86 10 8556 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Falit, Rekia Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-31 Description An account of the resource Arabic Linguistics: A comparison between the Basra and Kufa Shools Arabic linguistics developed in the medieval period, it also has its place in the historiography of linguistics. Arabs were concerned with language and grammar such as lexicology, lexicography, phonetics and phonology; Arabic linguistics was marked by great scholars like EL Farahidi, EL Douali, Sibawayh, Ibn El Djini and other linguists. There were Arabic grammar schools like Basra and Kufa which have different opinions. There have been debates and controversies concerning both schools Basra and Kufa in order to discuss their principles of Arabic Grammar. Most scholars claimed that Basra and Kufa were the two schools permanently rivaling each other. This paper is concerned with history of Arabic Linguistics through comparative insights on the approaches adopted by the Kufa and Basra schools. They do, indeed, have two differing linguistic and grammatical approaches. The school of Basra was generally more philosophical when it comes to formulating the system of Arabic grammar while the school of Kufa based its assumptions on evidence drawn from classical texts. However, though Basra school referred more to analogy does not mean that Kufa school did not also refer to linguistic corpora in classical texts. It can be concluded, then, that the differences between the two grammatical schools were terminological at best, but mostly fictitious, the essential criterion for belonging to either school was being one's background rather than the adaptation of a particular grammatical doctrine; if not even the two schools were subsequently created as a myth that could be excellently exploited for personal purposes. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/708 10.52919/translang.v15i2.708 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/708/586 Source A related resource from which the described resource is derived Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 126-136 2600-6235 1112-3974 10.52919/translang.v15i2 Subject The topic of the resource Arabic Linguistics Arabic Grammar Basra and Kufa Schools History of Linguistics Arabic linguistics Arabic grammar Basra and Kufa Schools History of Linguistics Title A name given to the resource Die arabische Sprachwissenschaft: Ein Vergleich zwischen den Basra und Kufa Schulen Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Thawabteh, Mohammad Ahmad Date A point or period of time associated with an event in the lifecycle of the resource 2022-12-31 Description An account of the resource Translation Studies comprises different approaches to translation, e.g., linguistics-oriented, functionalist, discourse register analysis, philosophical, reception theory, among many others. As for reception theory, it is found that when and where a given text is translated and the influences it is likely to exert on its audience is very useful as an approach to translation. The time and place of the text reception then tends to be significant. The current article presents a critical and elaborate analysis of the (sub)cultural environment in Palestine which has failed to assure better reception of the translation of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) as manifested in a Palestinian context, but rather has mounted perceptibly some social and political tension in the reception; the original version of CEDAW Convention was first published by the United Nations of Human Rights: Office of the High Commissioner on 18 December 1979, followed by the translations into four languages (Arabic, Chinese, French and Spanish). The article first looks at contiguous and overlapping disciplines: reception theory and translation bringing them together for a stimulating vision for an eclectic approach in which translation has established good relations with multifarious disciplines. The article then carefully examines the fairly comprehensible translations of the convention to an Arab audience, taking cue from Meidasari’s (2014) reception theory in which reader’s involvement in the initial understanding and developing interpretation is fully considered. The article then scrutinizes Arabic translation which has quite a different contextual and function, obviously a mere transference of a range of meanings inherent in a given utterance across languages and cultures; however, when Palestinian National Authority (PNA) became a full member recognizing CEDAW in 2014, the translation has been given a new lease of life and it exceeds mere ostentatious linguistic realization of the Source Language (SL) to become an issue of immense importance for a text reception whereby the translation is thus expected to gain instrumentality, that is, to meet and to fit in with  the Target Language (TL) expectations. The reception of CEDAW Convention into Arabic decades after it was issued, namely 1979 stresses the importance of time and place. The time difference of the reception of the translation is considered of paramount importance. The findings of the present article, however, shows that the reception of CEDAW Convention into Arabic combines in an intricate web of intersecting political and ideological relations. The same TL triggers two different reception groups on the part of the TL audience, and thus creates a kind of overwhelming tug-of-war relation in the groups. For the first group, the translation is the coat of arms for Palestinian women to enable them to fight for their rights and has consequently adopted adulatory tone as it conforms to the readers’ aesthetic expectations. For the other group, however, it constitutes the emasculation and marginalization of meritorious pillars Islam. The article concludes that the Palestine has been invariably buffeted by social and political upheaval, and the translation role should be expected to drastically change. Before the 1990s, the translation has actually a minimal role to play as Palestinians had been through the stiffest resistance against Israeli occupation which openly violated (and is still violating) international law. With the establishment of the PNA in 1994 which has exercised civil control on West Bank, new social and political realities emerged, paving the way for a kind of more social-international interaction. Thus, based on social milieu (be secular or Islamic) the translation is received. It has come in for criticism by Islamist, but applauded by secularist regardless of being two sides of the same coin.   Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/908 10.52919/translang.v21i2.908 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/908/764 Source A related resource from which the described resource is derived Traduction et Langues; Vol 21 No 2 (2022): Traduction et Langues Volume : 21 Numéro : 02 / Decembre 2022; 92-108 2600-6235 1112-3974 10.52919/translang.v21i2 Subject The topic of the resource CEDAW convention Reception theory Audience attitudes Ideology Title A name given to the resource Two Receptive Audiences for the Same Translated Text: The reception of CEDAW Convention in Occupied Palestine as a case study Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Amara, Yamina Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-31 Description An account of the resource On the Influence of Latin on Old High German In this article I have given a historical overview of the influence of Latin on the German language at the different stages of its development. But, a special attention was given to Old High German, because both have common roots. At the beginning I explained the most important background about Latin and Old High German to better understand the development of the German language gradually. Then, I have explained the influence of Latin on Old High German through the relationship between Latin and Old High German from a religious perspective. At the end I explained the features and the different changes that affected the lexical items of Old High German, with a particular emphasis on linguistic and phonetic changes. Not only Latin influenced German, but also French, Greek, Ancient Greek, and English have had the greatest impact. We end up with a question to open other avenues for research: what would the German language be like if Latin had never existed? It is difficult to answer this question, but what is important is that Latin served the German language as a unified language and culture. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/707 10.52919/translang.v15i2.707 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/707/585 Source A related resource from which the described resource is derived Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 68-76 2600-6235 1112-3974 10.52919/translang.v15i2 Subject The topic of the resource Latin Old High German influence Religion Church Bible Charlemagne loanword Consonantal Shift translation Latin Old High German influence Religion Church Bible Charlemagne loanword consonantal shift translation Title A name given to the resource Zum Einfluss des Lateins auf die althochdeutsche Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Kozanda , Dominik Date A point or period of time associated with an event in the lifecycle of the resource 2022-12-31 Description An account of the resource Observation On Intercultural-Communicative and Psychosocial-dynamic Behaviours of (un)biased Thought Webs on the basis of German-Emirate Cultural Relations Highly specific theoretical and practical, essentially intercultural-communicative aspects within the German-Emirati psychosocial-dynamic relationship were observed during several research stays in the United Arab Emirates (UAE). This exploration intended to regard and describe these in greater detail by means of an empirical-exploratory approach, trying to offer a more precise definition of some traditional perspectives of stereotype and prejudice research from a German standpoint towards the UAE. Findings include i. a. highly specific cultural subtleties and nuances that enabled to learn and better understand highly complex (inter)cultural dynamics of various aspects related to specific stereotypes and prejudices between the two countries that were studied (the UAE and Germany). Among some prejudices and stereotypes that are said to describe on a rather general level diverse behaviour patterns of many Emirati citizens in the UAE, for instance, one reads hospitality, megalomania, polygamy, xenophobia, sexism, overpricing, corruption, hatred of women, anti-alcoholism, religious radicalism, overstatement, lack of humor, fine taste, solidarity, integrity, unpunctuality, friendliness or introversion (...). These stereotypes and prejudices are subject to extensive research within the scope of diverse fields of study, such as linguistic, cultural, social, evolutionary or ethnic anthropology. However, it seems certain highly specific psychosocial-dynamic aspects linked to German viewpoints towards the UAE have been understudied to date. Among these, for example, intercultural communication plays a pivotal role in analyzing situations in which people with different cultural backgrounds interact. Culture determines how individuals shape messages, what means they use to transmit these, and how they interpret the messages. In the broadest sense, culture refers to all manifestations of human existence that are based on certain values and learned behavior which in turn are expressed in ‘permanent creation’ and preservation of values. This declaration is of relevance when ‘German’ viewpoints towards the UAE are regarded more closely, as these could be most amply characterized as complex. Demeaning perspectives leading to stereotypes and prejudices are