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International Business Communication in Spanish

About International Business Communication in Spanish

The focus area of this degree programme is communication in businesses and organisations which have relations with Spain or Latin America, or which use Spanish as their working language. The profile courses deal with translation, interpreting and the production of texts in a range of genres and text types of business communication such as websites, press releases, technical descriptions, legal documents and emails. In addition, students naturally learn about the context in which such texts are produced – context being important for the design and use of these texts. In this connection, the teaching covers social conditions in Spanish-speaking areas and markets, including market analysis, segmenting and positioning, corporate organisation and public relations.

The research environment

The teaching in the focus area of the programme is based on the research into international business communication that is carried out at the department. This research revolves around the communicative issues connected to various forms of business communication both in general and in language-specific areas. This includes communicative issues within international and intercultural market communication, lexicography, translation, interpreting and the production of texts in communicative contexts.

The research in market communication focuses on the communicative performance of activities by companies and organisations seen from a cultural viewpoint. The research in lexicography deals with user-friendly information tools, including online dictionaries and integrated L2 writing assistants. The research in translation, interpreting and the production of communicative texts includes texts on company websites, legal, technical and financial texts, translation processes, the use of CAT tools and issues within the sociology of translation. Another area of focus concerns the creation and communication of academic knowledge in the relevant writing and translation processes of students.

