Unit FRENCH II

Course

Languages, comparative literatures and intercultural translation

Study-unit Code

A000162

Curriculum

Lingue e letterature

Teacher

Nicoletta Armentano

Teachers

Nicoletta Armentano

Hours

54 ore - Nicoletta Armentano

CFU

Course Regulation

Coorte 2024

Offered

2025/26

Learning activities

Caratterizzante

Area

Lingue e letterature moderne

Academic discipline

L-LIN/04

Type of study-unit

Opzionale (Optional)

Type of learning activities

Attività formativa monodisciplinare

Language of instruction

French

Contents

The Course has a twofold objective: first, to offer a broad overview of the phenomenon of linguistic variation in French from both a synchronic and diachronic perspective, with particular focus on diatopic variation; and second, to explore this diatopic variation from a translation perspective, with a focus on the literatures of Francophone Canada.

Reference texts

Modulo A
• Required readings
CALVET L.-J., La sociolinguistique, PUF, Paris, 2017;

DETEY S., et al., Les variétés du français parlé dans l’espace francophone. Ressources pour l’enseignement, Éditions Ophrys, Paris, 2010, pp. 203-206; 213-228; 237-242;

MOREAU M.-L., Sociolinguistique: les concepts de base, Éditions Mardaga, Liège, 1997 (notices choisies);

POISSONNIER A., Atlas de la francophonie. Le français, plus qu’une langue, Éditions Autrement, Paris, 2021 (extraits chosis);

• Optional readings
AA.VV. Cette langue qu’on appelle le français. L’apport des écrivains francophones à la langue française, Babel, Paris, 2006, [pp. 35-42; 43-48; 111-124; 125-136; 241-252];

GRIMALDI C., MOLINARI C., « La lexicographie », In M.T. ZANOLA, Le français de nos jours. Caractères, forms, aspects, Carocci, Roma, 2023, pp. 131-156;

JEANNELLE J.-L., KASSAB CHARFI S., SUCHET M., La langue française n’est pas la langue française [Dossier, LHT], 2014 [En ligne];

Modulo B
• Required readings
ATTRUIA F., Le français canadien. Centres et périphéries de la francophonie en Amérique du Nord, Aracne, Roma, 2014 (Capitoli I, II, III)

OUSTINOFF M., La traduction, PUF, Paris, 2012, pp. 47-64;

PODEUR J., Jeux de traduction. Giochi di traduzione, Liguori Editore, Napoli, 2008, [capitoli: 4, 7];

• Optional readings
GODARD, B., “La traduction comme réception : les écrivaines québécoises au Canada anglais, TTR, 15(1), pp. 65-101, 2002, [En ligne];

JEANMAIRE, G. “Traduire la littérature québécoise de la Révolution tranquille”, Neohelicon, n. 47, pp. 195-215, 2020, [En ligne];

JOLICOEUR, L., “Traduction littéraire et enjeux nationaux : le cas de la littérature québécoise en Italie et dans le monde hispanophone, Éla. Études de linguistique appliquée, n. 164(4), pp. 393-403, 2011, [En ligne];

W. REMYSEN, “Les communaut.s francophones dans les provinces majoritairement anglophones du Canada : aperçu et enjeux”, Travaux de linguistique, n. 78, pp. 15-45, 2019, [En ligne];

N.B. Specific information regarding the course and teaching materials will be available on the Unistudium platform, on the page dedicated to the course Langue française II – LM.

Working students and non-attending students are kindly requested to contact the instructor in advance in order to arrange personalized learning paths and/or supplementary readings.

Students with disabilities and/or specific learning disorders (SLD), who have completed the accreditation process via SOL and have gained access to university support services, may request the compensatory tools provided by current regulations (e.g., textbooks in digital format; accessible teaching materials such as presentations, handouts, and exercise books, which can be provided in advance if necessary). For more information, please refer to: https://www.unipg.it/disabilita-e-dsa

To request these accommodations, students are invited to contact the course instructor, who will put them in touch with the Department’s Disability and/or SLD Representative, Prof. Alessandra Di Pilla: alessandra.dipilla@unipg.it

Educational objectives

Knowledge and understanding of authentic and/or literary texts written in a hors hexagonale variety of French;

Applied knowledge and understanding of the various dimensions of linguistic variation, particularly from a synchronic perspective, with specific attention to phonetic and syntactic-semantic aspects related to the speaker’s communicative space;

Autonomy of judgment and the ability to navigate independently among the various components of language in order to recognize and assess elements of continuity and disruption in relation to the concept of norm (both internal and external);

Communication of a well-structured and reasoned viewpoint on the enjeux (challenges and stakes) of variationist linguistics, through the use of basic theoretical notions from sociolinguistics and phraseo-translation studies;

Ability to identify, acquire, and apply the most appropriate translation strategies for rendering diatopic variation, with a specific focus on the Quebec variety of French.

Prerequisites

In order to follow the course, students are required to have a language proficiency level of at least B2+/C1.

To be eligible to take the final exam, students must have successfully passed the placement test administered by the CLA (University Language Centre).

