Sant Jordi i el Dia de la Primavera a la UAB!

Avui, dia de Sant Jordi, tornem de les vacances de Setmana Santa plens d’activitats per a vosaltres.

Per a celebrar-ho, us convidem a venir a l’edifici del Servei i visitar el nostre taulell de llibres. Podeu remenar i endur-vos el que vulgueu. N’hi ha en diverses llengües. Del 23 al 26 d’abril

Els alumnes del taller disseny d’activitats lingüístiques i culturals han dissenyat una activitat per a promoure la diversitat lingüística i cultural. Es tracta d’Encreuem mots i cultures, i hi podeu participar a Instagram durant aquesta setmana i el dia 29 d’abril a la Plaça Cívica, de 12 a 16 h, celebrant la Primavera a la UAB.

Més informació aquí!

Feliç dia de Sant Jordi!


El nivell de llengües dels alumnes de nou accés

Quin nivell d’anglès, alemany, francès o italià tenen els estudiants que comencen un grau a la UAB? Us presentem els resultats de la prova de nivell de llengües dels alumnes de nou ingrés d’aquest curs 2018-2019.

Trobareu l’informe sencer al web del Pla de llengües.

Comencem un nou curs

Ja tenim aquí el nou curs, el curs 2018-2019. Un any acadèmic ple de cursos i activitats.

Vols informat-te dels nostres cursos: entra en aquest enllaç i consulta aquesta notícia amb els destacats.

Vols saber com pots conèixer el teu nivell d’anglès, alemany, francès, italià, català o castellà?. Consulta la pàgina de tests de nivell.

També pots certificar el teu coneixement de llengües amb nosaltres. Entra a la pàgina d’exàmens.

I si el que busques són correccions o traduccions, consulta els nostres serveis.

Cada mes, t’anirem presentant les activitats que tens per a practicar llengües gratuïtament al Campus i t’explicarem els recursos gratuïts que tens a un clic. Entra al canal de Youtube del Servei de Llengües! Intercanvis lingüístics, voluntariat, activitats per la Festa Major, el Dia duropeu de les Llengües… Tot això i més!

En vols més? Segueix-nos a Facebook, Twitter, Instagram i Youtube.

CONNECTA’T AL Servei de Llengües!

Nursing on the Move, an Erasmus+ Programme

From early 2015 to the end of 2017, the Language Advisory & Translation Unit at the Servei de Llengües participated in an international Erasmus+ project titled Nursing on the Move.

The project, with eight European members and led by the University of Antwerp (Belgium), aimed to produce online teaching and learning material in a variety of languages for nursing professionals in situations of professional mobility, whether in temporary training or in permanent relocation. Most specifically, the material supports users’ far greater awareness and competence in the area of cultural communication, an ambit of critical importance in nursing contexts, and one that has often been approached in a superficial or generally unsatisfactory manner in traditional training courses for nursing professionals.

The Language Advisory & Translation Unit, represented in this project by David Owen, was responsible for creating the Spanish material and for piloting this with a group of UAB student nurses during their Erasmus exchanges throughout Europe. Additionally, the Unit was project coordinator for statistical analysis (with the cooperation of Rebeca García Rueda from the Language Service’s Assessment & Certification Unit). On the basis of this statistical analysis and of piloting feedback received from all members, the Unit then produced the final Quality Assessment Report (presented to a Health Communication conference hosted by the project in Vienna in June 2017). This formed a central part of the Project Report that received a highly positive final assessment from the Erasmus+ evaluation committee.

The outcome of the project is a fully functioning online training course available for language and communication specialists in Nursing education ( Further collaboration amongst the project members is currently under discussion.

The Servei de Llengües is very satisfied with this experience and with having made a solid contribution to such a vital and dynamic area of practical language development and professional training.

Unitat de Traducció i Revisió de Textos

10 pistes per a un ús no sexista del llenguatge: recull de notícies

Us deixem un recull de notícies sobre les Deu pistes per a un ús no sexista del llenguatge.

La Vanguardia: Decálogo para erradicar el lenguaje sexista La UAB edita un document que dona pautes per evitar el llenguatge sexista

Europapress: La UAB edita un documento que da pautas para evitar el lenguaje sexista.

Cerdanyola Informa: La UAB edita un material que conté “10 pistes per a un ús no sexista del llenguatge” La UAB edita un documento que da pautas para evitar el lenguaje sexista


Celebra amb el Servei de Llengües de la UAB el Dia internacional de les dones, fent aportacions per evitar l’ús sexista del llenguatge en la llengua que vulguis.

Com? Compartint casos que consideris d’ús sexista del llenguatge, com els reflectits al document Deu pistes per a l’ús no sexista del llenguatge. Podeu aportar exemples concrets de formes, frases, fragments de documents, imatges…, que es puguin trobar en diversos contextos, al campus o fora, i que evidenciïn aquest tipus de discriminació. Per exemple, els llibres de text que feu servir utilitzen referents personals com “autor” o no personals com “autoria”? 

On? A través del Twitter,del Facebook i de l’Instagram del Servei de Llengües, a través de l’etiqueta #EVITAllenguatgeSEXISTASeguiu les pistes del document Deu pistes per a l’ús no sexista del llenguatge!

Quan? Els dies 6 i 7 de març.

