Parallel corpora are a key resource for contrastive linguistics, translation studies, and natural language processing. However, for the Chinese–Spanish language pair, existing resources are often scattered and poorly integrated, domain-specific, or rely on English as a pivot language, introducing structural and stylistic biases. This paper presents the Chinese–Spanish Parallel Corpus (PaCheS), a multifunctional bilingual resource designed to address these limitations. The core of PaCheS consists of approximately 15 million words from 49 contemporary literary works, ensuring high-quality, direct human translations with balanced bidirectionality. To ensure high precision in the alignment despite the structural distance between the two languages, the corpus employs a two-stage alignment workflow: automatic alignment using Bertalign followed by semantic validation via LaBSE embeddings and manual revision. Additionally, the resource is supplemented by over 2 million bisegments from institutional and web-mined sources which have undergone rigorous filtering and normalization. All materials are accessible via a web interface which supports metadata filtering and advanced queries, making PaCheS a valuable resource for research, translation, and language learning.

This chapter explores the potential of parallel corpora in the language-learning classroom within the context of Data-Driven Learning (DDL), a student-centered approach to language learning that involves the use of electronic corpora or corpus-based materials. We detail two use cases of the English-Spanish Parallel Corpus, PaEnS, for Spanish-speaking learners of English with the aim of showcasing the potential of parallel corpora in language pedagogy. Both use cases center on the verb try. The first explores how students can study the lexico-grammatical variation between try and and try to to better understand its use and limitations, while the second presents a phonological use case, the reduction of trying to to tryna. For both cases, learning objectives and previous knowledge are stated, followed by a series of structured exercises involving corpus exploration and questions aimed at inducing discovery learning.

This research presents a pedagogical proposal that integrates the English-Spanish parallel corpus (PaEnS) into the teaching of English idioms related to feelings and emotions. After a brief overview of the role of parallel corpora in foreign language teaching and learning, and a look at the definition, classification, and usefulness of English idioms as well as their challenges in translation, the present chapter outlines four context-based, data-driven tasks. Specifically, the tasks involve guessing the meaning of the idioms from context, corpus exploration, idiom classification, and translation analysis. Additionally, the research aims to (1) explore how selected English idiomatic expressions are translated into Spanish in the corpus, and (2) identify cross-linguistic patterns and translation strategies that can enhance learners’ understanding of figurative expressions.

Technology-enhanced approaches are increasingly enriching Spanish teaching and learning, providing access to authentic language and supporting linguistic development. This study examines university students’ perceptions of the PaEnS corpus as a resource for meaningful, autonomous learning. Corpus-based classroom tasks were implemented, followed by a Likert-scale survey evaluating their perceived usefulness. Semi-structured interviews were then conducted to obtain qualitative evidence, which was triangulated with activity outcomes and survey results. Findings indicate that corpus consultation promotes reflection on meaning, vocabulary growth, and context-sensitive translation, although time demands and an initial learning curve persist. Overall, the study assesses the extent to which the PaEnS corpus enriches Spanish pedagogy by fostering learner autonomy, deeper engagement, and more durable learning across tasks.

This chapter explores how the German-Spanish Parallel Corpus (PaGeS) can be integrated into translator training to foster linguistic awareness through critical metaphor analysis and Appraisal Theory. It presents two progressive tasks designed for Spanish-speaking students of German in a specialized business translation course. The first task focuses on identifying metaphors and evaluating attitudinal polarity; the second examines metaphors as a rhetorical device for ideological positioning. The chapter situates these activities within a functional, task-based pedagogical framework and highlights the usability of PaGeS for autonomous student work. It contributes to ongoing discussions on metaphor in t translator training and the evolving role of human translators in the age of AI.

Translation students now have more resources at their disposal than ever. Of the many tools available to them, corpora can be particularly valuable, since they provide direct answers to translation problems; however, students frequently fail to make use of them. The purpose of this study was to examine how ten students from the University of the Basque Country interacted with the German-Spanish Parallel Corpus (PaGeS). In an experiment, we made audio recordings of the students’ verbalizations and videos of their computer monitors during a translation task. It can be concluded from our study that there was a predominance of basic searches, suggesting that students were not taking full advantage of the corpus’s potential. This may be due to a preference for other resources or insufficient exposure to the corpus itself.

This chapter demonstrates how parallel corpora, specifically the English–Spanish Parallel Corpus (PaEnS), can support the teaching of English prepositions to Spanish-speaking English language learners. More specifically, the chapter addresses the different English translations of the Spanish preposition en and, conversely, the use of the English prepositions in, on, and at, which have no single equivalents in Spanish. Drawing on authentic corpus data, the study illustrates how real language examples enhance learners’ understanding of prepositional variation and usage. The findings suggest that corpus-based approaches provide richer and more effective input than traditional teaching materials, particularly in second-language instruction contexts.

