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Foreign language and translation C5 (Arabic)

Code: 103690
Credits: 6
2026/2027
Degree programme Type Course
Translation and Interpreting OB 4

Contact lecturer

Name :
Anna Gil Bardaji
Email :
anna.gil.bardaji@uab.cat

Teaching staff

Hesham Abu-Sharar Abu-Sharar

Group languages

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

Prerequisites

To take this subject, students must be able to:

  • Understand relatively complex written texts in Arabic about personal and general topics belonging to familiar fields (CEFR-FTI B1.2.).
  • Produce written texts about personal and general topics belonging to familiar fields (CEFR-FTI B1.1.).
  • Understand simple and clear oral texts about everyday issues (CEFR-FTI A2.1.).
  • Produce simple oral texts about everyday issues (CEFR-FTI A2.1.).
  • Identify and solve basic translation problems of non-specialized simple texts in Modern Standard Arabic (MSA) belonging to the Arabic-Sapnish/Catalan specific pair. 

Objectives

The aim of this subject is to continue with the students' development of their communicative skills in Arabic, and to consolidate their ability to translate simple non-specialized texts of different types in Modern Standard Arabic.

2 ECTS will be devoted to language and 4 ECTS to translation.

At the end of the course, students must be able to:

  • Understand written texts of different types about personal and general topics belonging to familiar fields (CEFR-FTI B2.1.).
  • Produce relatively complex written texts about personal and general topics belonging to familiar fields (CEFR-FTI B1.2.).
  • Identify and solve translation problems of simple non-specialized informative texts in Modern Standard Arabic.

 

 

Learning outcomes

  1. Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical, morphosyntactic and textual related knowledge.
  2. Solving interferences between the working languages: Solving interferences between the working languages.
  3. Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend a diverse typology of written texts about general topics of well-known areas.
  4. 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 about general topics of well-known areas.
  5. Successfully interrogating the documentation sources in order to translate: Successfully interrogating the documentation sources in order to translate.
  6. 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.
  7. 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.
  8. Working effectively in teams: Working effectively in teams.
  9. Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce written texts of a certain complexity about personal and general topics of well-known areas.
  10. Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce written texts with a certain complexity about personal and general topics of well-known areas, that are appropriate to the context and possess linguistic correctness.
  11. Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying lexical, morphosyntactic, textual and rhetorical knowledge.
  12. Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce a diverse typology of basic non-specialised texts (expository, argumentative, educational text types) in standard dialect.
  13. Producing written texts that are appropriate to their context and possess linguistic correctness: Producing a diverse typology of basic non-specialised written texts (expository, argumentative, educational text types) in standard dialect, that are appropriate to their context and possess linguistic correctness.
  14. Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend a diverse typology of basic non-specialised texts (expository, argumentative, educational text types) in standard dialect.
  15. Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of a diverse typology of basic non-specialised texts in standard dialect (expository, argumentative and educational type texts).
  16. Implementing strategies in order to understand verbal texts from different fields: Applying strategies in order to comprehend a diverse typology of verbal texts from a wide variety of fields, taking into account the stylistic and geographical differences.
  17. Comprehending the communicative purpose and sense of verbal texts of several fields: Comprehending the communicative purpose and sense of a diverse typology of verbal texts from a wide variety of fields, taking into account the stylistic and geographical differences.
  18. Producing verbal texts that are appropriate to their context and possess linguistic correctness: Producing a diverse typology of complex oral texts from a wide variety of fields an registers, that are appropriate to their context and possess linguistic correction.
  19. Applying technological resources in order to solve translation problems: Applying the technological resources in order to solve translation problems of diverse typology of basic non-specialised texts (expository, argumentative, educational type texts) in standard dialect.
  20. Students must demonstrate they know the different types of translation problems and errors: Students must demonstrate they know different kinds of translation problems and errors of a diverse typology of basic non-specialised written texts (expository, argumentative...) in standard dialect.
  21. Students must demonstrate they know the techniques and strategies needed to solve translation problems: Students must demonstrate they know the techniques and strategies in order to solve a diverse typology of translation problems of basic non-specialised texts in standard dialect.
  22. Using the appropriate strategies and techniques in order to solve translation problems: Using the fundamental strategies and techniques in order to solve translation problems of different types of basic non-specialised texts in standard dialect.
  23. Finding the most appropriate translation solution in each case: Finding the most appropriate translation solution for each case.

Contents

TRANSLATION


 



  • Identification and resolution of translation problems of non-specialized, simple and informative texts in Modern Standard Arabic, taken from the Arabic press (in the classroom and at home).


  • Use of technological and documentation tools for the translation of non-specialized, simple and informative texts in Modern Standard Arabic, taken from the Arabic press (in the classroom and at home).


