Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

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: As lecturers and researchers in translation and interpreting, we are aware of the need to design curricula so that students are well equipped, and able to respond to the requirements of modern society. In the world today, there is an evident gap between what is actually taught in higher education and what should be taught to meet student needs. Even though various studies have already focused on the impact of constructs, such as self-regulation, empathy, or creativity, on performance quality, there is still a long way to go. In order to bridge this gap and highlight the role of the university as a transformational agent, our study uses LifeComp, the European framework for the personal, social, and learning to learn key competence. The objective of this research was firstly to discover the transversal competences that are most highly valued by employers in the language industry sector; and secondly, to identify the competences that need more attention in curricula. For this purpose, a questionnaire-based study was designed and administered to translation companies based in Spain. The results obtained indicate that these competences are necessary to foster employability as well as real wealth creation in a lifelong learning context. This study is part of a broader project within the LifeComp framework, in which a competence-based psycho-educational intervention was designed and is now integrated in the translation and interpreting degree programme at the University of Granada (Spain). Keywords: Competence-based learning, LifeComp, Curriculum design, Higher education, Employability

As lecturers and researchers in translation and interpreting, we are aware of the need to design curricula so that students are well equipped, and able to respond to the requirements of modern society. In the world today, there is an evident gap between what is actually taught in higher education and what should be taught to meet student needs. Even though various studies have already focused on the impact of constructs, such as self-regulation, empathy, or creativity, on performance quality, there is still a long way to go. In order to bridge this gap and highlight the role of the university as a transformational agent, our study uses LifeComp, the European framework for the personal, social, and learning to learn key competence. The objective of this research was firstly to discover the transversal competences that are most highly valued by employers in the language industry sector; and secondly, to identify the competences that need more attention in curricula. For this purpose, a questionnaire-based study was designed and administered to translation companies based in Spain. The results obtained indicate that these competences are necessary to foster employability as well as real wealth creation in a lifelong learning context. This study is part of a broader project within the LifeComp framework, in which a competence-based psycho-educational intervention was designed and is now integrated in the translation and interpreting degree programme at the University of Granada (Spain). Keywords: Competence-based learning, LifeComp, Curriculum design, Higher education, Employability

Remote interpreting, particularly telephone interpreting, was implemented in Spain less than 20 years ago and, since then, it has become increasingly common. Its use has even increased during the last months, due to COVID-19 circumstances and the subsequent growth of telecommuting. This paper aims at mapping remote interpreting services in Spain. With that purpose, structured qualitative interviews were conducted with representatives of the six main Spanish companies offering these services. The results show a diffusion of telephone interpreting across the country and an incipient presence of video-link interpreting. Nevertheless, more attention to quality performance and working conditions should be paid. Keywords: Telephone interpreting, Video-link interpreting, Mapping, Qualitative interviews, Spain

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The aim of this article, which is based on a Final Degree Project, is to study and analyse the official translation of the successful Spanish Netflix series La Casa de Papel in the Spanish/Arabic combination, mainly focused on the treatment of offensive language and/or taboo expressions. With this study and analysis, it will be possible to understand the importance that some cultures have in the audiovisual world, for example, with the movie subtitling, since it is likely to find great differences between the source text and the target text due to the cultural shock. Undoubtedly, it is difficult to translate foul language into Arabic due to the high degree of formality of classical Arabic, but this does not negate the fact that there are obscene words in this cultured record. For this reason, culture plays an essential role in all countries, especially in Arab countries, since, unlike some Western countries, they have a very conservative culture in this regard. It is very important to maintain the formalities of the language in certain formats, such as on the TV, the radio, the press, etc. This affects very often the audiovisual world, precisely when political issues, religious issues, vulgar expressions, or taboo content, in general, are discussed and translated. These issues become difficulties for certain translators or subtitlers who have no choice but to use certain translation strategies and/or techniques (Hurtado Albir, 2001) to mitigate the content. In this work, the subject will be deeply treated, and some examples will be shown to expose the significant differences that may arise.

A devastating Sunday in the tumultuous life of a 60-year-old transvestite, co-owner of a brothel with her/his virgin daughter La Japonesita, sets up a bloody storyline that takes readers to the Chilean town of El Olivo through the pen of José Donoso and his seminal work El lugar sin límites (1966). The novella unravels the internal struggles of the fictional town dominated by the patriarchal prominent landowner, Alejandro Cruz. The story provides an account of situations that transpire as a result of the actions of La Manuela, as s/he moves across traditional constructed sex/gender boundaries while becoming involved with a hypermasculine character, Pancho, who wrestles with homoerotic desires. A gendered reading of this novel takes into consideration the way in which sexual difference is inscribed discursively in the text, and how the translation into English by Suzanne Jill Levine’s (Hell Has No Limits, 1995) exposes the interplay of gender and social control. The analysis conducted in this article is of a descriptive nature, and it intends to point out decisions taken by the translator in order to represent the multilayered and flexible gender identities shown in the Spanish text and how they are rendered into English in order to portray the fictional characters. A careful analysis of the renditions of key passages will bring to light the translator’s perceptions of the gendered ideology within the novel. English is pushed to the limits in order to represent the sexual identities of this gender-laden Spanish text.  

This article reconstructs, from surviving posters, prints, and Italian, English, and American press articles, the history of the Keller Troupe, its tableaux vivants’ shows, and the Cain y Abel piece they presented in November 1865 in Santiago’s Municipal Theater. The choice of the pictorial and sculptural references of the living pictures, the enthusiasm and silence of the press, and the moral and artistic suspicions that aroused their sculptural poses, allow us to glimpse from a place at the same time peripheral and global, several of the knots that formed the epicenter of the discussion about the arts during the nineteenth century. They also shed light on the ways in which popular culture appropriated art history and the unconventional ways of disseminating European art in South American countries.