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International Business Communication in Spanish

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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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Martin, D. G. (2021). Algún día, hoy: el amor como política ecofeminista en Colombia. In A. M. Edjesgaard Jeppesen, E. G. Palomares Rodríguez & G. Wink (Eds.), Pensamiento social danés sobre América Latina (pp. 173-187). Consejo Latinoamericano de Ciencias Sociales (CLACSO).
Martin, G. E. (2020). Un/Originals: Multilingual Literature in Contemporary Spain. Paper presented at Modern Language Association Annual Convention, Seattle, Washington, United States.
Martin, D. G. (2024). Audiences’ transformative potential: A performing arts journey from Madrid to Medellín. In A. Abuín González & E. Pérez Rasilla (Eds.), On Spectatorship: An Approach to Contemporary Spanish Theatre (pp. 283-302). Peter Lang.
Martin, D. G. & Tortosa Pujante, B. (2022). Por una escena feminista desde el Sur. Philologia Hispalensis, 36(2), 15-21. https://doi.org/10.12795/PH.2022.v36.i02.01
Martin, D. G., Velásquez Ángel, A. M., Jambrina, N., Castillo Ballen, S., Vaisman, N. & Martínez, M. (2022). La guía TransMigrARTS: una nueva forma de observar los talleres artísticos. TMA, (2), 10-27. https://www.transmigrarts.com/tma2-online/
Martin, D. G. (2025). Renarrándonos: la distancia estética como cuidado. In F. Corrons & S. Castillo (Eds.), La Investigación Creación Aplicada (ICA): Innovar desde el arte para los sectores sociales (pp. 285-304). Ñaque Editora. https://www.transmigrarts.com/3d-flip-book/la-investigacion-creacion-alicada-ica/
Martin, D. G. (2026). Partes de guerra: la violencia infinita contra las mujeres. In H. Jaimes (Ed.), En torno a Jorge Volpi: la razón del discurso, el discurso de la razón (pp. 253-274). Iberoamericana Vervuert.
Martin, D. G. (2024). Los públicos de “Donde el bosque se espesa” de Micomicón: haciendo memoria agonística sobre la dictadura franquista. Paper presented at Pautas Memoriales en la Dramaturgia del Estado Español
en Tiempo de Democracia (desde 1975 hasta hoy), Torino, Italy.
Martin, D. G. (2025). Teatro e interculturalidad en los talleres de artes aplicadas: una manera otra de entender cultura. Abstract from Seminario de las Artes-TransMigrArts 2025-2, Medellín, Colombia. http://bit.ly/4nmtxlx
Martin, D. G. (2026). Frida Kahlo. Danmarks Nationalleksikon. https://lex.dk/Frida_Kahlo
Martin, D. G. & López Silva, I. (2026). El abismo teórico teatral y sus soluciones en el siglo XXI. Theory Now: Journal of Literature, Critique, and Thought, 9(2), 196-206. https://doi.org/10.30827/tn.v9i2.38006
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.
Levisen, C., Fernández, S. S. & Hein, J. (2022). Cognitive Cultural Semantics: A Nordic guide to Natural Semantic Metalanguage (NSM). Skandinaviske Sprogstudier/Scandinavian Studies in Language, 13(1), 1-38. https://tidsskrift.dk/sss/article/view/135133/179897
Leth Andersen, H., Fernandez, S. S., Fristrup, D. & Henriksen, B. (2015). Fagdidaktik i sprogfag. Frydenlund Academic.
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/
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. (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.
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.
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.
Janković, N., Kübler, N., Fernández, S. S. & Vujović, A. (2022). The Mutual Impact of Educational Policies and Multilingualism - Report on the Circle U. Panel Discussion. In Language - profession - science 2.1 Book of proceedings (pp. 9-27). Foreign Language and Literature Association of Serbia.
Henriksen, K. (2010). Blik på Europa. En introduktion. K og K, 37(2), 10-22.
Henriksen, K. & Kindblad, C. (2011). Neoliberalism, Patriarchal Rule, and Cultural Change at Millennial Change. The Case of Tasbapauni. In L. Baracco (Ed.), National Integration and Contested Autonomy: The Caribbean Coast of Nicaragua. Agora.