Innovating in languages, languages and literature: New stories
DOI:
https://doi.org/10.31637/epsir-2024-1741Keywords:
Literary translation, Emerging languages, Visual narratives, Comparative philology, Strategic storyAbstract
This monograph explores how technological and sociocultural innovations are transforming languages, language systems, and literature. It addresses the role of translation in promoting gender equality and human rights, and how emerging languages, especially on social media, are creating new linguistic codes. It analyzes the influence of artificial languages in literature and the philosophy of language, as well as the impact of digital platforms in creating new narratives. The teaching of foreign languages also plays a crucial role, highlighting the use of new technologies and hybrid approaches. Additionally, it explores comparative philology and the use of archaisms, the relationship between literary and visual narratives, and the analysis of psychological narratives. Finally, it examines strategic storytelling in digital advertising, highlighting how brands are creating new stories that redefine consumer identity.
Downloads
Author Biographies
Edurne Goñi Alsúa, Public University of Navarre
She is an ANECA accredited professor with a PhD in English Philology from UPV/EHU, a degree in English Philology from the University of Deusto, and a degree in Hispanic Philology from UNED. She works at UPNA, where she teaches in the Bachelor's in Education and the Master's in Secondary Education and is also the Coordinator of International Relations for International Education Degrees.
She has also collaborated with UNIR, teaching in the Bachelor's programs in Early Childhood and Primary Education, Public Policy and Administration, and the Master's programs in Secondary Education and Teaching English as a Foreign Language, creating the course Technology and Language Teaching. She has directed several Master's theses (TFM) and regularly serves as a member of the defense committees at the university.
She has worked as an English teacher in Primary, Secondary, and High School Education, as well as Business English for adults. She collaborates as a translator with MadeGlobal, a publishing house specializing in the Tudor era.
Her research fields include didactic audiovisual translation (TAD/DAT), pedagogical translation (TP/PT), dialect translation, and linguistic identity.
Enrique Ortiz Aguirre, Complutense University of Madrid
He belongs to the Faculty of Professors in the specialty of Spanish Language and Literature (Secondary Education and Baccalaureate). He holds a PhD in Spanish Language and Literature from the Complutense University of Madrid, Spain (with the qualification of Outstanding cum laude unanimously), and has obtained the D.E.A. in Latin American Literature. He is an Associate Professor at the same university (Faculty of Education), where he teaches courses related to the Didactics of Language and Literature. He is also a career civil servant and Director of a Secondary Education School in the Community of Madrid. He has participated in and organized Congresses, Symposia, and International Seminars at various universities and cultural institutions, and has published critical editions, articles, and monographs. His research focuses on late Spanish literature, comparative literature, the relationship between literature and erotism, literature and cinema, and literature and the Spanish Civil War. He participates in university research groups (Literature and Civil War Culture, LICUGUE) and is Vice President of the Francisco de Quevedo Spanish Teachers’ Association. He has received the Museo del Prado Award in the Cinema and its Educational Dimension Program with his Didactic Proposal, and the First Master's Thesis Award for Best Academic Director, organized by the Illustrious Official College of Doctors and Graduates of Madrid. He has been the Curator of exhibitions of writers at both the Regional Library of Madrid (General Subdirectorate of Books) and the Rafael Morales Cultural House (José Hierro Library and Town Hall of Talavera de la Reina). He is a World Education Parliamentarian and Director of the Universal Cultural Alliance (Spain).
Marta Martín Gilete, University of Extremadura
Dr. Marta Martín-Gilete holds a PhD in English Linguistics from the University of Extremadura, with Cum Laude and International Mention distinctions. Her doctoral research, which received the prestigious Extraordinary Doctorate Award, focuses on the application of metaphor in teaching English as a foreign language.
She is a professor in the Department of English Philology at the University of Extremadura, where she teaches undergraduate courses in English Language and Applied Linguistics. She is also an active member of the teaching innovation group "Integration of Content and Foreign Languages at the University of Extremadura" (GID_ICLUEx). Her excellence in teaching has been recognized with a 'Distinguished' rating by the Docentia-UEx program, following positive evaluations of her training and performance.
Her main research interests include cognitive linguistics, applied linguistics, and figurative language. She has presented numerous papers at national and international conferences on these topics. As a member of the English Language and Applied Linguistics (LILA) research team at the University of Extremadura, she collaborates with experts in applied metaphor research, L2 vocabulary acquisition, and discourse analysis. Additionally, she has participated in various funded research projects on metaphor, L2/L3 vocabulary, and CLIL, working with local and international colleagues. Her open-access publications are available at: https://dehesa.unex.es/browse?type=author&authority=ad55f0ed-8156-4932-9231-8988b323bcc6.
References
Achón Lezaun, I., & Valiente Mingotes, S. (2021). La traducción de lo indecible en «The Fall of the House of Usher» de Edgar Allan Poe y la traducción de Julio Cortázar. ACTIO NOVA: Revista De Teoría De La Literatura Y Literatura Comparada, (Monográfico 5), 26–55. https://doi.org/10.15366/actionova2021.m5.002 DOI: https://doi.org/10.15366/actionova2021.m5.002
Casal, S. S., & López, S. R. (2021). Aprendizaje conectado en redes sociales. Psychology, Society & Education, 13(1), 1-8. https://doi.org/10.25115/psye.v1i1.2485 DOI: https://doi.org/10.25115/psye.v1i1.2485
Molina, J. A. (2013). Imagen-palabra: texto visual o imagen textual. En Actas del Congreso Iberoamericano de las Lenguas en la Educación: las lenguas en la educación, cine, literatura, redes y nuevas tecnologías (pp. 97-104). Secretaría General Técnica. http://hdl.handle.net/11162/104226
Ramírez Leyva, E. M. (2012). La incorporación de la cultura digital en las prácticas de lectura de los estudiantes de bachillerato de la UNAM. Investigación bibliotecológica, 26(56), 43-69. https://tinyurl.com/2bz97xwv DOI: https://doi.org/10.22201/iibi.0187358xp.2012.56.33013
Troncoso Pérez, L., Galaz Valderrama, C., & Alvarez, C. (2017). Las producciones narrativas como metodología de investigación feminista en Psicología Social Crítica: Tensiones y desafíos. Psicoperspectivas, 16(2), 20-32. https://tinyurl.com/24ylbojs DOI: https://doi.org/10.5027/psicoperspectivas-Vol16-Issue2-fulltext-956
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Edurne Goñi Alsúa, Enrique Ortiz Aguirre, Marta Martín Gilete
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
