Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)

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The aim of this abstract is to describe the activities carried out in the summer courses since 2017 at the School of Humanities and Education Sciences (FaHCE) under the Academic Performance Program at Universidad Nacional de la Plata (UNLP). The analysis will focus on the Law 1 (Applied to Translati...

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Autores principales: Espósito, Julia, Pardo, Javier
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Lenguas 2022
Materias:
quantitative-qualitative analysis
summer courses
thematic competence
análisis cunatitativo-cualitativo
cursos de verano
competencia temática
Acceso en línea:https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37119
Aporte de:
Nueva ReCIT : Revista del área de traductología de Universidad Nacional de Córdoba
id I10-R303-article-37119
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-303
container_title_str Nueva ReCIT : Revista del área de traductología
language Español
format Artículo revista
topic quantitative-qualitative analysis
summer courses
thematic competence
análisis cunatitativo-cualitativo
cursos de verano
competencia temática
spellingShingle quantitative-qualitative analysis
summer courses
thematic competence
análisis cunatitativo-cualitativo
cursos de verano
competencia temática
Espósito, Julia
Pardo, Javier
Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
topic_facet quantitative-qualitative analysis
summer courses
thematic competence
análisis cunatitativo-cualitativo
cursos de verano
competencia temática
author Espósito, Julia
Pardo, Javier
author_facet Espósito, Julia
Pardo, Javier
author_sort Espósito, Julia
title Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
title_short Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
title_full Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
title_fullStr Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
title_full_unstemmed Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
title_sort summer courses at the school of humanities and education sciences (fahce): the experience of law 1 (applied to translation)
description The aim of this abstract is to describe the activities carried out in the summer courses since 2017 at the School of Humanities and Education Sciences (FaHCE) under the Academic Performance Program at Universidad Nacional de la Plata (UNLP). The analysis will focus on the Law 1 (Applied to Translation) Summer courses, first-year courses for the English and French Public Sworn Translation courses of studies, coordinated by the Modern Languages and Literatures Department. The activities described in this article took place in the months of February of 2017 and 2019. Law 1 (Applied to Translation) is a course aimed at introducing students to the acquisition of the thematic competence or thematic subcompetence (Kelly, 2002), a part of a larger competence which Albir (2001) defines as translation competence (namely, the underlying system of knowledge required to translate). Another theoretical contribution may be found in Johnstone (1996), who approaches Law learning and teaching under the following terms: «The study of law in universities should be reflective and critical, examining the problem of what the Law is, locating the Law within its societal context, and within other disciplines in the Humanities and Social Sciences which enrich an understanding of the nature of the Law and its operation in society» (Johnstone, 1996: 34). By highlighting this reflexive and critical aim, the importance of the thematic competence is not only stressed as a necessary means for translating in a field of specialty, such as the Law, but also as a channel for the mindful, and ethical performance of both civic and professional responsibilities. In order to collect the results of both summer courses, a comparative quantitative-qualitative approach was taken. The following variables were taken into account for the analysis: course style; theoretical-practical activities; students’ performance; testing techniques; and pass rates (with and without final exam). Additionally, upon course completion, students were issued anonymous surveys to provide their feedback about their overall experience. The preliminary conclusions drawn from the comparative analysis are doubly encouraging: a) the first year of the Academic Performance Program had a positive effect in the pass rate of all participating courses; and b) the specific nature of the summer courses contributed to the emergence of cooperative teamwork dynamics, enabling an in-depth analysis of class activities, management and organization as a whole.
publisher Facultad de Lenguas
publishDate 2022
url https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37119