  • Individual and in group translation of the non-specialized, simple and informative texts in Modern Standard Arabic, taken from the Arabic press (in the classroom and at home).


  • Exercices to strenght reading and lexical skills (in the classroom).




LANGUAGE


Gramatical contents:


I- The masdar's syntax (II)


عِندَما + فِعْل = عِنْدَ + المَصْدَر


لَم يَمضِ عَلى ... حَتّى


مِن أكثر + المَصْدَر


اِسم التَّفضيل + المصدر


مِمّا + زادَ + مَصدَر



II- The exclamative structures


To express the excellence of a quality ماللتَّعَجُّب


To express quantity and the substantive's excellence كَم


The vocative يا، أيُّها، أيَّتُها



III- Objects of the verbal csentences (II)


Cause object المفعول لأجلِه


Specification object التَّمييز


Place and time objects ظرف الزمان وظرف المكان



IV- Kada and similar verbs


Verbs of imminence كادَ ـ يكادُ (أن) = أَوْشَكَ (أَن) = (عَلى وَشَك) أفعال المُقاربة:


Inchoative verbs أَفعال الشُّروع: بَدَأَ، ابتَدَأَ، أَخَذَ، قامَ، شَرَعَ، هَبَّ


Verbs of will and hope أفعال الرَّجاء: عَسى



V- Verbs with two direct objects:


Transformation verbs أفعال التَّحويل (التَّصيير): جَعَلَ، وَهَبَ، اتَّخَذَ، تَرَكَ...


Verbs that express a belief or a probability

أفعال اليقين: رَأى،وجَدَ، عَلِمَ...

أفعال الرجحان: ظَنَّ، عَدَّ، حَسَبَ، زَعَمَ...



Written and oral comprehension and expresion:


Exercises to develop written comprehension of texts of different genres (expository, argumentative, instructive) with an emphasis on contrastivity.

Exercicies to produce written texts (essays and summaries of literary stories based on written or audiovisual material) on topics worked in class.

Exercises to develop oral expression and comprehension, such as presentations, video watching, etc.

Exercises to expand lexicon, improve oral competence and acquire stylistic resources.



Socio-cultural knowledge:


Exercises to expand and deepen the knowledge about the language and the Arab world and culture from a contrastive perspective.

Exercicies to promote the knowledge of the Arab culture and its connection with the own culture.

Exercices to recognize and take advantage of the learning situations outside the classroom.

Exercices to development of oral expression and comprehension.

Exercices to expand lexicon, oral competence and acquire stylistic resources.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Learning results 0 0
Language: reading comprehension activities 4 0.16 3, 4
Language: written production activities 2 0.08 9, 10, 11
Language: reading exercises 10.5 0.42 3, 4, 11
Language: problem-solving through exercises 2 0.08 16
Language: supervision and review of exercises 4 0.16 3, 4
Translation: translation of texts and related activities 37.5 1.5 2, 3, 4, 9, 10, 11, 12, 13, 14, 15, 16, 17
Language: master classes 4 0.16
Language: writing exercises 17 0.68 9, 10, 11
Language: Grammar and vocabulary exercises 5.5 0.22 9, 11
Language: Oral production activities 1.5 0.06
Translation: Individual translation of texts in Arabic 16.25 0.65
Language: supervision and review of oral and written activities 3 0.12 2, 3, 4, 9, 10, 11, 12, 13, 14, 15, 16, 17
Language: oral comprehension assessment activities 4 0.16 16, 17
Translation: Analytical and comprehensive reading of texts in Arabic 32.5 1.3 1, 3, 4

The contents of the subject will be developed through (1) oral explanations given by the teachers and (2) through wide range of exercises to achieve and systematize these contents.
(1) The oral explanations aim at the comprehension and acquisition of grammatical, lexical and translation contents.
(2) The exercices are a series of activities (such as written production assignments, lexical and gramatical exercises and translation of simple texts extracted from the Arabic press).

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
Translation: reading exam 10% 1 0.04 1, 2, 3, 4, 9, 10, 11, 12, 13, 14, 15, 16, 17
Translation: oral presentation 10% 0.75 0.03 11
Translation: Translation of class texts 10% 1 0.04 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23
Language: written production assessment activities 15% 1 0.04 3, 9, 10, 11
Language: Grammar knowledge assessment activities 15% 0.5 0.02 9, 10, 11
Language: Oral comprehension assessment activities 15% 0.5 0.02 16, 17
Language: Vocabulary assessment activities 15% 0.5 0.02 1, 9, 10, 11
Translation: Vocabulary acquisition exercises 10% 1 0.04 2, 11, 12, 13

Continuous assessment

Students must provide evidence of their progress by completing various tasks and tests. These activities are detailed in the table at the end of this section of the Study Guide.

