Maria Del Mar Parra-Olmedo

I manage the design and delivery of four year-one Spanish language classes (R4109, R4110, R4325 & R4326), two of which are part of the Certificate of Continuing Education in Spanish (CCED). My approach to the design of language programmes and learning materials is informed by the latest research on the topic, including innovative approaches and the integration of digital resources. I am also responsible for the creation of materials and delivery in an Honours class in Translation theory and practice (R4411), where I apply my own research expertise in Translation Studies (PhD) and practice knowledge as a professional translator. I also supervise Honours Dissertations on the topics of Translation Studies and Intercultural Pragmatics.

I am Academic Integrity Officer for the Department of Humanities where I am responsible for advising students and colleagues on issues of academic integrity. I bring into this role expertise developed through research activities on ethical and unethical uses of Machine Translation tools in language learning, including a current project on the topic for secondary school language teachers.

I am also a member of the anti-racism subcommittee of the Department of Humanities (GEDI) which aims to facilitate discussions around issues of racism in Higher Education and to encourage the development of anti-racist curricula accross the discipline areas in Humanities.

MEMBERSHIPS

ACIS, Association for Contemporary Iberian Studies, since 2009.

ELE-UK, Association for the Teaching of Spanish in Higher Education in the United Kingdom, since 2022.

• Coordinator and class tutor for Introduction to Spanish 1A and Introduction to Spanish 1B.

• Coordinator for Spanish 1A and Spanish 1B of the Certificate of Continuing Education (CCED).
• Class tutor for Spanish language classes in Years 2 and 3.
• Supervisor for Honours Dissertations in Spanish.
• Class tutor for Honours class R4411- Translation Studies: Key Debates and Theories.

• The reception of translation, particularly with respect to the audience reception of audiovisual translated humour such as satire and irony.
• The integration of translation technologies (e.g., generative AI, machine translation, etc.) into language learning and translator training, including their implications on ethical issues such as academic integrity.
• The development of speaking skills in second-language learning through the application of communicative approaches that integrate language accuracy, communicative competence and the role metacognition in spoken discourse.