Rhesis. International Journal of Linguistics, Philology and Literature

Gemini Advanced e ChatGPT 4o: sfide nella traduzione di un film di animazione dal portoghese brasiliano

Carla Valeria de Souza Faria — Thu, 27 Feb 2025 22:51:05 +0100

This paper aims to analyze the ability of Gemini Advanced and ChatGPT 4o to translate an animated film for children from Brazilian Portuguese into Italian, taking into account the target audience (children) and a language as close as possible to spontaneous Italian speech. The translations were also compared with those of students, mostly Italian speakers, of Portuguese as a foreign language at B1/B2 CEFR levels. The results show that although the two systems were able to produce good translations, they still produced incorrect, inaccurate or context-inappropriate translations requiring human intervention. Furthermore, the preliminary results of this research may serve as a guide for the teaching of Portuguese as a foreign language and pragmatic-discursive aspects in audiovisual translation from a contrastive perspective.

Le donne nelle confraternite di area italo-romanza tra Medioevo ed Età romanza: evidenze testuali e linguistiche

Immacolata Pinto — Sat, 05 Apr 2025 00:00:00 +0200

After establishing some cultural-historical coordinates and clarifying some key concepts in the history of Christianity (see, first of all, the idea of salvation of the soul in exchange for donations, services or simply prayers), this paper examines the role of women in devotional confraternities between the late Middle Ages and the early Modern Age. In particular, the comparative analysis of about 40 statutes from the Italian-Romance area highlights the involvement of women, at different levels, in the management of charitable works that also had economic implications (see assistance to the dying, also in order to intercept possible legacies in favour of the Catholic Church). Moreover, from the perspective of historical sociolinguistics, the research shows how mixed and/or exclusively female devotional associations are likely to fall under the concept of "integrated communities of practice" (see the combination of some of the characteristics of communities of practice and discourse and many of those of text communities).

Different linguistic layers in Savvina Kniga

Andrea Di Manno — Thu, 10 Apr 2025 00:00:00 +0200

This article examines the internal linguistic stratification of Savvina Kniga (Sav), a key text in the Cyrillo-Methodian tradition. By analyzing both archaic features and later innovations, the study identifies four distinct linguistic layers within the manuscript. The first layer contains elements shared with the oldest Gospel manuscripts, partly reflecting traces of the original Cyrillo-Methodian translation. The second layer corresponds to a relatively rare textual redaction, also found in the first part of the Vukan Gospel. A third layer reveals sporadic lexical changes associated with the so-called Preslav redaction, although the chronology of these changes remains uncertain. The fourth layer features unique amendments within Sav which possibly stem from deliberate modernization. Notably, two morphosyntactic features – the Genitive-Accusative of the anaphoric pronoun and the use of mi and si as adnominal datives – can likely be traced back to pop Sava himself.

Tra numeri e parole: alcune considerazioni sulle disuguaglianze educative nella scuola secondaria di secondo grado sarda

Igor Deiana — Mon, 30 Jun 2025 07:30:42 +0200

This paper provides a critical analysis of the Sardinian educational system, with a particular focus on upper secondary education, by examining trends, demographic shifts, and student performance data drawn from INVALSI assessments. The investigation reveals how a convergence of structural and contextual variables has, over time, contributed to the deepening of educational inequalities across the region. School dropout, both explicit and implicit, is identified as a salient indicator of such disparities. Within this context, the study argues for the necessity of transformative and systemic educational policies, moving beyond ad hoc interventions. Central to this vision is the role of comprehensive teacher training – initial and ongoing – conceived as essential for promoting inclusive, equitable, and high-quality language education, capable of addressing the complex linguistic, cultural, and social diversity characterizing Sardinian classrooms.