Review

When publishing final grades 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  final grade for the subject and that they have a weighted average grade of at least 3.5.

The lecturer will inform students, in writing, of the procedure involved when publishing final grades 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 grade be retaken or compensated for. In the case of retakes, the maximum grade will be 5 (Pass).

Classification as \"not assessable\"

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

Misconduct in assessment activities

Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a grade of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the student involved will be given a final grade of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying, impersonation) are excluded from retake activities.

Single assessment

This subject may be assessed under the single assessment system in accordance with the terms established in the academic regulations of the UAB and the assessment criteria of the Faculty of Translation and Interpreting.

Students must make an online request within the period established by the faculty and send a copy to the lecturer responsible for the subject, for the record.

Single assessment will be carried out in person on one. The Academic Management Office will publish the exact date and time on the faculty website.

On the day of the single assessment, teaching staff will ask the student for identification, which should be presented as a valid identification document with a recent photograph (student card, DNI/NIE or passport).

Single assessment activities

The final grade for the subject will be calculated according to the following percentages:

- Grammar, vocabulary and reading comprehension exam (20%)

- Writing a text in Arabic on a topic of the course (20%)

- Translation and reading exam (60%)

Grade revision and retake procedures for the subject are the same as those for continual assessment. See the section above in this Study Guide.

Bibliography

A) Books, dictionnaries and trainer's guides (hard-copy):

  • Abu-Sharar, Hesham (2015). Árabe para extranjeros: gramática práctica de la lengua árabe. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. Col·lecció Materials, 189. 2ª edición.
  • Abu-Sharar, Hesham (2015). Árabe para extranjeros: textos de lectura. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. Col·lecció Materials, 190. 2ª edición.
  • Aguilar Cobos, José David (2017). El archivo del verbo árabe; cuaderno de ejercicios. Melilla: Ediciones Albujayra.
  • Aguilar, Victoria; Manzano, Miguel Ángel; Pérez Cañada, Luis Miguel; Saleh, Waleed & Santillán, Paula (Eds. 2010). Enseñanza y aprendizaje de la lengua árabe. Arabele 2012. Murcia: Ediciones de la Universidad de Murcia.
  • Aguilar, Victoria; Pérez Cañada, Luis Miguel & Santillán, Paula (Eds. 2010). Enseñanza y aprendizaje de la lengua árabe. Arabele 2009. Murcia: Ediciones de la Universidad de Murcia.
  • Baker, Mona (2006). Translation and Conflict. A Narrative Account. Oxon-New York: Routledge.
  • Castells, Margarita & Cinca, Dolors (2007). Diccionari àrab-català. Barcelona: Enciclopèdia Catalana.
  • Castells, Margarita (2017). La morfologia verbal de l’àrab. Facsímil sin editor todavía, cedido por la autora.
  • Cinca, Dolors (2005). Oralitat, narrativa i traducció; reflexions a l’entorn de Les mil i una nits. Vic: Editorial Eumo.
  • Corriente, Federico & Ferrando, Ignacio (2005). Diccionario avanzado árabe-español. Tomo I. Barcelona: Editorial Herder.
  • Corriente, Federico & Mohamed Baba, AhmedSalem Ould (2010). Diccionario avanzado español-árabe. Tomo II. Barcelona: Editorial Herder.
  • Cortés, Julio (1996). Diccionario de árabe culto moderno árabe-español. Barcelona: Editorial Gredos.
  • Dickins, James; Hervey, Sándor & Higgins, Ian (2002). Thinking Arabic Translation. A course in Translation method: Arabic to English. London-New York: Routledge.
  • Elgibali, Alaa & Korica, Nevenka (2014). Media Arabic. A Coursebook for Reading Arabic News. Cairo-New York: American University in Cairo Press.
  • Gil-Bardají, Anna (2008) “La recepción de la literatura árabe en España: del etnocentrismo cultural a la multiculturalidad”. En: María Cecilia Trujillo Maza ed. Actas del IV Congreso de la Asociación ALEPH. Lectores, editores y audiencia. La recepción en la literatura hispánica. Vigo: Academia del Hispanismo.
  • Gil-Bardají, Anna (2008) “Primeras aproximaciones críticas al orientalismo: los orígenes de una controversia”. Awraq, Estudios sobre el mundo árabe e islámico contemporáneo, XXV:183-202.
  • Gil-Bardají, Anna (2008) “Traducción, hegemonía e intercambio cultural. La recepción de la literatura marroquí en España”. Quimera, 295: 17-24
  • Gil-Bardají, Anna (2008). “Orientalismo y traducción”. Afkar/Ideas: revista trimestral para el diálogo entre el Magreb, España y Europa, 16:94-98.
  • Gil-Bardají, Anna (2009) “Academic discourses and translation from Arabic: a case study from the Spanish tradition”. Babel, International Journal of Translation, 55(4): 381-393.
  • Gil-Bardají, Anna (2009) “Edward Said, treinta años después”. La Torre del Virrey, revista de Estudios Culturales, 7:61-66.
  • Gil-Bardají, Anna (2009) “Entre el delito y el deleite: la traducción del universo báquico de Abu Nuwás”. Quaderns, Revista de traducció, 16: 265-281.
  • Gil-Bardají, Anna (2009) “La construction sémiotique de l’alterité dans les peritextes de la traduction de Julián Ribera de “L’Histoire de la conquête de l’Espagne” d’Ibnal-Qutiyya de Cordue”. Revue Forum. Paris: Press de la Sorbonne Nouvelle. 7(1):39-59.
  • Gil-Bardají, Anna (2009) “Translating al-Andalus: Otherness and Identity Discourses in Conde's \"Descripción de España”. Journal of Multicultural Discourses, 4(2):221-236.
  • Gil-Bardají, Anna (2009) Traducir al-Andalus: el discurso del Otro en el arabismo español. EUA, Reino Unido: Edwin Mellen Press. 408 p.
  • Gil-Bardají, Anna (2010) “Entrevista a Julio César Santoyo”. Quaderns, Revista de traducció. 17:271-281.
  • Gil-Bardají, Anna (2010) “Los 62 nombres del vino. La traducción de la poesía báquica de Abu Nuwás”. Ibáñez Rodríguez, M. et al. (eds.). Vino, lengua y traducción. Servicio de Publicaciones de la Universidad de Valladolid: Soria, 37-46.
  • Gil-Bardají, Anna (2016) \"La traducción del árabe en España: panorámica histórica\". En Quaderns, revista de traducció. Vol 23: 59-78.
  • Gil-Bardají, Anna. (2007) “Carne de canon: el arabismo español como traductor del Otro”. Quimera, 289:12-19.
  • Hernández Martínez, Joana (2009). Gramática práctica de árabe. Melilla: Ediciones Albujayra.
  • Morales Delgado, Antonio (2014). Gramática árabe comentada. Melilla: Ediciones Albujayra.
  • Moustaoui Sghir, Adil (2015). Árabe en los medios de comunicación. Melilla: Ediciones Albujayra.
  • Paradela Alonso, Nieves (2009). Manual de sintaxis árabe. Madrid: Universidad Autónoma de Madrid, Servicios de Publicaciones. 2ª edición.