not an exception in this particular case. The UAE are continuously reduced to an oil-rich country, disregarding i. a. social, cultural, political (…) merits. However, an image of acceptance and tolerance seems to have prevailed for some controversially discussed stereotypes and prejudices related to the UAE from German perspectives if it is delved more profoundly into (inter)cultural values that are not necessarily regarded disrespectfully as we have been able to recognize. Openness, tolerance and diversity can now be attributed to the UAE more than ever as a product of large changes. These have taken place recently in a place which has been inhabited for over 125,000 years, having been at the crossroads interculturality for many civilizations in the Middle-East and the world throughout the ages. Such as cultural variety is contemporary witness to (inter)cultural values that are often inseparably molten with cultural, religious, political, diplomatic and pacifist intentions. Critical approaches to aspects alike the aforementioned Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/907 10.52919/translang.v21i2.907 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/907/763 Source A related resource from which the described resource is derived Traduction et Langues; Vol 21 No 2 (2022): Traduction et Langues Volume : 21 Numéro : 02 / Decembre 2022; 76-91 2600-6235 1112-3974 10.52919/translang.v21i2 Subject The topic of the resource communication intercultural communication intercultural competence stereotype and prejudice research culture UAE Language interpretation and transation psychosocial-dynamics psychosocial-dynamics communication intercultural communication intercultural competence stereotype and prejiduce research culture UAE Language interpretation and translation psychological-dynamics Title A name given to the resource Beobachtung interkulturell-kommunikativer und psychosozial-dynamischer Verhaltensweisen (un)voreingenommener Gedankengeflechte am Beispiel deutsch-emiratischer, kultureller Beziehungen Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource El Zein, Jihane Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-31 Description An account of the resource The Use of Art Disciplines "Theatre, Music and Songs" in Deutsch lessons Speaking is considered to be the main element in foreign language teaching. One of the most important methods and techniques of teaching based on drama and theater, So, the integration of theater in Deutsch class practices allows the student to learn about culture and acquire language properly. The theater techniques used in classroom activities reveal the listening and reading and facilitate their acquisition naturally. The success of such an approach is determined by progression and the passage from the easiest to the most difficult task. Thus, only if the dialogues are not too difficult and demanding linguistically, learners can understand them fairly easily. Some scenes and sequences should choose carefully by the teacher to respond to the students’ needs and styles of learners. This type of learning is based on leisure and the courses of Deutsch should fulfill this target. In this article, I address the importance of integrating arts, including theater, music and songs into foreign language lessons and their effectiveness, with a particular emphasis on Deutsch courses. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/705 10.52919/translang.v15i2.705 Language A language of the resource deu Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/705/584 Source A related resource from which the described resource is derived Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 186-190 2600-6235 1112-3974 10.52919/translang.v15i2 Subject The topic of the resource Culture dialogue Theater communication foreign languages culture dialogue foreign languages Theater communication Title A name given to the resource Der Einsatz von Kunstdisziplinen "Theater, Musik und Lieder" im DaF-Unterricht Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Okome Engouang , Liliane Surprise Date A point or period of time associated with an event in the lifecycle of the resource 2022-12-31 Description An account of the resource Translation in The E-learning of Gabonese Languages The definitions that revolve around language are as plural as the functions that are assigned to it. For some people, it is an instrument of communication. Other people see it as an instrument for analysing the world, as a personal and social identification. Considering the evolution of societies, the preponderant place of language in any development process is more and more indisputable. Gabon, a sub-Saharan African country, is multilingual. This multilingualism is characterised by a double linguistic heritage. On the one hand, it is made up of some fifty endogenous languages, also known as local languages. On the other hand, it is made up of a foreign language: French, a language received from colonial education and established throughout the country as the language of education, administration and official communication since its independence on 17 August 1960. However, the work of many Gabonese sociolinguists presents some worrying results. The sociolinguistic context in Gabon is today characterised by a proven glottophagy, as the French language has opacified the endogenous languages. This language of the colonising country is thus positioned like a dinosaur that swallows all the others with which it shares the Gabonese national territory. Numerous sociolinguists, Gabonese linguists and language teachers are tirelessly calling on the high authorities and the Gabonese population about the situation in Gabon. The promotion of these local Gabonese languages in training and education is the first solution, alongside intra-ethnic communication within the family unit. But today, the inaction of the public authorities regarding the