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spelling I10-R303-article-371192022-11-02T14:56:55Z Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation) Cursos de verano en la FaHCE: la experiencia de Derecho 1 (Aplicado a la Traducción) Espósito, Julia Pardo, Javier quantitative-qualitative analysis summer courses thematic competence análisis cunatitativo-cualitativo cursos de verano competencia temática The aim of this abstract is to describe the activities carried out in the summer courses since 2017 at the School of Humanities and Education Sciences (FaHCE) under the Academic Performance Program at Universidad Nacional de la Plata (UNLP). The analysis will focus on the Law 1 (Applied to Translation) Summer courses, first-year courses for the English and French Public Sworn Translation courses of studies, coordinated by the Modern Languages and Literatures Department. The activities described in this article took place in the months of February of 2017 and 2019. Law 1 (Applied to Translation) is a course aimed at introducing students to the acquisition of the thematic competence or thematic subcompetence (Kelly, 2002), a part of a larger competence which Albir (2001) defines as translation competence (namely, the underlying system of knowledge required to translate). Another theoretical contribution may be found in Johnstone (1996), who approaches Law learning and teaching under the following terms: «The study of law in universities should be reflective and critical, examining the problem of what the Law is, locating the Law within its societal context, and within other disciplines in the Humanities and Social Sciences which enrich an understanding of the nature of the Law and its operation in society» (Johnstone, 1996: 34). By highlighting this reflexive and critical aim, the importance of the thematic competence is not only stressed as a necessary means for translating in a field of specialty, such as the Law, but also as a channel for the mindful, and ethical performance of both civic and professional responsibilities. In order to collect the results of both summer courses, a comparative quantitative-qualitative approach was taken. The following variables were taken into account for the analysis: course style; theoretical-practical activities; students’ performance; testing techniques; and pass rates (with and without final exam). Additionally, upon course completion, students were issued anonymous surveys to provide their feedback about their overall experience. The preliminary conclusions drawn from the comparative analysis are doubly encouraging: a) the first year of the Academic Performance Program had a positive effect in the pass rate of all participating courses; and b) the specific nature of the summer courses contributed to the emergence of cooperative teamwork dynamics, enabling an in-depth analysis of class activities, management and organization as a whole. La presente comunicación se propone dar cuenta de la experiencia de los cursos de verano que se realizan desde el año 2017 en la Facultad de Humanidades y Ciencias de la Educación (FaHCE), en el marco del Programa de Rendimiento Académico de la Universidad Nacional de La Plata (UNLP). Nos referiremos especialmente a los cursos de verano de Derecho 1 (Aplicado a la Traducción) del Departamento de Lenguas y Literaturas Modernas, asignatura de primer año correspondiente a las carreras de Traductorado Público en lengua inglesa y francesa. Esta experiencia tuvo lugar en febrero de 2017 y de 2019. Derecho 1 (Aplicado a la Traducción) es una materia que permite introducir a los estudiantes en el proceso de adquisición de la competencia temática o subcompetencia temática (Kelly, 2002) y forma parte de lo que Hurtado Albir (2001) denomina competencia traductora: «El sistema subyacente de conocimientos, aptitudes y habilidades necesarios para traducir». A su vez, se parte de la concepción de que para estudiar el derecho se debe examinarlo detenidamente, ubicarlo dentro de su contexto en la sociedad y en otras disciplinas en las ciencias humanísticas y sociales, las cuales ofrecen un entendimiento más rico sobre la naturaleza del derecho y su funcionamiento en la sociedad (Johnstone, 1996). Al resaltar este fin reflexivo y crítico, no solo se reivindica la importancia de la competencia temática como vía necesaria para la traducción de un campo de especialidad, como ocurre en el caso del derecho, sino también para el ejercicio pleno, responsable y ético de la ciudadanía y la profesión. La metodología empleada para dar cuenta de los resultados de estas dos experiencias es el análisis comparativo cuantitativo y cualitativo, que toma en consideración los siguientes aspectos: la modalidad de dictado que asumió la asignatura, las actividades teórico-prácticas y prácticas propuestas, el desempeño de los estudiantes, las modalidades de evaluación y la tasa de acreditación de la materia (cursada regular y promoción sin examen final). Al finalizar los cursos, se implementaron encuestas dirigidas a los estudiantes sobre distintos aspectos que serán incorporados en el análisis. Las conclusiones preliminares que arroja el análisis comparativo son positivas en dos aspectos: a) se logró una tasa alta de consolidación de aprobación de materias en la finalización del primer año de la carrera contemplada en el Programa de Rendimiento Académico, y b) se consiguió una dinámica de trabajo grupal cooperativa que permitió el análisis en profundidad de las actividades propuestas. Facultad de Lenguas 2022-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37119 Nueva ReCIT : Revista del área de traductología; Núm. 5 (2022): Especial 2618-1940 spa https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37119/37510 https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37119/37511 https://creativecommons.org/licenses/by-nc-nd/4.0

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