Consulta el programa d’activitats dels dies 6 i 7 de març a la UAB i participa en les activitats que s’hi organitzen!

English as an International Language

Esperanto was a project that never became the international language in the way that it was envisioned. The idea of an international language amongst nations never happened.

English has become the international language for intercultural communication.

The historical, geographical, economic and political factors of the British Empire and then The United States within the worldwide community are the reasons for the strength of the English language worldwide.

English is no longer linked to a single culture or nation but serves both the global and local needs as the language of wider communication.

Being able to speak English today means being able to participate and communicate in a growing global community where accent is of no consequence, but intelligibility is most crucial.

The history of the English language is one of incorporating new words that derive from other languages as well as the overwhelming spread of popular culture from the United States as well as The United Kingdom after WWII.

The vast number of films released and distributed around the world from the United States, the boundless literary production in the metropolis and ex colonies, the beginning of television after World War II and the technological revolution which the internet and social networks brought about made English the most popular language around the world.

Unitat de Formació i Autoaprenentatge

What’s Best: Fluency or Accuracy?

How many times have you heard—or maybe even asked—the question “is it better to be fluent or to be accurate?”. In language learning, this is a common debate and it basically places in opposition language production that is formally correct (grammatically, syntactically, lexically, phonetically) but perhaps not very successful at negotiating social function, with language production that may well be technically at fault but is nevertheless very good at achieving its communicative purpose. The debate is an old one, and there are opinions to suit all tastes.

In the Translation Unit, of course we’re primarily concerned with the written word. So the sort of language that we produce is obviously different in character to the spoken form. But the fluency/accuracy debate is relevant to our work, too, and I’d like to consider just a few things in order to try and give some insight into this question, at least from the perspective of translation and text correction.

It sounds reasonable to say that an informal e-mail doesn’t need the same sort of accuracy as an academic paper, a contract or an instructions manual. On the one hand, we have a text that’s probably aimed at some sort of pragmatic objective (arranging to meet up; asking a quick question; inviting a friend, etc.); on the other, we have texts with on obvious need for linguistic precision. This tends to make people think that the only feasible answer to the question we’re asking here is “it depends”! If your objective is informal communication, you don’t need to worry too much about accuracy. Just let your language flow freely (which is the lexical idea that underpins the word ’fluency’). For more formal contexts, we’re likely to say that we need precise, unambiguous language, that is, ’accuracy’ (from Latin accuratus, “prepared with care”). This sounds perfectly rational, doesn’t it?

Except—unfortunately—that it’s not exactly like that. Why not? Because if we see fluency in opposition to accuracy, then logically they can never occur simultaneously. Or, to put it another way, if we insist on seeing language as a continuum, like a straight line, with accuracy at one end and fluency at the other, then absolute fluency (such as that characterising native speakers, for instance) would imply a total absence of accuracy; and absolute accuracy (such as that required by an instructions manual, for example) would imply a total absence of fluency, and nothing at all would get communicated in any meaningful way. Clearly, that’s nonsense.
Language is not a fluency-accuracy continuum; instead, it makes use of both elements simultaneously, though each in distinct proportions depending on the circumstances. A legal contract has to be highly accurate or else it will fail in its most essential purpose; but to be a good pragmatic document (one that is easy to follow, coherent, comprehensible and yet precise in its objectives) it needs a solid degree of written fluency; it needs to “read well”.

And, actually, this is true whether we’re talking about written or spoken language: genuine, effective communication depends on both fluency and accuracy. So, in a sense, the answer to our question really is that “it depends”. But if we think that, by focussing on accuracy we can move away from fluency, and vice versa, then inevitably the sort of language we’ll end up producing won’t be much use to us, or to anyone else!

Unitat de Traducció i Revisió de Textos

Cine, música, lectura… fora de l’aula continuem practicant!


Les activitats per a practicar llengües dins i fora de l’aula són una manera perfecta per fer més complet el teu aprenentatge de llengües. Sabem que les classes aporten una part gran del coneixement però no ho són tot. Si volem avançar hi hem de dedicar altres espais i moments fora de l’aula.

Però… d’on trec el temps? I si aprofitem aquelles activitats que ens agraden per a practicar llengües?

– Mira les sèries o pel·lícules que més t’agraden en versió original. No en coneixes cap en la llengua que estudies? Segur que el teu professor o professora te’n pot recomanar alguna!

– Escolta música en la llengua que aprens. Busca les lletres de les cançons i ampliaràs el teu vocabulari, sobretot aquell més informal i quotidià.

– Arriba el vespre i vols saber què ha passat al món? Llegeix algun diari en la llengua que estudies. A més, estaràs al dia de tot allò que passa fora de Catalunya.

– Segueix comptes de xarxes socials que utilitzin la llengua que estudies. Mentre esperes el tren, el teu torn per demanar un cafè o estàs a la sala d’espera del dentista, pots aprendre noves paraules i expressions. I també conèixer gent a través de la xarxa!

– Tens companys d’intercanvi a la teva classe? Aprofita per fer algun treball conjunt i ajudeu-vos mútuament amb la llengua. Podeu aprendre l’un de l’altre mentre feu les tasques que us demanen al grau.

I tu, què fas per a practicar llengües fora de l’aula?

Unitat de Dinamització Lingüística