seco, Manuel, Diccionario de dudas y dificultades de la lengua española, Madrid, Espasa-Calpe, 2000, 10ª ed. 2ª reimpr.

Torrents dels Prats, A., Diccionario de dificultades del inglés, Barcelona, Juventud, 1989.

6. Corpora

CREA, Corpus de referencia del español actual.

CORDE, Corpus diacrónico del español.

7. Textbooks on translation

García Yebra,Valentín, Teoría y práctica de la traducción,Madrid, Gredos, 1982.

López Guix, Juan Gabriel, y Jacqueline Minett Wilkinson, Manual de traducción inglés/castellano, Barcelona, Gedisa, 2006, 5ª ed.

Newmark, Peter, A Textbook of Translation, London/New York, Prentice Hall International Ltd, 1987.

Orozco, Mariana, Metodología de la traducción directa del inglés al español. Materiales didácticso para la traducción general y especializada, Granada, Comares, 2016.

Stockwell, R. P., J. D. Bowen y J. W. Martin, The Grammatical Structures of English and Spanish, Chicago-London, University of Chicago Press, 1965.

Wandruska, Mario, Nuestros idiomas comparables e incomparables, trans. Elena Bombín, Madrid, Gredos, 1976.

8. On translation

Ayala, Francisco, «Breve teoría de la traducción» (1946), in La estructura narrativa, Barcelona, Crítica, 1984.

Bellos, David, Is That a Fish in your Ear?, London, Faber & Faber, 2011.

Borges, Jorge Luis, «Las versiones homéricas» (1932), in Obras completas, Barcelona, Emecé, 1989.

— «Los traductores de las 1001 noches» (1936), ibíd.

— «Piere Menard, autor de El Quijote» (1939), ibíd.

— «La busca de Averroes» (1947), ibíd.

Catelli, Nora, y Marietta Gargatagli, El tabaco que fumaba Plinio, Barcelona, Serbal, 1998.

Coseriu, Eugenio, «Lo erróneo y lo acertado en la teoría de la traducción», in El hombre y su lenguaje, Madrid, Gredos, 1977.

Eco, Umberto, Decir casi lo mismo, transl. Helena Lozano, Barcelona, Lumen, 2008.

Fernández González, Vicente (comp.), La traducción dela A a la Z, Córdoba, Berenice, 2008.

García Yebra, Valentín, En torno a la traducción. Teoría, crítica, historia, Madrid, Gredos, 1983.

— Traducción: teoría y práctica, Madrid, Gredos, 1994.

Gentzler, Edwin, Contemporary Translation Theories, London/New York, Routledge, 1993.

Grossman, Edith, Why Translation Matters, New Haven, Yale University Press, 2010.

Larbaud, Valéry, Sous l’invocation de Saint Jérome, Paris, Gallimard, 1946.

López Guix, Juan Gabriel, «Literalidad y libertad: un camino para la traducción literaria», in El viaje de la literatura, Madrid, Cátedra, 2018.

Marías, Javier, «Ausencia y memoria en la traducción poética» (1980), in Literatura y fantasma, Madrid, Siruela, 1993.

— «La traducción como fingimiento y representación» (1982), ibíd.

Monterroso, Augusto, «Llorar a orillas del río Mapocho» (1983), in La palabra mágica, Barcelona, Anagrama, 1996.

Ortega y Gasset, José, «Miseria y esplendor de la traducción» (1937), in Obras completas, vol. V, Madrid, Alianza, 1983.

Palomero, Mari Pepa (ed.), Antología de El trujamán, Madrid, Instituto Cervantes, 2002. With many other texts, available at Centro Virtual Cervantes.

Paz, Octavio, Traducción: literatura y literalidad, Barcelona, Tusquets, 1971, 1990.

Ruiz Casanova, José Francisco, Ensayo de una historia de la traducción en España, Madrid, Cátedra, 2018.

VV. AA., Hijos de Babel. Reflexiones sobre el oficio de traductor en el siglo XXI, Madrid, Fórcola, 2013.

Software

Microsoft Word

Adobe Acrobat (PDF)

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(PAUL) Classroom practices 1 Spanish second semester morning-mixed
(PAUL) Classroom practices 2 Spanish second semester morning-mixed
(PAUL) Classroom practices 3 Spanish second semester morning-mixed