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

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.