So let's go with our last presentation.
I have the honor to present to my third acne
that she was accorded her at the university with me.
For me, it's
it's very kind to present head.
So, Dr.
Marcello Acne is associate
Professor and language coordinator at U.S.
Department of Spanish, Portuguese and Latin American Studies,
where she teaches Spanish language translation,
Spanish contemporary literature and gender studies.
And she is coeditor of Literatura Politica,
a political literary and Espana the Disability Living Theater.
Philippe Sixto
and that it's probably seen Peter Lam
and had article have appear in journals
such as a spectacular forensic Quadrophenia think Wednesday
those as the magazine translator hitman and that goes.
Her book writing feminism and the media in Spain appear in 2019,
and now her current research interests revolve around the teaching
of Spanish as a foreign language, pedagogical translation, contemporary
Spanish women, women's writing and intersex tonality.
She is the co-director of the IT Expert Seminars and she's the
National Mother Language Litigation and the principal
investigator of that claim, the Bipoc Awarding Gap project.
And she's going to present under his eyes
and he's translating The Handmaid's
Tale in support of AV materials.
Thank you very much, Lockhart.
Good afternoon.
I should say Blessed day as well.
I will see why.
And also, thank you so much to the organizers of these
very enriching, innovative conference.
And thank you to the wonderful text I've heard so far.
So, yes, my paper is titled Under Design
Translating The Handmaid's Tale with the support
of AP materials and
my starting point is another Velasquez unfolds
the camera's recommendation to apply transmedia narratives
as as an innovative methodological technique in the educational context
for the development of the linguistic competencies of a foreign language.
Actually, in the 2021 article, this also is a evo
that by integrating transmedia and storytelling,
we can help and encourage our students to be more daring,
more creative in their activities
through cooperation, teamwork and collaborative intelligence.
And to that, I would like to add that by working with well-chosen
transmedia materials, we can also provide them
with a really interesting, valuable idea dimension. So
in order to discuss the pedagogical
applications of literary
adaptations, I will be presenting a proposal with Margaret Atwood's
The Handmaid's Tale novella, which was published in 1985,
some news clips, and also
it's a hugely successful Hulu serialization.
So my proposal is aimed at my module span 003 for translation in Spanish.
This is a model which is a component, a mandatory component of the B.A.
in Spanish and Latin American Studies, which I teach at Ucl's
Department of Spanish, Portuguese and Latin American Studies,
and it seeks to consolidate levels, see one unexplored level,
see two of the common European framework.
It's a final year module,
and its aims are to fine tune
students linguistic and translation skills, but also to encourage
teamwork, to foster and documentation skills,
and to use translation as a very valuable
communicative skills so that students can also foster
their inter linguistic and their intercultural abilities.
I don't know how many of you have read The Handmaid's Tale.
I highly recommend it.
So it was published in 1985, as I said,
and it has been the recipient of numerous awards.
So in the United States there is a group of rebellious troops
called the Sons of Jacob, who killed the United States of America
as presidents, also members of Congress and they,
like, inaugurate are
really brutal, theocratic,
anti-democratic dictatorship, which erases
all traces of human rights and women are very much oppressed.
And this regime, they are divided into four groups,
the Handmaids, whose sole purpose is to bear children.
For those couples.
Who have trouble.
Conceiving, the mothers.
Who are.
In charge of domestic work, the aunties with dressing
are women who are in charge of and making sure that
the idea of female inferiority is being transmitted to other women.
And they are also
in charge of punishing women who do not conform to this idea
and women who are queer women, and all the women
who do not conform with the gilliatt ideas of gender roles.
So the novel is narrated by Offred Offred In this.
World where.
It's full of a toxic, highly polluted environment
and also dangerously low reproduction rates, She is one of the few
fertile women with a handmaid, and she's assigned to bear children
for a commander and his wife who have trouble conceiving.
So prior to this situation,
before Gillard Offred was married to Luke,
they had a daughter called Hannah, who was also kidnaped
and given to the family of a commander who also couldn't have children.
And in the novel is a very dystopian novel in this dystopian world,
and she fluctuates between narrating her daily life in lab
and also offering us flashbacks from her previous
happy life.
Scolari defines transmedia as a particular narrative.
Form that.
Spans across different systems of meaning.
