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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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Fernández, S. S. & Appel, M. C. (2024). Language learning in times of danger: Narratives of confinamiento/confinement in Spanish - English bilingual online conversations during lockdown. In C. Levinsen & Z. Ye (Eds.), Pragmatics and Beyond New Series: Values, Emotions and Cultural Beliefs (pp. 135-157). John Benjamins Publishing Company. https://doi.org/10.1075/pbns.346.07fer
Fernández, S. S. (2024). Feedback entre pares escrito y oral para la enseñanza de escritura en español L2: Experiencias en un contexto universitario. In M. Birkelund & S. S. Fernández (Eds.), Nuevas tendencias de la romanística escandinava (pp. 13-26). Aarhus Universitet. https://ebooks.au.dk/aul/catalog/view/522/365/2260
Fernández, S. S. (2024). ¿Es nuestra enseñanza tan comunicativa como creemos? Rodrigo. Informationer fra Spansklærerforeningen.
Fernández, S. S. & Sadow, L. (2025). A new approach to teaching intercultural pragmatics: using minimal languages in the language classroom. In C. Ackermann-Boström, B. Hellqvist & M. Håkansson Ramberg (Eds.), Alla språk i skolan : perspektiv på språkundervisning (pp. 57-70). Uppsala university. https://uu.diva-portal.org/smash/get/diva2:1950620/FULLTEXT01.pdf
Fernández, S. S. & Levisen, C. (2024). At sige tak på dansk: En minimalsprogstilgang til interkulturel pragmatik i dansk som andetsprog. In S. Dimova, S. Larsen & J. Mortensen (Eds.), Sprog på dagsordenen/Languages on the Agenda: Festskrift til Anne Holmen (pp. 153-170). Københavns Universitet. https://cip.ku.dk/udvikling-og-forskning/forskning/studier_i_parallelsproglighed/C18.pdf
Fernandez, S. S. (2010).   La gramática universitaria del español como lengua extranjera: Un enfoque funcional y cognitivo. In M. I. Pozzo & A. Dobboletta (Eds.), III Jornadas y II Congreso Internacional de Enseñanza de Español como Lengua Extranjera Universidad Nacional de Rosario.
Fernandez, S. S. (2012). ¿Qué se esconde detrás de los usos impersonales de pronombres y desinencias personales? In E. Ahlstedt, K. Benson, E. Bladh, I. Söhrman & U. Åkerström (Eds.), Actas del XVIII Congreso de Romanistas Escandinavos Acta Universitatis Gothoburgensis. https://gupea.ub.gu.se/bitstream/2077/30607/5/gupea_2077_30607_5.pdf
Fernandez, S. S. (2013). Presentación de las líneas de investigación del CELE y el Área de Estudios Interculturales: La aplicación didáctica de la lingüística cognitiva en la clase de ELE. In J. M. Izquierdo (Ed.), Actas de las IV Jornadas y III Congreso Internacional de Enseñanza de Español como Lengua Extranjera. (pp. 114-120). Laborde Libros. http://cele-unr.irice-conicet.gov.ar/doc/Actas_Congreso.pdf
Fernandez, S. S. & Pozzo, M. I. (2013). La competencia intercultural como objetivo de la clase de español como lengua extranjera y como segunda lengua (taller). In M. I. Pozzo, S. S. Fernández & J. M. Izquierdo (Eds.), Actas de las IV Jornadas y III Congreso Internacional de Enseñanza de Español como Lengua Extranjera. (pp. 62-67). Laborde Libros. http://cele-unr.irice-conicet.gov.ar/doc/Actas_Congreso.pdf
Fernandez, S. S. (2014). Las construcciones pasivas. In S. Fernández & J. Falk (Eds.), Temas de gramática española para estudiantes universitarios: Un aproximación cognitivo y funcional (pp. 125-144). Peter Lang.
Fernandez, S. S. (2014). Fokus på form. In H. L. Andersen, S. S. Fernández, D. Fristrup & B. Henriksen (Eds.), Fremmedsprog i gymnasiet: teori, praksis og udsyn (pp. 43-54). Samfundslitteratur.
Fernandez, S. S. (2014). Feedback. In H. Leth Andersen , S. S. Fernandez, D. Fristrup & B. Henriksen (Eds.), Fremmedsprog i gymnasiet: teori, praksis og udsyn (pp. 131-140). Samfundslitteratur.
Fernandez, S. S. & Fristrup, D. (2014). Metoder og tilgange. In H. L. Andersen, S. S. Fernandez , D. Fristrup & B. Henriksen (Eds.), Fremmedsprog i gymnasiet: teori, praksis og udsyn (pp. 35-42). Samfundslitteratur.
Fernandez, S. S. (2013). Impersonality in Spanish personal pronouns. Studies in Language Companion Series, (136), 87-108. https://doi.org/10.1075/slcs.136
Fernandez, S. S. & Pozzo, M. I. (2014). La competencia intercultural como objetivo en la clase de ELE. In S. S. Fernandez & M. I. Pozzo (Eds.), Globalización, interculturalidad y enseñanza de español: Nuevas propuestas didácticas y evaluadoras (pp. 27-45). Latin American Centre, University of Aarhus - LACUA. http://lacua.au.dk/fileadmin/www.lacua.au.dk/Dialogos22total.pdf
Fernandez, S. S. & Pozzo, M. I. (2015). La telecolaboración como herramienta para la enseñanza/aprendizaje de la historia regional argentina en Dinamarca: un proyecto de intervención didáctica. In Construcción de espacios interculturales en la formación docente: competencia comunicativa intercultural, cultura regional y TIC (pp. 124-146). Laborde Editor.
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
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
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. (2019). Kritisk kulturel bevidsthed i spanskfaget. In A. S. Gregersen (Ed.), Sprogfag i forandring 2: pædagogik og praksis (3. ed., pp. 79-98). Samfundslitteratur.
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
Fernandez, S. S. & Kjærgaard, H. W. (2019). Formative feedback as grammar teaching. In K. R. Christensen, H. Jørgensen & J. Wood (Eds.), The sign of the V: papers in honour of Sten Vikner (pp. 169-184). AU Library Scholarly Publishing Services.
Fernandez, S. S. (2020). Talelyst på fremmedsprog. Sproglaereren, 2.