introduction of these languages in the curricula has led to the creation of several virtual platforms dedicated to the teaching-learning of Gabonese local languages and cultures. These are taught by staff with a variety of profiles. In other words, the teaching of Gabonese endogeneity through virtual channels would no longer be the specific work of pedagogues or other actors in the world of education and the field of languages, but it becomes the business of any willing person. Looking at these virtual teaching-learning spaces, we can see that different courses are given through different didactic activities, such as translation. In this study, we focus on pedagogical translation in a virtual educational space. In other words, this article presents a qualitative analysis, in an exploratory approach, of the place and manifestation of translation in this process of teaching endogenous Gabonese knowledge through, specifically, the Langue 241 web page and its Facebook platform. Translation is a pedagogical discipline whose contours are guided by interpretative and comparative theory. It is on the curriculum in formal and institutional foreign language classes through the tandem in french thème and version. We will examine here how it operates in this virtual setting in order to better appreciate the teachers and the courses offered by means of screenshots taken on mobile phones. In order to carry out this study, we interpret the reasons for the courses, the profile of the webmaster and analyse the programme offered and the results expected through it. In addition, we take a critical look at the translation activities carried out in order to better understand the transfer processes, the items studied and above all the learning context. As this is a translation aimed at the teaching-learning of Gabonese languages, i.e. African languages with a tone, a look is also taken at the transcriptions that are made and the alphabet used for this purpose. The results of the various analyses carried out make it possible to see whether the theme and version courses given are of a didactic relevance that truly enables users to learn their local Gabonese languages well, both orally and in writing. Translation in The E-learning of Gabonese Languages The definitions that revolve around language are as plural as the functions that are assigned to it. For some people, it is an instrument of communication. Other people see it as an instrument for analysing the world, as a personal and social identification. Considering the evolution of societies, the preponderant place of language in any development process is more and more indisputable. Gabon, a sub-Saharan African country, is multilingual. This multilingualism is characterised by a double linguistic heritage. On the one hand, it is made up of some fifty endogenous languages, also known as local languages. On the other hand, it is made up of a foreign language: French, a language received from colonial education and established throughout the country as the language of education, administration and official communication since its independence on 17 August 1960. However, the work of many Gabonese sociolinguists presents some worrying results. The sociolinguistic context in Gabon is today characterised by a proven glottophagy, as the French language has opacified the endogenous languages. This language of the colonising country is thus positioned like a dinosaur that swallows all the others with which it shares the Gabonese national territory. Numerous sociolinguists, Gabonese linguists and language teachers are tirelessly calling on the high authorities and the Gabonese population about the situation in Gabon. The promotion of these local Gabonese languages in training and education is the first solution, alongside intra-ethnic communication within the family unit. But today, the inaction of the public authorities regarding the introduction of these languages in the curricula has led to the creation of several virtual platforms dedicated to the teaching-learning of Gabonese local languages and cultures. These are taught by staff with a variety of profiles. In other words, the teaching of Gabonese endogeneity through virtual channels would no longer be the specific work of pedagogues or other actors in the world of education and the field of languages, but it becomes the business of any willing person. Looking at these virtual teaching-learning spaces, we can see that different courses are given through different didactic activities, such as translation. In this study, we focus on pedagogical translation in a virtual educational space. In other words, this article presents a qualitative analysis, in an exploratory approach, of the place and manifestation of translation in this process of teaching endogenous Gabonese knowledge through, specifically, the Langue 241 web page and its Facebook platform. Translation is a pedagogical discipline whose contours are guided by interpretative and comparative theory. It is on the curriculum in formal and institutional foreign language classes through the tandem in french thème and version. We will examine here how it operates in this virtual setting in order to better appreciate the teachers and the courses offered by means of screenshots taken on mobile phones. In order to carry out this study, we interpret the reasons for the courses, the profile of the webmaster and analyse the programme offered and the results expected through it. In addition, we take a critical look at the translation activities carried out in order to better understand the transfer processes, the items studied and above all the learning context. As this is a translation aimed at the teaching-learning of Gabonese languages, i.e. African languages with a tone, a look is also taken at the transcriptions that are made and the alphabet used for this purpose. The results of the various analyses carried out make it possible to see whether the theme and version courses given are of a didactic relevance that truly enables users to learn their local Gabonese languages well, both orally and in writing. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/906 10.52919/translang.v21i2.906 Language A language of the resource spa Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/906/762 Source A related resource from which the described resource is derived Traduction et Langues; Vol 21 No 2 (2022): Traduction et Langues Volume : 21 Numéro : 02 / Decembre 2022; 58-75 2600-6235 1112-3974 10.52919/translang.v21i2 Subject The topic of the resource Translation Virtual pedagogy local languages Gabon Title A name given to the resource La traducción en la enseñanza virtual de las lenguas gabonesas Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Bendjelid, Faouzi Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-31 Description An account of the resource Book Review Stories told by the diaspora are said to reflect the real facet of truth as being lived and experienced by real individuals. Moreover, leaving one’s family shelter to realise their dreams elsewhere is not a fee free transaction. It is believed that human beings, without consideration of their nationalities, go through the same emotional suffering after abandoning their beloved ones, their cherished customs, and their adored habits. This analytical article has as an intention the discussion of the re-insertion process after having passed their life in a foreign land with all the challenges and novel forms of sufferings one has to endure again. Waid is the protagonist of the novel, an estranged character that seems to get lost between two cultural extremes, had left his village earlier to get installed in Canada. The latter is a symbol of dream land that most youngsters consider as dream land. After getting back to his village, waid finds it hard to get re-inserted in his community, though cheerful he seems joining again his beloved ones. The second part of the novel discusses the deteriorated status of what was once considered an ideal view of his country. Namely, the drift in which all aspects of life seem to sink is the main theme of the continuation of the second book. The paper discusses those issues with reference to the socio-cultural data of the protagonist’s native community. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/704 10.52919/translang.v15i2.704 Language A language of the resource fra Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/704/581 Source A related resource from which the described resource is derived Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 225-228 2600-6235 1112-3974 10.52919/translang.v15i2 Subject The topic of the resource Social drift morals cultural origin Nostalgia values Social drift morals cultural origin Nostalgia values Title A name given to the resource Compte-Rendu de Lecture Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Abdellaoui , Said Date A point or period of time associated with an event in the lifecycle of the resource 2022-12-31 Description An account of the resource This article focuses on the confluence of translation praxis and gender discourse in the teaching/ learning of This article focuses on the confluence of translation praxis and gender discourse in the teaching/ learning of translation in Moroccan higher education. Owing to a tremendous lack of literature on the subject of gender bias, particularly in what concerns training in the translation classroom, this study aims to practically disclose how gender discourse is part and parcel of the source and the target texts both at the macro and the micro levels. Yet, it is observed to be overlooked by translation students while making all the lexical, semantic, pragmatic and syntactic choices. They simply reiterate the same sexism found in language use, which is believed to be considerably powerful in constructing ideologies and shaping attitudes towards women and men. To help translation students acquire the skills and knowledge needed to understand how gender roles and identities are encoded in texts and transferred through languages and cultures, the present study uses a corpus-based training project. It consists of illustrative individual words (job titles), sentences (proverbs) and text samples purposely selected to meet the intended goals the researcher set out to achieve. The classroom training was conducted with 26 BA undergraduate students in English Studies at the Polydisciplinary Faculty of Errachidia in Morocco. It targeted their background knowledge, reactions, responses, and awareness to concentrate more on the linguistic manifestation of the gendered discourse in language use and its sociocultural dimensions. To reach this end, the designed tasks, discussions and in-class activities covered three main phases: translating gender (1) at the word level, (2) at the sentence level, and (3) at the text level. In a pedagogically collaborative learning environment, the study adopted critical discourse analysis (CDA) with its three-dimensional framework: the descriptive, the interpretive and the explanatory. This choice is ascribed mainly to its effectiveness in triggering the students’ dynamic participation in most of the classroom activities. More importantly, the focus of interest is to draw the trainees' attention to the androcentric discourse as an all-encompassing aspect of the source texts (ST) and the target texts (TT) by suggesting ways to challenge the pre-established norms that govern languages and dictate the linguistic choices. Through all the training classroom phases covered, the gendered discourse both in Arabic and English is found to be impenetrable, as if frozen in form and meaning. The two languages in use unfold that they possess a great deal of fixed sexist expressions that denigrate women both at the linguistic and socio-cultural