This article stems from a simple observation vis-à-vis the teaching methods in foreign literary studies. In most cases foreign literature is taught in the original language or through a simplified translation which is frequently adapted for a specific audience of students. The assumption of this article consists in the hypothesis that a comparative analysis of literary translations — from both a diachronic and synchronic perspective — can be a valuable tool for teaching foreign literature.

Toward a Translational and Transnational Pedagogy: Teaching Petrarch in a Multilingual Department Through English and French Translations

RAIMONDO R
2021

Abstract

This article stems from a simple observation vis-à-vis the teaching methods in foreign literary studies. In most cases foreign literature is taught in the original language or through a simplified translation which is frequently adapted for a specific audience of students. The assumption of this article consists in the hypothesis that a comparative analysis of literary translations — from both a diachronic and synchronic perspective — can be a valuable tool for teaching foreign literature.
translation, teaching
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/541338
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