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The present study focuses on an experience in collaborative, literary translation, supported by the activities and resources of the Moodle online learning platform. The experience was carried out during the Covid-19 pandemic. Although the pandemic may well have encouraged the use of learning platforms, the experience illustrated in the study shows that Moodle offered activities and resources which proved effective in training courses in collaborative literary translation. The proactive pedagogical approach adopted in the study posits translation as a contextualized and interactional cognitive activity and advocates a transition towards authentically transformational approaches in the training of translators (Kiraly, 2000).

Introduction to the dossier Inclusive and Student-Centred Learning in Linguistics and Translation: Practices in Higher Education.

This article provides a study of the French translation of Rodari’s Grammatica della Fantasia by Roger Salomon. Besides analysing the translator’s peritexts (translator’s notes, appendix), we dwell on examples of addition of elements in the target text. While translation terminology distinguishes, often critically, between addition and amplification, sometimes it may be difficult to evaluate the motivations and legitimacy of the translator's procedure: hence the need to combine translatological, paratextual and archival data in research on translation and translation genetics.

In this article, a comparative analysis of the play Cendrillon, by Joël Pommerat, and its Italian translation, Cenerentola, is carried out to study the rendering in the target language of some typical features of spontaneous oral which are characteristic of the play. The transfer of these traits from French to Italian comes up against the asymmetries inherent to the two languages, as the diaphasic variation is less clearly marked in Italian.