Translation students tend to translate the English preposition in as the Spanish preposition en in contexts where Spanish would require another very common Spanish preposition: de. This study aims to clarify when in should be translated as de in order to avoid calques. To this end, it analyzes the presented translation problem from a grammatical perspective, proposing an explanation. Prepositional phrases modifying nouns usually require de in Spanish for full idiomaticity, albeit it should be noted that there are exceptions. This study concludes by proposing a pedagogical approach to enhance students’ understanding based on the freely accessible parallel corpus PaEnS.

MedCor is a manually aligned English-Spanish parallel corpus of medical fiction, recently integrated into PaEnS. This contribution explores its potential applications for translator training and contrastive linguistic analysis. Drawing on real examples from TV series, we illustrate how MedCor enables the observation of lexical, grammatical and pragmatic features typical of medical discourse and their translation. Particular attention is paid to emotionally charged language, idioms, and modal verbs. Overall, the findings show that MedCor constitutes a valuable resource for analyzing translational patterns and supporting research, teaching and professional practice in medical translation.

This article examines German and Spanish motion verbs regarding the features of <speed> and <noise>, such as German sausen, flitzen, and poltern, and Spanish correr, salir pitando, and salir zumbando. Within Talmy’s (2000) typology of motion events, the study uses the German–Spanish Parallel Corpus (PaGeS) to analyze how these typological differences are reflected in translation and whether they reflect both features. The results validate the hypotheses: expressing <speed> and <noise> via satellites is more frequent in Spanish, whereas German possesses a wider range of verbs that encode <speed> and <noise> and can add directional complements to express motion. The analysis also reveals differences in translation strategies, particularly regarding the preservation or omission of these features, in line with typological differences between the two languages.

This contribution examines the translation of visual perception events in a German–Spanish parallel corpus of narrative texts. Compared to the phenomena of manner-of-motion and manner-of-speaking, manner-of-looking remains largely unexplored in the “thinking-for-translating” hypothesis. The starting point of this corpus-based study is Snell-Hornby’s (1983) list of German verbs of facial expression and Rojo and Valenzuela’s (2000) translation strategies identified in a previous study on the translation of verbs of vision. After comparing the resulting data with findings from comparable studies dealing with the frames of motion, communication, and vision, the study concludes that translators’ behaviors differ depending on the frame: while manner-of-motion and manner-of-looking are often omitted in German–Spanish translations, manner-of-speaking is usually translated, or even added.

This chapter examines the relationship between the German modal verb sollen and the Spanish verb deber through a corpus-based analysis of mutual correspondence (MC) and translation bias (TB). Using a dataset of 200 aligned sentences from the German–Spanish Parallel Corpus (PaGeS), it analyzes the extent to which both verbs function as translation equivalents and assesses the adequacy of the selected translations. The results show a moderate degree of intertranslatability, but also a clear asymmetry between the two translation directions. While sollen is frequently rendered as deber, this solution is not always accurate or idiomatic in Spanish. The findings have implications for contrastive analysis, translation practice, and translator training.

How are beverage-related terms rendered in English–Spanish translations? Do they tend to trigger cultural adaptation or lexical stability? Using the open-access English–Spanish Parallel Corpus (PaEnS), this study queries a seed list of beverage terms and examines their aligned translations through a primarily qualitative analysis. The retrieved data (predominantly fiction) show two main tendencies: highly globalized drinks (e.g., coffee, tea, beer, wine) are usually translated through stable one-to-one correspondences, whereas culture-specific items (e.g., eggnog, mate, horchata, guarapo) more often prompt borrowing, explicitation, or light adaptation. Brand names are typically retained when internationally recognizable but are more frequently neutralized when local. Overall, the findings support a model of calibrated minimalism shaped by text type and communicative function.

This paper examines the category of anger words in Spanish texts translated from German, compared to original Spanish literary texts. Drawing on Halverson’s (2017) Gravitational Pull Hypothesis (GPH) it predicts the overuse or underuse of specific anger words in the translated texts and evaluates these predictions using the PaGeS corpus. The findings confirm that the salience of source and target language items, as well as the connectivity between them, are reliable predictors of tendencies in translations. Specifically, the word families of ira, furia, enojo, and indignación are overrepresented in the translated texts, while rabia, cólera, cabreo, molestia, fastidio, and disgust are underrepresented. The study further identifies word class as an additional conditioning factor, suggesting that the principles of the GPH operate both on the semantic and the structural level.