They're about iconic audio, visual interactivity, direct
and media, cinema, comics, television, video games, theater, etc.
In this way, they have made stale has been turned into an opera,
which was which premiered in the year 2000 in Copenhagen.
It enjoyed great success and even the Queen of Denmark
apparently went mostly.
Through.
To see this opera in 1998, was turned into a film
in 2017,
the series was launched in Looped.
It has enjoyed critical acclaim,
massive success on an international level,
and the series is now on its fifth season,
which I find very tiring because as much as I loved it,
I think that by the season three it was already
read.
So we will be focusing on a clip
from this series to help our students translate an excerpt.
From this novel. So
the story, the message will be told
from different codes and in different spaces.
And I have already mentioned the novel, this series.
We will also working with news clips, but also there is another code
that we wont be dealing with directly in the classroom.
But because we live in a global world and because of consumerism,
our students will have been exposed to, as you can see,
and according to some tool, retail is a site of struggle
among retailers and brand owners over how grand stories are told.
Here you have some examples.
Or. Merchandise.
There is a profusion of melt and dice based on the hand mail,
and they have make up, especially on the
like white bonnets, red clogs and as you can see,
I don't know how clearly you can read what it says here.
There's a special place in hell for women who don't help other women.
You can see here what she's holding Brace B bitches under his side.
This is one of my favorites.
And also this one says they never should have given us uniforms
if they didn't want us to be an army lady.
So lovely quote.
So as you can see, there is a very strong
message of female resistance, female solidarity.
And this gives a very clear idea to our students that we are
dealing with a text which is, you know, feminist
literature.
Also, something very interesting is that inspired by an event promoted
by Hulu at the time of the series being launched,
there were a series of feminist
demonstrations in which manifestants
demonstrators donned these Handmaids costumes.
And, you know, like you can see
photos from different events in different parts of the world.
Like that photo was taken in Dublin.
This one is from London.
Women were a protest in favor of Iranian women.
That photo was in one.
I say yes, Argentina.
There's one in Tel Aviv, Israel. And
actually, we're
going to watch a short clip which foregrounds
how and even the news present there by
telling us about the news of abortion rights
being curtailed in different states in the USA.
She is making reference to parts of the novel's plot and the serious plot.
So she is building a gap between fiction and political reality.
I hope we can watch it now.
I think we can.
All know it's not going to work now.
I anyway, she was.
Like, I'm trying.
Can we try?
I can try.
In Spain, Yes, in one piece.
For us, you can just do a reflection from
seed.
And I don't know if I continue on Che.
No, Carla, you share.
But my goodness. It's really like Yes.
And I think it long I think I'm sharing maybe, you know,
the India, the new direction, the link
I wanted
to show because maybe I can copy you if you want to.
Yeah.
Or maybe we go to YouTube and food videos.
I think it's because it's.
Protest.
Because now we are shooting as well that so
you know
you said YouTube
but you know the name of the
I'm sure it.
Will come up as she gets tired like her mates came together.
And makes the world
up in
and came and
took everything that I need.
I just feel lucky
and I think it doesn't.
Alabama
okay.
Okay. Here it is.
Who took
That's enough so you can see
like the news are intertwined with actually the serious plot.
So it also explores our students knowledge and also it
foregrounds the importance of the text as a feminist text.
And this link is very.
Very often I like it.
We're going to go quickly. How do you want to
know?
You can go then, because we are we are sharing everything.
So yeah. This is perfect. Thank you.
So the link is very valuable actually.
In 2007 thing Live back explained that these costumes
have been proven to actually empower women to demonstrate.
And in 2020, while Carola in the USA also explained that it has become
a silent symbol of resistance
for women to see parallels between the situation in certain U.S.
states and also their conditions in the fictional Gillette.
So next, I would like to show you the excerpts
that students will be asked to translate.
It's quite long, so I will give you at least
a couple of moments to skim through it.
This is a conversation between a Offred and her friend,
best friend Moira.
And so what happened was that
Moira functions
as a crucial coping mechanism for Offred.
Fred the female friendship constitutes
a means of opposing guilt, because that kind of female
solidarity is actually forbidden under these dictatorship.
And also, Moira is very brave, she's very feisty,
she's very rebellious, and she managed to escape
becoming an icon and almost an idol for the rights of the Handmaids.