Recent publications

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Fernandez, S. S. (2019). Using NSM and "minimal" language for intercultural learning. In L. Sadow, B. Peeters & K. Mullan (Eds.), Studies in Ethnopragmatics, Cultural Semantics, and Intercultural Communication: minimal English (and beyond) (pp. 13-32). Springer. https://doi.org/10.1007/978-981-32-9979-5_2
Santamaria Colmenero, S. (2018). Discurso de Jacques Chirac en el Velódromo de Invierno. In R. Vinyes (Ed.), Diccionario de la memoria colectiva (pp. 145-146). gedisa editorial.
Santamaria Colmenero, S. & Hristova, M. (2018). Guerra Civil española. In R. Vinyes (Ed.), Diccionario de la memoria colectiva (pp. 200-205). gedisa editorial.
Martin, D. G. & Fischer, G. (Eds.) (2018). Image and text. Diálogos Latinoamericanos Vol. 19 No. 27 https://tidsskrift.dk/dialogos/issue/current
Santamaria Colmenero, S. (2018). Literatura del Holocausto. In R. Vinyes (Ed.), Diccionario de la memoria colectiva (pp. 255-257). gedisa editorial.
Santamaria Colmenero, S. (2018). Memoria cultural. In R. Vinyes (Ed.), Diccionario de la memoria colectiva (pp. 283-284). gedisa editorial.
Hansen, H. L. (2018, Sept 24). On hegemony and structural inequality. UNREST (Unsetling Remembering and Social Cohesion in Transnational Europe).
Santamaria Colmenero, S. (2018). Postmemoria. In V. Ricard (Ed.), Diccionario de la memoria colectiva (pp. 394-395). gedisa editorial.
Martin, D. G. (2017). Abelló Soler, Montserrat: (1910-2014). In M. Aznar Soler & J. R. López García (Eds.), Diccionario biobibliográfico de los escritores, editoriales y revistas del exilio republicano de 1939 (pp. 10-12). Renacimiento. https://reader.paperc.com/books/Diccionario-biobibliogr-fico-de-los-escritores-editoriales-y-revistas-del-exilio-republicano-de-1939/806776/Diccionario-exilio_10.xhtml
Martin, D. G. (2017). Agudo Blanco, Sixto: (1916-2004). In M. Aznar Soler & J. R. López García (Eds.), Diccionario biobibliográfico de los escritores, editoriales y revistas del exilio republicano de 1939 (pp. 23-24). Renacimiento. https://reader.paperc.com/books/Diccionario-biobibliogr-fico-de-los-escritores-editoriales-y-revistas-del-exilio-republicano-de-1939/806776/Diccionario-exilio_10.xhtml
Martin, D. G. (2017). Alejandro de Castro Cardús, Julio: (1906-1995). In M. Aznar Soler & J. R. López García (Eds.), Diccionario biobibliográfico de los escritores, editoriales y revistas del exilio republicano de 1939 (pp. 78-79). Renacimiento. https://reader.paperc.com/books/Diccionario-biobibliogr-fico-de-los-escritores-editoriales-y-revistas-del-exilio-republicano-de-1939/806776/Diccionario-exilio_10.xhtml
Caviglia, F., Fernandez, S. S. & Levisen, C. (2017). Det konceptuelle kulturmøde. Sprogforum, (64), 52-59.
Kjærgaard, H. W., Asmussen, J. B. & KJeldsen, L. P. B. (2017). Det konvergente læringsrum: It og de nye læringsbetingelser. Klim.
Kjærgaard, H. W. (2017). ICT and Feedback Practices in the Lower-Secondary Foreign Language Classroom. Journal of Educational Multimedia and Hypermedia, 26(2), 161-177.
López Alcañiz, V. & Santamaria Colmenero, S. (2017). Las encrucijadas del pasado: Experiencia, crítica e imaginación histórica. In A. Llacuna & H. Saavedra-Mitjans (Eds.), Experiencia e Historia en la Contemporaneidad: Historia pensada, historia enseñada y memoria histórica (Vol. 1 , pp. 461-471). Universitat de Barcelona * Servei de Publicacions.
Martin, D. G. (2017). Micomicón’s theater performance Donde el bosque se espesa. Abstract from Second Annual Conference of the Memory Studies Association , Copenhague, Denmark.
Hansen, H. L. (2017). Testimony, Documentary, Fiction: The Remedialisation of Stolen Children. In L. Sætre, P. Lombardo & S. Tanderup Linkis (Eds.), Exploring Texts, Media, and Memory (pp. 313-40). Aarhus Universitetsforlag.
Kjærgaard, H. W. & Fougt, S. S. (2016). “But All We Really Wanted was a Course!”: Teacher Professional Development for Innovative Teaching with ICT. Journal of Educational Multimedia and Hypermedia, 25(4), 377-395.
Kjærgaard, H. W. & Fougt, S. S. (2016). “But All We Really Wanted was a Course!”: Teacher Professional Development for Innovative Teaching with ICT. In G. Veletsianos (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (Vol. 25, pp. 377-395). AACE: Association for the Advancement of Computers in Education.
Fernandez, S. S. (2016). Communication strategies in a telecollaboration project with focus on Latin American history. In S. Jager, M. Kurek & B. O’Rourke (Eds.), New Directions in Telecollaborative Research and Practice: Selected papers from the Second Conference on Telecollaboration in University Education (pp. 239-244). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.telecollab2016.9781908416414
Fernandez, S. S. (2016). De nye læringsmål og dannelsesbegrebet fra fremmedsprogsfagenes perspektiv. In E. Krogh & S.-E. Holgersen (Eds.), Sammenlignende fagdidaktik (Vol. 4, pp. 175-190). DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_19_www.pdf
Martin, D. G. (2016). Hablo, luego pienso : texto sin discurso y tecnología conservadora en el teatro con robots / Je parle, ensuite je pense : texte sans discours et technologie conservatrice dans le théâtre avec robots. In C. Batlle, E. Gallén & M. Güell (Eds.), Drama contemporani: renaixença o extinció? / Drame contemporain : rennaissance ou extinction ? (pp. 147-156, 409-418). PUNCTUM. https://drive.google.com/file/d/0B4DRuHILv264SlZjQ3NBTGxodk0/edit
Kjærgaard, H. W. (2016). ICT and Feedback Practices in the Lower-Secondary Foreign Language Classroom. In G. Veletsianos (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 1057-1066). AACE: Association for the Advancement of Computers in Education.
Hansen, H. L. (2016). Modos narrativos en la memoria de los movimientos militantes. In C. González & A. Sarría Buil (Eds.), Militancias radicales: Narrar los sesenta y setenta desde el siglo XXI (pp. 87-106). Postmetropolis.
Cento Bull, A. & Hansen, H. L. (2016). On Agonistic Memory. Memory Studies, 9(4), 390-404. https://doi.org/10.1177/1750698015615935
Fernandez, S. S. (2016). Possible contributions of ethnopragmatics to second language learning and teaching. In S. Vikner, H. Jørgensen & E. van Gelderen (Eds.), Let us have articles betwixt us: Papers in Historical and Comparative Linguistics in Honour of Johanna L. Wood (pp. 185-205). Department of English – School of Communication and Culture – Aarhus University. https://doi.org/10.7146/aul.119.107
Kjærgaard, H. W., Egendal, J., Møller, E. R. & Olesen, L. D. (2016). VIA MOOCs: Pædagogiske, didaktiske og tekniske overvejelser og erfaringer. Center for Læring og IT, VIA University College.
Kjærgaard, H. W., Kjeldsen, L. P. B. & Rahn, A. (2015). Augmented Reality: Sustaining iPad-facilitated visualisation pedagogy in nursing . In W. Ng & T. M. Cumming (Eds.), Sustaining mobile learning: Theory, research and practice (pp. 193-211). Routledge. http://www.routledge.com/books/details/9781138787384/