Parallel corpora are a key resource for contrastive linguistics, translation studies, and natural language processing. However, for the Chinese–Spanish language pair, existing resources are often scattered and poorly integrated, domain-specific, or rely on English as a pivot language, introducing structural and stylistic biases. This paper presents the Chinese–Spanish Parallel Corpus (PaCheS), a multifunctional bilingual resource designed to address these limitations. The core of PaCheS consists of approximately 15 million words from 49 contemporary literary works, ensuring high-quality, direct human translations with balanced bidirectionality. To ensure high precision in the alignment despite the structural distance between the two languages, the corpus employs a two-stage alignment workflow: automatic alignment using Bertalign followed by semantic validation via LaBSE embeddings and manual revision. Additionally, the resource is supplemented by over 2 million bisegments from institutional and web-mined sources which have undergone rigorous filtering and normalization. All materials are accessible via a web interface which supports metadata filtering and advanced queries, making PaCheS a valuable resource for research, translation, and language learning.

This chapter explores the potential of parallel corpora in the language-learning classroom within the context of Data-Driven Learning (DDL), a student-centered approach to language learning that involves the use of electronic corpora or corpus-based materials. We detail two use cases of the English-Spanish Parallel Corpus, PaEnS, for Spanish-speaking learners of English with the aim of showcasing the potential of parallel corpora in language pedagogy. Both use cases center on the verb try. The first explores how students can study the lexico-grammatical variation between try and and try to to better understand its use and limitations, while the second presents a phonological use case, the reduction of trying to to tryna. For both cases, learning objectives and previous knowledge are stated, followed by a series of structured exercises involving corpus exploration and questions aimed at inducing discovery learning.

This research presents a pedagogical proposal that integrates the English-Spanish parallel corpus (PaEnS) into the teaching of English idioms related to feelings and emotions. After a brief overview of the role of parallel corpora in foreign language teaching and learning, and a look at the definition, classification, and usefulness of English idioms as well as their challenges in translation, the present chapter outlines four context-based, data-driven tasks. Specifically, the tasks involve guessing the meaning of the idioms from context, corpus exploration, idiom classification, and translation analysis. Additionally, the research aims to (1) explore how selected English idiomatic expressions are translated into Spanish in the corpus, and (2) identify cross-linguistic patterns and translation strategies that can enhance learners’ understanding of figurative expressions.

Technology-enhanced approaches are increasingly enriching Spanish teaching and learning, providing access to authentic language and supporting linguistic development. This study examines university students’ perceptions of the PaEnS corpus as a resource for meaningful, autonomous learning. Corpus-based classroom tasks were implemented, followed by a Likert-scale survey evaluating their perceived usefulness. Semi-structured interviews were then conducted to obtain qualitative evidence, which was triangulated with activity outcomes and survey results. Findings indicate that corpus consultation promotes reflection on meaning, vocabulary growth, and context-sensitive translation, although time demands and an initial learning curve persist. Overall, the study assesses the extent to which the PaEnS corpus enriches Spanish pedagogy by fostering learner autonomy, deeper engagement, and more durable learning across tasks.

This chapter explores how the German-Spanish Parallel Corpus (PaGeS) can be integrated into translator training to foster linguistic awareness through critical metaphor analysis and Appraisal Theory. It presents two progressive tasks designed for Spanish-speaking students of German in a specialized business translation course. The first task focuses on identifying metaphors and evaluating attitudinal polarity; the second examines metaphors as a rhetorical device for ideological positioning. The chapter situates these activities within a functional, task-based pedagogical framework and highlights the usability of PaGeS for autonomous student work. It contributes to ongoing discussions on metaphor in t translator training and the evolving role of human translators in the age of AI.

Translation students now have more resources at their disposal than ever. Of the many tools available to them, corpora can be particularly valuable, since they provide direct answers to translation problems; however, students frequently fail to make use of them. The purpose of this study was to examine how ten students from the University of the Basque Country interacted with the German-Spanish Parallel Corpus (PaGeS). In an experiment, we made audio recordings of the students’ verbalizations and videos of their computer monitors during a translation task. It can be concluded from our study that there was a predominance of basic searches, suggesting that students were not taking full advantage of the corpus’s potential. This may be due to a preference for other resources or insufficient exposure to the corpus itself.

This chapter demonstrates how parallel corpora, specifically the English–Spanish Parallel Corpus (PaEnS), can support the teaching of English prepositions to Spanish-speaking English language learners. More specifically, the chapter addresses the different English translations of the Spanish preposition en and, conversely, the use of the English prepositions in, on, and at, which have no single equivalents in Spanish. Drawing on authentic corpus data, the study illustrates how real language examples enhance learners’ understanding of prepositional variation and usage. The findings suggest that corpus-based approaches provide richer and more effective input than traditional teaching materials, particularly in second-language instruction contexts.