However, it is later revealed that unfortunately, Moira was recaptured
and now she is in Jezebel's state
sponsored brothel for commanders, very pious commanders who are.
However, that's how they spend their free time.
And the two women have argumentation there.
So our students will be divided into small groups,
heterogeneous groups, and there will be ask
to work on these
in depth pre translation, textual analysis.
It's based on a careerist know you got time to conclude the Guide
to Translation Textual analysis and it divided into four categories
subject author and context, Textual structure
and cohesion, grammar and vocabulary Stylistic elements.
They will have to try and provide answers to all these questions.
The problem is that very, very few of
the students will be well equipped.
To. Provide answers to these questions
because many of them actually don't speak English as their first language.
Bear in mind that we're talking about UCL, where
in 2023 we have a 53% of international students,
so some of them don't have good enough knowledge
of the different varieties of English.
Also, their command of Spanish defers.
Some of them are studying more than one modern language.
At the same time, they come from different backgrounds,
they have different degrees of knowledge of the series, the novel,
and also of feminist struggles around the globe.
So in order to answer these questions, they will have to use mediation.
Mediation, which, as some of you all
also in the previous panel, very well explained.
And actually this use of mediation will allow them not only to work on
the four traditional language skills
speaking, reading, writing, listening, but also they will have to work
on more complex language skills such as reformulating ideas,
explaining cultural references and
filling any knowledge gaps.
And at the same time, this
will allow them to develop their skills.
So they're going to help also to answer these questions
with the help of this little clip from the series,
which I hope will work with I don't know what we call.
The Google Chrome phone.
Do you know the name of the opera?
And you too, looking.
So okay. Will be so effective.
If I think, oh, this one.
Okay bosses in a
silicon
brigade.
This one.
Yeah.
Sorry about the temporary blindness.
Yes. So
thanks to this clip,
our students are better equipped to answer the questions
in terms of the first category, subject of law and context,
This video clearly shows that these two friends are in a brothel.
And actually, we learned that
Maria was offered a choice when she was recaptured.
Either go and work in the colonies with all the toxic waste
or at least be in about.
It's obviously a horrendous decision to make, but she had to make it.
And she's that
we can really feel
from the she is body language acting lightning
that the very fact that these women are talking about what really happened
is in itself an act of defiance.
Also, the companies say, Sean, very much deals with the question
of body autonomy, female body autonomy,
female reproductive rights,
and they're also treads very provocatively,
which is a great contrast when we, you know,
we have the obscene, like the long red flags.
They also understand that Moira is a lesbian,
which it wasn't explicitly stated in the text.
This is also very important
because, as John Gray says, the fact that traditionally
virtually no teaching materials portrayed
LGBT characters served as a reminder
of their marginalized status inside the classroom,
outside of the classroom.
So it's very important that we provide our students with these visions
of possibility as the ring on the lens. It
also it's an opportunity,
of course, for our LGBT students to see
a character like Moira inspiring,
brave, really cool.
It offers them with this, you know, like opportunities for representation,
but also the rights of our students are having their worldview
expanded, which is also very positive
with regard to the textual structure and cohesion.
It's very clear now that this is a dialog
we can clearly see which character is saying which lines in the text.
It wasn't so clear.
Also, through the body language, we can see how they are feeling.
We can see that Moira is trying to be humorous,
but obviously her spirit has been broken, whereas in the case of
Offred, she's really broken into series.
It's also very interesting that there is a clear difference between what
Offred is thinking
and her inner thoughts are very defiant
and very rebellious, and then what she's actually up to,
which is very passive because obviously she has no choice
but to do so.
This is not so clear in the text.
So it's also helping our students
with regards to the grammar and vocabulary
because we are being offered more information.
When we watch the clip, students will know
better how to translate different idioms
and colloquialisms.
For example, you know, we're off time, don't give up.
She's giving go alongside her skiing.
Figure out
also we can understand now, even if we haven't read the novels,
at least get a better understanding of institutions such as the Red Center,
the Colonies.
Jezebel's
Finally, with regard to the stylistic elements,
the two friends speak in a
similar variety middle class register of American English.
However, there is a massive difference, a very telling difference
in the novel.
We are never told whether, you know, like Moira is white or not.
But interestingly, in the film and in the open that Moira was white.
Here Moira is. Black.
She speaks in exactly the same register as offering.
So this has several repetitions.
