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Publication Shortsighted translations: Censorship in the three Manolito Gafotas books translated into American English(Peter Lang, 2019-09-26) Alderete Diez, Pilar; Harrington Fernández, OwenIn this article, we explore the issue of the child narrator’s identity through the descriptive analysis of the translations from Spanish into American English of Manolito Gafotas. Particularly, this article illustrates how the three translations have censored Manolito’s identity from a sociopolitical point of view. We will discuss examples representative of the type of translation shifts that modify the identity of the narrator. We will also identify examples in the subtitles and dubbing scripts of the films available in English as a tertium comparationis to raise awareness of the importance of allowing a source character’s voice to resonate with target readers, and how translators and other editorial apparatuses ought to prioritize characterization strategies.Publication Death and how to deal with it in the Harry Potter series(Routledge, 2019-08-29) Alderete Diez, PilarIt is obvious that death is one of the main issues in the Harry Potter world and the way it is underlined throughout the series opens up the ground for discussion of one of the most taboo topics in Western culture amongst children, although children’s stories have always embroidered death into their plots – even as a character in its own right – demonstrating the fascination that humans of all ages have with the unknown stage of non-living. This chapter was triggered, in particular, by the comments of a 13-year-old Spanish boy who reported that the last book helped him deal with the painful sudden death of his own mother, only weeks after publication. It was not the first time this adult–child dialogue about Harry Potter had informed research, and the result was this new adventure. The main aim of this chapter will be to examine death in the books, its imagery, its language and the types of death to which children are exposed and the different options and role models offered for coping with the numerous, and often brutal, deaths. This chapter will also comment on the portrayal of grief and the strategies the characters use to cope with death. This analysis will search for connections to other well-known children’s books and will attempt to map a portion of Death’s territory in the imagination of contemporary children.Publication Reflection in Language Teaching/Learning: Is the European Portfolio the Answer?(Ediciones Universidad de Valladolid, 2008) Alderete Diez, Pilar; L. PEREZ RUIZ; I. PIZARRO SANCHEZ & E. GONZALEZ CASCOS; |~|[No abstract available]Publication La experiencia no reclamada. Exilio, memoria y trauma en Ifigenia cruel de Alfonso Reyes(Colegio de Mexico, 2015) Shaughnessy, Lorna; |~|Escrito diez anos después de la muerte de su padre y los eventos de 'La Decena Trágica', la Ifigenia cruel de Reyes explora el papel de la memoria en la formacion de la identidad de una manera que rompe con las convenciones narrativas de las versions recibidas del mito. Las obras de Cathy Caruth sobre memoria y trauma, especialmente sus investigaciones de las definicines de trauma de Sigmund Freud, abren el texto de Reyes a lecturas psicológica e históricamente complejas.Publication Bumping into classroom walls: How to win the timed race of language learning in the university classroom(Peter Lang, 2014) Alderete Diez, Pilar; |~|Departing from student-led evaluations of Spanish classrooms in a university in Canada a few years ago, this chapter focuses on the conditions that space and time impose on our contemporary university classrooms. In those evaluations, students pointed towards the use of space and time in their universities as one of the main reasons contributing to failure in language learning. In their journals and interviews, they gave specific examples of the impact of spatial and time constraints on their learning of Spanish and they claimed that the time was ripe for a review of the notions of space and time in order to tackle the issue of language learning in higher education. This chapter attempts at such a review with a description of the physical characteristics of standard language classrooms in our globalized university settings and an analysis of the constraints that the organization of space and time impose on language learning in an aim to offer solutions to overcome these obstacles. It also looks at class timetables and semesterisation in third level European institutions, by offering a sample from a few universities in Ireland and in Spain in order to understand how their classrooms and timetables are organized. Through a series of short open-ended surveys at the same higher education institutions, it takes into account the influence of timetable and calendars on student engagement. It points towards the promotion of space-time awareness and examines the scope available both for language teachers and students to manage these two variables. It investigates the influence of virtual spaces for language learning (social networks and open source materials) as they are used in these universities in order to cope with time and space constraints and to support our students in their race to attain their goals in language learning.Publication Patterns of place and space in the work of Rulfo(Legenda, 2016-05-01) Richardson, Bill; |~|[No abstract available]