Translation students tend to translate the English preposition in as the Spanish preposition en in contexts where Spanish would require another very common Spanish preposition: de. This study aims to clarify when in should be translated as de in order to avoid calques. To this end, it analyzes the presented translation problem from a grammatical perspective, proposing an explanation. Prepositional phrases modifying nouns usually require de in Spanish for full idiomaticity, albeit it should be noted that there are exceptions. This study concludes by proposing a pedagogical approach to enhance students’ understanding based on the freely accessible parallel corpus PaEnS.

MedCor is a manually aligned English-Spanish parallel corpus of medical fiction, recently integrated into PaEnS. This contribution explores its potential applications for translator training and contrastive linguistic analysis. Drawing on real examples from TV series, we illustrate how MedCor enables the observation of lexical, grammatical and pragmatic features typical of medical discourse and their translation. Particular attention is paid to emotionally charged language, idioms, and modal verbs. Overall, the findings show that MedCor constitutes a valuable resource for analyzing translational patterns and supporting research, teaching and professional practice in medical translation.

This article examines German and Spanish motion verbs regarding the features of <speed> and <noise>, such as German sausen, flitzen, and poltern, and Spanish correr, salir pitando, and salir zumbando. Within Talmy’s (2000) typology of motion events, the study uses the German–Spanish Parallel Corpus (PaGeS) to analyze how these typological differences are reflected in translation and whether they reflect both features. The results validate the hypotheses: expressing <speed> and <noise> via satellites is more frequent in Spanish, whereas German possesses a wider range of verbs that encode <speed> and <noise> and can add directional complements to express motion. The analysis also reveals differences in translation strategies, particularly regarding the preservation or omission of these features, in line with typological differences between the two languages.

This contribution examines the translation of visual perception events in a German–Spanish parallel corpus of narrative texts. Compared to the phenomena of manner-of-motion and manner-of-speaking, manner-of-looking remains largely unexplored in the “thinking-for-translating” hypothesis. The starting point of this corpus-based study is Snell-Hornby’s (1983) list of German verbs of facial expression and Rojo and Valenzuela’s (2000) translation strategies identified in a previous study on the translation of verbs of vision. After comparing the resulting data with findings from comparable studies dealing with the frames of motion, communication, and vision, the study concludes that translators’ behaviors differ depending on the frame: while manner-of-motion and manner-of-looking are often omitted in German–Spanish translations, manner-of-speaking is usually translated, or even added.

This chapter examines the relationship between the German modal verb sollen and the Spanish verb deber through a corpus-based analysis of mutual correspondence (MC) and translation bias (TB). Using a dataset of 200 aligned sentences from the German–Spanish Parallel Corpus (PaGeS), it analyzes the extent to which both verbs function as translation equivalents and assesses the adequacy of the selected translations. The results show a moderate degree of intertranslatability, but also a clear asymmetry between the two translation directions. While sollen is frequently rendered as deber, this solution is not always accurate or idiomatic in Spanish. The findings have implications for contrastive analysis, translation practice, and translator training.

How are beverage-related terms rendered in English–Spanish translations? Do they tend to trigger cultural adaptation or lexical stability? Using the open-access English–Spanish Parallel Corpus (PaEnS), this study queries a seed list of beverage terms and examines their aligned translations through a primarily qualitative analysis. The retrieved data (predominantly fiction) show two main tendencies: highly globalized drinks (e.g., coffee, tea, beer, wine) are usually translated through stable one-to-one correspondences, whereas culture-specific items (e.g., eggnog, mate, horchata, guarapo) more often prompt borrowing, explicitation, or light adaptation. Brand names are typically retained when internationally recognizable but are more frequently neutralized when local. Overall, the findings support a model of calibrated minimalism shaped by text type and communicative function.

This paper examines the category of anger words in Spanish texts translated from German, compared to original Spanish literary texts. Drawing on Halverson’s (2017) Gravitational Pull Hypothesis (GPH) it predicts the overuse or underuse of specific anger words in the translated texts and evaluates these predictions using the PaGeS corpus. The findings confirm that the salience of source and target language items, as well as the connectivity between them, are reliable predictors of tendencies in translations. Specifically, the word families of ira, furia, enojo, and indignación are overrepresented in the translated texts, while rabia, cólera, cabreo, molestia, fastidio, and disgust are underrepresented. The study further identifies word class as an additional conditioning factor, suggesting that the principles of the GPH operate both on the semantic and the structural level.