Insaurralde, AndreaBicoff, Carla2025-09-192025-09-19https://dspace.ufasta.edu.ar/handle/123456789/87362This research work focuses on translation of poetry as a tool to boost awareness of the similarities and differences between English and Spanish languages in terms of vocabulary and pragmatics in students. It is a fact that there is no absolute criterion of what a good translation is, and theories abound, from the literal one in which an equivalent must be found for each word, to those in which meaning is more important than the features of the text. This essay aims to shed light on the crucial role of translation as a process that involves complex cognitive mechanisms in which the language is analyzed, compared, classified and transformed, resulting in an active use of both the mother tongue and the target language to achieve communicative purposes. This work is a response to the problematic observed that students are well acquainted with grammar rules and vocabulary, yet in practice, there is too much interference of their L1 in their L2 productions. By means of working with translation of poems, students will exercise this skill, as more idiomatic and complex semantic expressions take place, which require special analysis and attention. The approach of this work consists on a theoretical study of translation theories focused on poetry, and the analysis of an experience in which students of 4th year of the Saint Exupéry School of Concordia, Entre Ríos, participated. They produced a translated version in English and in Spanish of two Shakespeare sonnets. The results of the experience showed that students undergoing translation exercises in groups were able to produce versions of the sonnets in the target language, yet difficulties arose when dealing with rhyme and metric. However, they were satisfied with the results when these were compared with the original versions of the poems. It was observed that they enjoyed the activity and the fact that it involved cooperation and exchanges in order to come to agreements to achieve their objective. In conclusion, this approach could be of great use for teachers of English as a second language in Secondary school to propose a different set of activities in which students are able to use the skills acquired combined with creativity, imagination and cooperation to produce their own versions of poetry. Through this process, they would exercise vocabulary and rephrasing skills and, last but not least, become aware of what lies underneath all languages, their similarities, and what is remarkably different and makes the language unique.Fil: Lencina, María Alejandra. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.Fil: Insaurralde, Andrea. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.Fil: Bicoff, Carla. Universidad FASTA. Facultad de Ciencias de la Educación; Argentina.application/pdfinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licences/by-nc-nd/3.0/deed.es_ARinfo:eu-repo/semantics/bachelorThesis