Traducció d'un testament: anglès-català

Un dels objectius principals d’aquest treball és assumir un encàrrec de traducció jurídica. En aquest cas, es tradueix un testament; els testaments són documents jurídics a través dels quals una persona pot disposar els seus béns per a després de la seva mort i instituir hereus. El text de sortida es regeix pels Estatuts de l’Estat de Nova Jersey, és per això que aquest treball se centra en els testaments a Nova Jersey i a Espanya, concretament a Catalunya ja que la traducció és al català. La diferència més gran entre aquests dos països és que Espanya es basa en el Dret Civil i Estats Units en el Common Law; com que tenen característiques diferents, cal documentar-se sobre com funcionen els testaments a cada lloc abans de fer la traducció. Com veurem a continuació, la traducció de documents jurídics requereix precisió i responsabilitat, ja que el lèxic i l’estructura d’aquests tipus de documents és complex; per això, és important tenir accés a manuals de redacció i diccionaris especialitzats. Seguidament, veurem tots els passos que he seguit per portar a terme la traducció d’un testament.

Acolliment lingüístic en dones nouvingudes

La immigració és una característica de la societat actual, moltes persones marxen del seu país amb l’objectiu de millorar la seva qualitat de vida. Els governs han desenvolupat accions per facilitar la inserció de la persona en el país d’acollida. Un fet que facilita la inserció és la llengua, aquesta és la clau per poder participar en el nou context. A més fomenta la cohesió perquè és l’instrument de relació amb altres persones. Per aquesta raó una de les accions del govern de Catalunya és l’acolliment lingüístic. La immigració és un tema molt ampli, la investigació es centrarà en les dones immigrants analitzant una entitat civil de Vic que ofereix acolliment lingüístic en dones.

Maria-Mercè Marçal en el mirall : sobre l'imaginari femení i el llenguatge poètic

Per Maria-Mercè Marçal, la poeta no es pot trobar, no es pot veure, en el «mirall del bell», que sempre han fomentat els discursos dominants. El seu és una altra mena de mirall trencat que reflecteix un ésser complex, híbrid i contaminat que lluita «entre un jo que es vol fer i els múltiples personatges que, des del mirall, li retornen una imatge múltiple». En aquest article, per explorar el tema de l’imaginari femení i el llenguatge poètic, hem escollit dialogar amb Maria- Mercè Marçal i examinar tres dels múltiples bocins que conformen la seva imatge en el mirall. Conversem amb dues mares i un pare simbòlics de l’altre cantó del seu espill, tots tres proveïdors de material ideològic i eixos vertebradors dels assaigs marçalians. Es tracta d’intel·lectuals ben diversos: l’escriptora anglesa Virginia Woolf, el filòsof francès Jacques Derrida i la poeta catalana Maria-Antònia Salvà. En definitiva, dividim la investigació en tres apartats, que volen coincidir amb el diàleg que Marçal suposem que hi mantingué. De primer, amb Virginia Woolf, explorem la necessitat de la poeta de descobrir el sentiment de «fúria» que porta a dins per tal d’assumir la irracionalitat del seu llenguatge. Després, ens endinsem en les teories derridianes sobre la dona i l’escriptura, en un intent de demostrar que ambdues són espècies híbrides que viuen en el llindar, en un espai d’entremig. A l’últim, amb Maria-Antònia Salvà, revisem la imatge de la dona-monstre amb la certesa que «el salvatge» i «l’incert » són el motor del llenguatge poètic femení.

Aproximaciones a la lectura crítica: teoría, ejemplos y reflexiones

Dentro de las ciencias del lenguaje, el Análisis Crítico del Discurso (ACD) aprovecha las aportaciones de los recientes estudios sobre el texto (análisis del discurso, pragmática, sociolingüística, etnografía de la comunicación, teoría de la enunciación, etc.) para definir los propósitos y la metodología del análisis crítico. Ante el mundo multicultural y globalizado en el que vivimos, la única respuesta educativa posible es la necesidad de formar a una ciudadanía, que tenga habilidades críticas de lectura, escritura y pensamiento y participe de modo constructivo en el desarrollo de una comunidad plural, respetuosa y progresista. El artículo explora en la teoría y en la práctica la lectura crítica, para reflexionar sobre la necesidad de fomentar este tipo de práctica lectora en el aula. Para ejemplificar el funcionamiento de la lectura crítica, se trabajan lingüísticamente desde el ACD algunos fragmentos breves de discurso. Se analiza el grado y el tipo de comprensión lectora crítica que muestran 25 exámenes de universitarios españoles de 20 años, estudiantes de Traducción e Interpretación en la Universidad Pompeu Fabra de Barcelona, que habían tenido 80 horas de instrucción sobre lengua escrita y análisis deldiscurso en castellano y catalán (con varias sesiones sobre Análisis Crítico del Discurso), en las que se habían analizado cooperativamente textos parecidos al propuesto en el examen.

Translation and validation of the Ten-Item-Personality Inventory into spanish and catalan

In response to an increasing need for ever-shorter personality instruments, Gosling, Rentfrow, and Swann (2003) developed the Ten-Item-Personality Inventory (TIPI), which measures the dimensions of the Five Factor Model (FFM) using 10 items (two for each dimension) and can be administered in about one minute. In two studies and using a multi-judge (self and observer) and multi-instrument design, we develop Spanish (Castilian) and Catalan versions of the TIPI and evaluate them in terms of internal consistency, test-retest reliability, convergent, discriminant, and content validity, as well as self-observer correlations. Test-retest correlations were strong, and convergence with the NEO-PI-R factors was significant. There were also strong correlations between observer ratings and the participants’ self-ratings. Despite some inconsistencies with respect to the Agreeableness scale, the Catalan translation and both translations into Spanish of the original TIPI demonstrated sufficient psychometric properties to warrant use as a Five Factor personality measure when the use of longer instruments is not convenient or possible. Furthermore, as the first translation of a brief standard Big Five Instrument into Catalan, this work should facilitate future research on personality in the Catalan-speaking population.

The Catalan migration to New York. A view from La Llumanera de Nova York (1874-1881)

The first issue of La Llumanera de Nova York came out in November 1874 and was not published until 1881. The challenge was certainly complicated: editing a newspaper in Catalan in New York, with the aim of influencing a group of potential readers who were distributed in the United States and, at the same time, become a medium that would bring the ideas of a new era, both from a political and cultural point of view

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Estudi comparatiu per ala millora dels resultatsdels traductorsautomàtics de l’empresaAutomaticTrans

Aquest treball pretén millorar els resultats dels traductors automàtics de l’empresa AutomaticTrans i la traducció a l’agència de notícies EuropaPress mitjançant la comparació d’un corpus de notícies en castellà amb la corresponent traducció al català per dos traductors automàtics: l’ATS1, utilitzat per EuropaPress, i l’ATS4, l’última versió del traductor

The Irish and their language

My paper analysed the origins of the Irish language, where it came from, whay kind of people the Celts were and why the language is in such a critical state. I analized the Irish history and also the new improvements by the Government to reinforce the use of the language