First, the fact that we are also
bringing our students the chance
to see this kind of characters on TV
is also helping our bipoc students with their sense of belonging.
And, you know, everyone deserves to have their stories told.
But also.
I. Think it would be a good moment to discuss the question of codes, which
is Moira code switching
from this piece and our
many of our students code switching when they come into our classrooms.
Yes, many of them are.
And if that is the case,
how can we think that that will not impact their sense of belonging
and of how they feel when they are learning?
So I thought that also this would be interesting.
Anyway,
I'm just going to finish off with
my conclusion
and my closing remarks.
I think that was very storytelling in this case, serious.
And the news clips too, when we use them to translate this
literary excerpt, have helped us to or will help us
because actually I have already yet had to do this in class.
So to find these students with social skills, to span
students experiences, to bridge the knowledge gaps, to foster pooling,
lingual are pulling up,
blurring kilter our competencies through the use of mediation
to promote values and raise their awareness of difference and diversity.
And because this is a work in progress,
I would welcome your feedback and suggestions.
This is my email address.
Also, you can catch me and the speakers speak face
to face and I'm very sorry.
Many thanks for listening.
Are you okay?
Is there any questions?
The example asking about more of that kind of thing?
Toni Morrison's first and only
a short note, which is pretty tense.
And in that room she also plays with the fact
that we never know what I mean.
There are two protagonists and the novel's, and it's about women,
and you never know who's black and who is much of this.
I think that kind of like
and the novels,
like the narratives and the words that we use to refer to the authors
as this, it's clear that we are talking about 20 minutes.
So I was wondering, because when I first read this novel,
it struck me as quite useful for
and I'm now very curious to see what
these discussions are going on with our students
and whether these kind of discussions have led to interesting insights
on the topic of race and
and how to of race in this country, which is no language
that is prone to this kind of object.
So I still haven't done this in class.
I hope to be doing it in the next academic year.
But because of similar projects,
we know that students are ready for the conversation.
And for a very long time we have been
perhaps worried about, you know, like.
The. The question of race.
But many of us feel that better
not to talk about this because maybe we're going to hurt someone.
Maybe it's easier just to look the other way
and I think it's time that, of course, respectfully,
and we need to be opening, you know, open to listen.
But I think it's time for this conversation
and still the world to do, you know, this kind of activity.
I was just thinking that maybe you can switch it around and use,
for example, I
think there is a translation of the book is finished,
so you can use the Spanish translation of the book
and try to translate the series, because I think there will be
interesting differences which you have to apply
because of the characters in in the movie,
which are not seen in the book originally.
And maybe that's an interesting.
Yeah, you're very right, because actually the book finishes
where season two starts.
The. That's very interesting.
Thank you very much.
I'm just not the most techie person
like certainly in this conference, but it would be a very good idea.
Thank you.
The previous question you were talking about how
students are ready for composition as a part of last year,
I returned to my class to some students over
10 to 20 persons on a list
and talk to them about the potential of feminism to make some
classes.
It's been clips from give them to the seniors
and I was really surprised to discover
we are interested in the topic.
Many of them, most of them, not
many of them at some point.
You mean we're still opposed to
make them focus on
one more words and sometimes responses?
So it's interesting to know that
they are ready.
We kind of find something.
So it's it can be a challenge. Yes.
So I guess that in that case,
maybe if we need to make sure that they are learning
what they need to learn, also, we're going to have to play the.
Role of.
Moderators and chairs and try to direct the conversation,
one which you're.
With the group.
I did it.
I thought that it would be more
like one more debate where
they would be more participants with every activities
as they do not listening to our attend meetings.
What some parts were also conceptually so
and you said they weren't too much focusing
on how she or he's right on seasonal or how in the present.
Okay. Okay.
That's a good debate.
We should we will
the first few days only to talk about the let's feel it most
maybe to where to dig into what.
I think also maybe depends on the group.
You know sometimes you try one activity with one group and it works
wonders and then the same activity with another group.
And no one wants to say a word.
Sometimes you have some people who are very,
you know, like spirited and they want to take over
the whole conversation because they feel strongly about it.
I don't know.
I'm not sure if this is a situation which we can extrapolate
to all the groups.
I think it depends on the particular set of students.
Thank you. Any more questions
on. Okay.
So we are going to stop here.