 

B) Links to on-line resources:

  • Al-Jazeera Learning Arabic:

http://learning.aljazeera.net/en

  • Arabic Media:

http://arabic-media.com/arabicnews.htm

  • Arabic Resources, Global Wordnet Association:

http://globalwordnet.org/arabic-wordnet/arabic-resources/#0.0.2.1%20Arabic%20Monolingual%20Corpora.|outline

  • Buscador de ideas relacionadas:

http://www.ideasafines.com.ar/buscador-ideas-relacionadas.php

  • Carandell Robusté, Juan; Sánchez Ratia, Jaime; Teziti, Ahmed (2008). Árabe de prensa. Vol. I y II. Con 2 CDs.  Toledo: Escuela de Traductores de Toledo.

http://escueladetraductores.uclm.es/cuadernos-de-la-escuela-de-traductores/

  • CREA (Corpus de Referencia del Español Actual):

http://corpus.rae.es/creanet.html

  • Diccionari Alcover-Moll:

http://dcvb.iecat.net/

  • Diccionari de l’Enciclopèdia Catalana:

http://www.diccionari.cat/

  • Diccionario Al-Baheth:

http://www.baheth.info/

  • Diccionario de dialecto egipcio:

http://www.livingarabic.com/egyptian-arabic-dictionary.php

  • Diccionario de dialecto marroquí:

http://darijadictionary.com/

  • Diccionario de la Real Academia de la Lengua Española (DREA):

http://www.rae.es/diccionario-de-la-lengua-espanola/la-23a-edicion-2014

  • Diccionaris en català:

http://www.diccionaris.cat/

  • Lexicool árabe-español-árabe:

http://www.lexicool.com/diccionario-traduccion-arabe.asp

  • Lexilogos árabe-francés-árabe:

http://www.lexilogos.com/english/arabic_dictionary.htm

  • Lexilogos árabe-inglés-árabe:

http://www.lexilogos.com/arabe_langue_dictionnaires.htm

  • Mo3jam, Dictionary of Colloquial Arabic (muy básico):

http://en.mo3jam.com/

Software

Microsoft Teams, UAB online platform (Campus Virtual).

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 Arabic first semester morning-mixed