levels. This asymmetrical denigration continued to appear in some male and female students’ translations during and after the training. Although many attempts were suggested by most trainees to neutralize some of them, they were hindered by the power of a sexist discourse that seems significantly trenchant to resist such intervention. However, it is not a question of finding the right gender-bias-free equivalents or gender-inclusive terms as suggested in feminist linguistics. It is rather about inquiring into the mentalities of the translators behind the translated words / texts that have been ossified in patriarchal norms to distribute roles and maintain power relations Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/905 10.52919/translang.v21i2.905 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/905/761 Source A related resource from which the described resource is derived Traduction et Langues; Vol 21 No 2 (2022): Traduction et Langues Volume : 21 Numéro : 02 / Decembre 2022; 38-57 2600-6235 1112-3974 10.52919/translang.v21i2 Subject The topic of the resource CDA Gender Discourse Pedagory Translation Training Sexism Title A name given to the resource A Critical Discourse Analysis of Gender at the Micro and Macro Levels in The Moroccan Translation Classroom Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Articles Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Seddiki, Halima Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-31 Description An account of the resource This present work looks at technology integration in teaching English. In Algeria. The English language has started to replace the French language gradually. Nowadays, English is taught in Middle and Secondary Schools, as well as in universities. Accordingly, the English language takes a larger position in the field of teaching foreign languages. Thus, this requires the development of the teaching tools and materials in order to facilitate the profession of teaching. The introduction of ICT in education aims to facilitate the complex task of teaching a foreign language. In Algeria, although the university’s syllabuses do not make much use of the ICT, students and teachers show much interest. There has been much debate over the use of media, Internet, computers and many technology tools in Foreign Language teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. IT is important to point out the relevance of the integration of ICT as a necessary tool in education. Besides, the different Ministries of National Education and Higher Education have to react by bringing some changes at the level of the educational programmes. Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/703 10.52919/translang.v15i2.703 Language A language of the resource eng Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/703/582 Source A related resource from which the described resource is derived Traduction et Langues; Vol 15 No 2 (2016): Traduction et Langues Volume: 15 Numéro: 02 / Décembre 2016; 200-212 2600-6235 1112-3974 10.52919/translang.v15i2 Subject The topic of the resource Technology Integration ICT Tools Teaching Syllabi Education Title A name given to the resource Technology Integration in Teaching English as a Foreign Language Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Articles Traduction et Langues Dataset Data encoded in a defined structure. Examples include lists, tables, and databases. A dataset may be useful for direct machine processing. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Khemais , Jouini Date A point or period of time associated with an event in the lifecycle of the resource 2022-12-31 Description An account of the resource The Wardrobe in The Time in Between Seams by María Dueñas: Semiological Approach    El tiempo entre costuras (2009) by the Spanish novelist María Dueñas quickly became one of the best-selling novels in Spain in recent years, even more so after its television adaptation. With the adaptation-transposition of the novel, we witness a kind of "transformation-translation", or what we call an inter-semiotic translation. In this case, the literary text and the audiovisual text are formed by different semiotic systems, with a verbal basis for the first and a visual basis for the second. The analysis will address the divergences and / or coincidences between the literary text and its television transposition as two autonomous works of art with their respective semiological systems of expression. The novel represents an opportunity to explore how clothing accompanies the changes that the protagonist undergoes in her growth and maturity, thus constituting the most extensive, most conventional means of defining the human individual and his environment. The dress thus suffers a loss of its primary function of covering and protecting the human body. The objective of semiology is to observe the significance and the process of communication that is behind all those elements with which we live daily, that is, all the systems of signs, whatever the substance and limits of these systems. In this aspect, semiology has given a new perspective to the study of dress as a communicative element, since it allows us to read in depth the signs that are hidden in the outfits. Barthes studies, specifically, the written dress or rather what is described, transformed into language, i.e. the written dress expressed by language that is nothing more than the translation of clothing into language whose materials are the words governed by a syntactic relationship of verbal structure, unlike the dress-image, whose materials are shapes, lines, surface, colors, and the relationship is spatial. The union of the signs of the dress ends up generating a language and the dress works as well as a sentence or text-discourse on the body that must be read and interpreted. By taking the costume as a communicative entity and the semiological theory of Barthes