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

Introduction: Pamphlets are one of the most commonly used communication tools to provide patients with information. Objective: The aim of this study was to analyze the pamphlets collected at a health center responsible for primary health care in Portugal. Methods: The analysis wasperformed by applying the SAM grid. This test is aimed at assessing the suitability of information materials, classifying them as inadequate, adequate or very adequate. Results: The pamphlets available in the health unit were very adequate for health promotion and disease prevention. Conclusions: The production of information materials, such as pamphlets, usually available in the waiting rooms of health units, should continue to be one of the communication tools developed by the institutions responsible for primary health care in Portugal to provide patients with information.

Translators are reputed to work not only within languages but also across cultures. Intercultural interactions can be carried out when the translator is creative enough. The present paper intends to determine the pivotal types of creativity which can predict the translators' cultural intelligence in cross-cultural interaction. 103 translation students were chosen to participate in the study through convenient sampling. Kaufman Scale of Creativity (2012) and Cultural Intelligence Scale (2007) were administered to measure participants' types of creativity and cultural intelligence. Results of the Pearson correlation attested that the Kaufman scale of creativity is moderately correlated with the cultural intelligence scale. Multiple regression analysis revealed that among the different components of creativity, scholarly, self, and artistic were the best predictors of translation students' cultural intelligence. Implications of the study for translation training courses and professional translation agencies are advised to introduce the idea of creative types in training or hiring translators. Keywords: Cultural intelligence, Kaufman creativity types, Self-creativity, Scholarly, Artistic   

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Audio description, an accessibility modality that guarantees access to audiovisual cultural products for people with sensory functional diversity, has been used as a didactic resource of undeniable value in foreign language classrooms for at least a decade (Rodrigues Barbosa, 2013; Ibáñez and Vermeulen, 2013, 2014, 2017; Calduch and Talaván, 2017; Navarrete, 2018). Audio description allows the development of communicative competence and is a very motivating tool for students. However, its exploitation is not yet widespread in the French language classroom, something that we intend to address in this project. We started with the elaboration of a classroom intervention device (a didactic sequence), whose final product was the writing of an audio description script, and its subsequent application in B2 level classes of an official language school in Valencia. Our main objective was to develop intercultural competence in French classes, not only by comparing audio description scripts in two different languages, but also through the creation of scripts in French. Over four 100-minute sessions, activities designed around this didactic resource were implemented. An initial and final questionnaire, the AD scripts of two scenes created by the participants and their observations in a discussion forum were analyzed. The students improved in the recognition of the French-speaking cultural references presented throughout the sequence, which they included more frequently in the final audio description scripts. In addition, the comparison of scripts in different languages promoted intercultural reflection and the consideration of the describer as a cultural mediator. Thus, we have created a didactic sequence to be applied in B2 level classes at the Official Language School of Valencia. Students take on the role of audio describer and are confronted with several scenes from films with French-speaking cultural references. By integrating audio description into the activities of the sequence, almost all the competences described by the Common Framework of Reference for Languages will be worked on in class (oral comprehension and written and oral expression in French, as well as mediation). It should also be noted that, given the strong cultural nature of the audio description activity, our intention is to introduce French-speaking culture into the classroom in a more motivating and innovative way. The results obtained show that the development of a script of different film sequences has encouraged cross-linguistic and intercultural reflection thanks to audio description and that the students have valued very positively the inclusion of this form of accessibility to develop communicative competences.

The suitability of training content is one of the cornerstones of curriculum design, especially when this suitability is continually challenged by the reality of a changing and extremely competitive market. This paper presents the results of an exploratory qualitative study on the perception of teachers of several Master's degree programmes in Translation and Interpreting (T&I) in Spain regarding the acquisition of different competences by graduates of these programmes in order to highlight possible shortcomings and establish the corresponding relationship with the contents and methodologies taught in the different training programmes. The results indicate that this perception is positive across the board, especially in those competences related to specialisation in a specific field. The most relevant conclusions of this research point to the disengagement of teachers from professional activity as one of the main factors affecting the lack of knowledge of the expectations of the market reality on the part of the academic sphere and is, therefore, one of the elements that must be taken into account when bridging the gap between the academic sphere and the labour market.  

Unravelling the complex process of acquiring Translator Competence (TC) is a considerable challenge. Whilst TC has been considered fundamental to translator training, research, and training have often been limited to theoretical reflections, without including empirical input. In this proposal, we will try to fill a gap in the empirical studies that have been performed to date on TC and the analysis of its acquisition in real teaching practice. We offer the reader an in-depth review of key issues for the training of translators before presenting the empirical study. In the first part, we place the reader in the context in which the study is framed, dealing with basic concepts such as TC. This paper summarizes essential ideas before exploring the question of TC acquisition, and particularly into strategic competence (SC). In the second part, we describe the quantitative and qualitative methodology of the empirical study. The longitudinal study, presented, includes a group of 37 subjects, allowing greater depth in the analysis of the processes of the acquisition of SC. Finally, we present our conclusions. Our results shed light on key issues for the development of theory and practice to facilitate advances in the training of translators.

This paper presents an overview of the dilemmas related to impartiality faced by interlinguistic and intercultural mediators involved in professional interviews with asylum seekers. It is common that, due to a lack of trust between interlocutors, these interactions are uncooperative. The data for this study are drawn from interviews with mediators and service providers who work with two NGOs and who are often involved in such interactions. Based on the data from the interviews, as well as from other work in this field, a description is given of the different types of situations in which mediators' interventions may be likely to benefit or harm one of the interlocutors. From a theoretical viewpoint, an alternative classification of the principles governing the communicative behaviour of mediators in this type of interaction is proposed. The data presented in this study seem to point to the convenience of considering impartiality not as just another principle of action, but as a determining factor when dealing with the dilemmas posed by the application of these principles.

This work studies the explicitation in the Spanish translation of the work Rana by Chinese author Mo Yan, 2012 Nobel laureate in Literature, by revealing the characteristics of the explicitation and deciphering its motivations. The corpus-based quantitative method is used to describe the use of logical conjunctions in the target text and their correspondence to the source text, as well as the Spanish translation of the explicit logical relations in the original text. The results show that the explicitation is more relevant than the implication in each category of logical relations and conjunctions; the degree of explicitation decreases in the causal and consecutive, conditional, adversative, and concessive logical relationships; the connectors of the same category present different degrees of explicitness. In addition, the analysis from the perspectives of linguistics and the translator reveals that the main motivation of explicitation lies in the differences between Chinese and Spanish in the organization of the text and the explanation of the translator. Different degrees of explicitness of the relations and connectors stem from the differences between both languages in the frequency of use of the four relation categories and the translator's subjectivity.

Didactic Audiovisual Translation (DAT) is an emerging discipline that has been firmly consolidated in the last two decades. This study is based on a brief historical overview of the development of the discipline which aims at exploring and opening new connections with other disciplines so as to seek synergies that can exploit the pedagogical potential of DAT. Bilingualism, transversality, emerging methodologies, and inclusive education are fundamental axes to trace the horizon of a discipline that can be key for language learners, as well as for translation and interpreting training.

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