Teaching methods

The Course, in its two-part structure, will make use of a variety of sources. Lessons will alternate between traditional lectures and more hands-on, collaborative workshop activities. Students will also be offered opportunities for independent and self-directed study, making use of pedagogical approaches such as the flipped classroom, peer learning, and motivational teaching. Numerous opportunities for metalinguistic reflection will be promoted throughout the course.

N.B. Working students and non-attending students may make use of the instructor’s office hours to clarify any questions or concerns regarding the organization of the course and its materials.

Students with disabilities and/or specific learning disorders (SLD) may, after consultation with the instructor, request accessible teaching materials (such as presentations, handouts, and exercise books), which can be provided in advance if needed, as well as the use of other technological tools to support their study.

For general information, please refer to the University Services page: https://lettere.unipg.it/home/disabilita-e-dsa , and contact the Department’s Disability and SLD Representative, Prof. Alessandra Di Pilla: alessandra.dipilla@unipg.it

In addition, the University of Perugia allows students belonging to 11 specific categories to access online learning (DaD – Didattica a Distanza). Interested students should consult the relevant guidelines and verify their eligibility on the following webpage: https://www.unipg.it/didattica/procedura-dad

Other information

Working students and non-attending students are nevertheless encouraged to participate, whenever possible, in the various events and activities organized throughout the academic year, as they are relevant to the course. All such initiatives will be announced on the Unistudium page dedicated to the course.

N.B. To learn more about the services provided by the University, students with disabilities and/or specific learning disorders (SLD) can visit: https://www.unipg.it/disabilita-e-dsa and contact the Department’s Disability and SLD Representative, Prof. Alessandra Di Pilla: alessandra.dipilla@unipg.it

Learning verification modality

The exam will consist of a written and an oral component.
For Module A, the written test will involve identifying the different components and forms of linguistic variation in a given text and reconstructing a version of the text in standard French.

For Module B, students will translate a literary excerpt representative of Québécois literature and include a translator’s note (N.d.T.) reflecting on the translation choices made to render the linguistic variation visible.

Specifically, the two DST (devoirs sur table), written in French, will take place in class with the support of the resources (including electronic tools such as USITO, BDLP, etc.) used during lessons.

The total duration of the written exam will be 2 hours and 30 minutes (Module A: 1h; Module B: 1h30’). The duration may vary slightly depending on the texts selected for each module.

The oral exam for both modules will cover the texts listed under the “Required Readings” section of the course, the theoretical content discussed during lessons, and one article chosen by the student from a selection provided by the instructor.

Both the written and oral components aim to assess the student’s knowledge of the module content, both in theoretical and practical terms.
The final grade will be expressed on a scale of 30 and will be based on the following criteria: – knowledge of the course content
– use of appropriate technical and specialized terminology
– linguistic accuracy and appropriateness
– clarity of exposition
– ability to argue and reflect (meta)linguistically on language
– ability to engage in critical thinking.

N.B. Working students and non-attending students will take the exam under the same conditions as attending students, with the exception of additional readings, to be arranged in advance with the course instructor.

For students with disabilities and/or specific learning disorders (SLD), the provisions described in the “Required Readings” section regarding compensatory tools apply.

Extended program

The course will explore the concept of linguistic variation – with particular emphasis on diatopic variation – from both a sociolinguistic and translation studies perspective. The course is structured in two modules:

Module A – 36 hours
This module aims to examine the phenomenon of linguistic variation, particularly in its spatial dimension. The course will begin by problematizing the concept of variation and linguistic variation in France, and will review key foundational concepts such as norm, linguistic purity, glottophobia, and linguistic insecurity. The primary approach will be sociolinguistic, but historical reflections will also be included—initially, on language policies in France and major state interventions in language matters. In this context, the Dispositif d’enrichissement de la langue française and the work of the DGLFLF (General Delegation for the French Language and the Languages of France) regarding neologisms and the management of loanwords—primarily from English—will be introduced. Attention will then turn to language policies in European and North American French-speaking countries, with a focus on the role of key institutions such as the OQLF (Office québécois de la langue française). The module will highlight current trends and dynamics in linguistic variation. The module will conclude with the presentation of useful lexicographic tools (printed, digital, and participatory) and corpora for observing and studying diatopic variation.

Module B – 18 hours
This module will focus on issues related to translation studies, both theoretical and practical, with particular regard to diatopic variation. Canadian French—especially the variety spoken in Québec—will serve as the main object of study. After examining the distinctive features of Quebec French (phonetic, morphological, syntactic, lexical, etc.), the course will explore the translation of key texts and authors from Québec literature. The adopted perspective will be that of external linguistics, allowing students to analyze instances of continuity and discontinuity, as well as linguistic vitality and innovation. Special attention will be given to the challenges faced by translators in dealing with linguistic units carrying specific cultural information (culturèmes, pragmatèmes, realia, sacres, etc.). The course will first examine the most common translation strategies for conveying these linguistic-cultural specificities, followed by practical work involving the passive translation of selected excerpts. The module will also include a review and deepening of translation approaches, models, and theories, as well as the use of pan-Francophone lexicographic resources. The goal is to familiarize students with the studied variety, develop an understanding of the most common translation choices, and encourage informed application of those strategies in their own translation practice.

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