as a tool of analysis, this study aims to analyze and demonstrate how the dress, despite not being a verbal form of communication, is loaded with meaning, allows the configuration of the personal identity of the protagonist, whose vital growth and social ascent are manifested through clothing. One can look for a meaning in the clothing a certain character wears and how the character wears it; because this is how you can create a signifier of what the character is, his philosophy, his environment and above all his identity. This is on one hand, on the other hand, it will show how clothing becomes a cultural reference to contextualize the era in which the events of the novel take place. Indeed, clothing is the faithful reflection of an era, from which one can analyze even the political or economic system established in society and reflect the changes that occur in it. We conclude by saying that the semiological analysis of the literary text, if it adds value to the understanding and interpretation of the meaning, is more than necessary in translation, both in its interlinguistic and inter-semiotic aspects. It is more than an assimilation and transference of everything that has a meaning from one system of signs to another system of signs, whether the latter is verbal or non-verbal.   The Wardrobe in The Time in Between Seams by María Dueñas: Semiological Approach    El tiempo entre costuras (2009) by the Spanish novelist María Dueñas quickly became one of the best-selling novels in Spain in recent years, even more so after its television adaptation. With the adaptation-transposition of the novel, we witness a kind of "transformation-translation", or what we call an inter-semiotic translation. In this case, the literary text and the audiovisual text are formed by different semiotic systems, with a verbal basis for the first and a visual basis for the second. The analysis will address the divergences and / or coincidences between the literary text and its television transposition as two autonomous works of art with their respective semiological systems of expression. The novel represents an opportunity to explore how clothing accompanies the changes that the protagonist undergoes in her growth and maturity, thus constituting the most extensive, most conventional means of defining the human individual and his environment. The dress thus suffers a loss of its primary function of covering and protecting the human body. The objective of semiology is to observe the significance and the process of communication that is behind all those elements with which we live daily, that is, all the systems of signs, whatever the substance and limits of these systems. In this aspect, semiology has given a new perspective to the study of dress as a communicative element, since it allows us to read in depth the signs that are hidden in the outfits. Barthes studies, specifically, the written dress or rather what is described, transformed into language, i.e. the written dress expressed by language that is nothing more than the translation of clothing into language whose materials are the words governed by a syntactic relationship of verbal structure, unlike the dress-image, whose materials are shapes, lines, surface, colors, and the relationship is spatial. The union of the signs of the dress ends up generating a language and the dress works as well as a sentence or text-discourse on the body that must be read and interpreted. By taking the costume as a communicative entity and the semiological theory of Barthes as a tool of analysis, this study aims to analyze and demonstrate how the dress, despite not being a verbal form of communication, is loaded with meaning, allows the configuration of the personal identity of the protagonist, whose vital growth and social ascent are manifested through clothing. One can look for a meaning in the clothing a certain character wears and how the character wears it; because this is how you can create a signifier of what the character is, his philosophy, his environment and above all his identity. This is on one hand, on the other hand, it will show how clothing becomes a cultural reference to contextualize the era in which the events of the novel take place. Indeed, clothing is the faithful reflection of an era, from which one can analyze even the political or economic system established in society and reflect the changes that occur in it. We conclude by saying that the semiological analysis of the literary text, if it adds value to the understanding and interpretation of the meaning, is more than necessary in translation, both in its interlinguistic and inter-semiotic aspects. It is more than an assimilation and transference of everything that has a meaning from one system of signs to another system of signs, whether the latter is verbal or non-verbal.   Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/903 10.52919/translang.v21i2.903 Language A language of the resource spa Publisher An entity responsible for making the resource available University of Oran 2 Mohamed Ben Ahmed Relation A related resource https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/903/760 Source A related resource from which the described resource is derived Traduction et Langues; Vol 21 No 2 (2022): Traduction et Langues Volume : 21 Numéro : 02 / Decembre 2022; 10-37 2600-6235 1112-3974 10.52919/translang.v21i2 Subject The topic of the resource Communication system personal identity Semiological analysis Socio-cultural reference Televesion adaptation The time in between seams Communication system Personal identity Semiological analysis Socio-cultural reference Television adaptation The time in between seams Wardrobe Title A name given to the resource El vestuario en El tiempo entre costuras de María Dueñas: aproximación semiológica Type The nature or genre of the resource info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article