/LING
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Lista de candidatos sometidos a examen:
1) translation (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: translation
Is in goldstandard
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paper CL_LiteraturayLingüísticatxt625 - : This paper presents the implementation of a didactic unit based on Singer's proposal for data-driven learning (DDL) within a task-based (TB) framework in the context of Chilean translation education. The didactic intervention has four stages: 1) data collection from students' preferred multimodal consumption in order to generate a written corpus based on the transcription of popular online TV series; 2) the design of a didactic unit that graduates concordance software use and student autonomy by means of linguistic tasks; 3) the appli- cation of the approach in an English Language 7 course unit with 24 participants at the Translation Studies undergraduate program at Universidad de Santiago de Chile, and 4 ) the evaluation of the intervention by means of an online questionnaire. Students' and lecturers' perceptions suggest that a DDL-TB approach is suitable for language teaching in translator education. Further recommendations to improve future DDL-TB projects are also provided.
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paper CL_LiteraturayLingüísticatxt625 - : The DDL-TB didactic unit is implemented the Translation Studies undergraduate program at Universidad de Santiago de Chile, specifically in an English Language 7 course unit, which is set at C1 level of the CEFR . The participants of this study correspond to an intentional sample of 24 fourth-year learners enrolled in the course unit. They are all between the ages of 20 and 25 years old. At the end of the course, the participants complete an online questionnaire about their perceptions of the DDL didactic unit, which consisted of 10 closed and 3 open-ended questions. Unlike one-to-one interviews or focus groups in which the lecturers' role as an interviewer could influence the participants' responses to the questions, the questionnaire has been chosen because it allows students to comment on their experiences anonymously and voluntarily.
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paper CL_LiteraturayLingüísticatxt512 - : Sakamoto, K. (2015). Translation of Japanese poems into English: Literature in the first language as a motive to communicate in a second language . In. M. Teranishi, Y. Saito, and K. Wales, Literature and language learning in the EFL classroom (pp. 197-211). New York: Palgrave Macmillan. [ [133]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt60 - : Juana: A, muy bien. "La A es la letra primera. Dice abeja, avispa, ardilla, también abuela y avión. Dice azúcar, agua y aire, y también nos dice adiós. La a es la primera letra, así empieza la lección. Abejita laboriosa. Abejita laboriosa, ¿qué tienes en tu panal? Rica miel y blanca cera, mira hermanita obrera, y una reina, mi mamá." ¿Y esta qué letra es? [A, very well. [Text (author's translation): "A is the first letter . It says abeja, avispa, ardilla, and also abuela and avion. It says azúcar, agua and aire, and it also says adios. A is the first letter, and so starts our lesson…." What letter is this?]
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paper CO_ColombianAppliedLinguisticsJournaltxt152 - : The relevance that the incorporation of Anglicisms has for translation lies withinthe dilemma facing the translator: either to choose Anglicized items to succumb to the pressure of information ubiquity by using calque or loanwords, or to translate them to Spanish to comply with target language standards and defend the linguistic patrimony . In this sense, students of translation should be made aware of their power to influence and educate their readers regarding language evolution and the importance of preserving the linguistic patrimony.
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paper CO_ColombianAppliedLinguisticsJournaltxt19 - : From my point of view, invented spelling might be compared with what Rodari (1999: 49-50) called "errores". That is, " Muchos de los llamados "errores" de los niños, además son otra cosa: son creaciones autónomas, de las cuales hacen uso para asimilar una realidad desconocida". TRANSLATION: "Much of what is termed as the errors of children are really something else: they are independent creations which children use to assimilate an unknown reality:" Additionally, I strongly believe that reading development cannot occur without miscues as written language cannot occur without invented spelling . In my particular case, I noticed that second graders took into account the knowledge of the written and sound system of their mother tongue when writing in English.
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paper CO_ColombianAppliedLinguisticsJournaltxt19 - : Regarding the importance the mother tongue has in learning a foreign language Vygotsky (1978), highlights the essential role it plays. Following the same line, Hudelson (1994) states that it is vital considering the use of the mother tongue when making decisions about how written language works. In this respect, Rodari (1999:88) states that: "El niño usa el lenguaje construyendo su sistema lingüístico según la sintaxis y la gramática de su lengua materna". TRANSLATION: "The child uses the language, constructing his/her linguistic system according to the syntax and grammar of his/her mother tongue:"
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paper CO_ColombianAppliedLinguisticsJournaltxt78 - : Duval, R. (1995). Sémiosis et pensée humaine. Bern, etc.: Peter Lang. (Spanish translation: Semiosis y pensamiento humano ). Cali: Universidad del Valle- IED-GEM, 1999). [ [53]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: " ...when they [peers] did not understand some words in English, they ask for some help. However, sometimes my opinion does not matter to them and they get angry because it is difficult to pronounce English sentences. I understand it because it happens to me. It is a matter of patience and putting forth a complete effort to learn English."
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: "In the group, there were some difficulties . First, we do not pay attention to the instructions, secondly, the difference of our majors, and English knowledge."
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: "First, we saw the number of topics that we had to present and then we divided them, taking into account the skills that the group members had, and finally, we got together to consolidate the information and gave each other feedback about the English tasks . (...) Yes, they thought that my strength was to know English."
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: "During the project I put into practice different ways of communicating with my classmates . There was always team work in which we had to participate and at the same time we had to listen to the opinions of our classmates."
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: "We divided the topics according to our skills and the topic we felt more comfortable with so that there was no difficulty or trouble in the development of the activities ."
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: "We started distributing the duties based on our own decisions because if we want to develop a specific task it is because we have specific skills to do it ."
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Translation: "In order to develop the task, each one selected what they wanted to do . We also allowed the possibility to choose and then we sent the information to the person in charge of organizing it."
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paper CO_CuadernosdeLingüísticaHispánicatxt46 - : Translation and culture: reflections about the culturaldimension of texts and its relevance in translation
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paper CO_CuadernosdeLingüísticaHispánicatxt82 - : Figura 3 European Master on Translation: Sello de calidad .
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paper CO_FormayFuncióntxt220 - : EQUIVALENCE WITHIN THE DYNAMIC TRANSLATION MODEL (DTM): DEFAULT EQUIVALENCE POSITION, EQUIVALENCE RANGE, INITIATOR'S INSTRUCTIONS, AND TRANSLATIONAL NORMS^*
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paper CO_FormayFuncióntxt220 - : The Dynamic Translation Model (DTM) (Bolaños, 2008) is a conceptual proposal I have been developing for some years now to try to describe the key factors that partake in the process of translation. It is a communicative model that includes the participants in the translational process: initiator or client, translator, original author, and target audience . In monolingual non–mediated communication the original author writes a text that can be directly read by the target audience as they share the same language and a somehow common cultural background. On the contrary, in the case of translation one deals with a mediated communicative process where the original author produces a text in a source language (SLT) that is received by the translator, bilingual and bicultural by definition, who is in charge of producing a translated text in the target language (TLT). The translation is addressed at a target audience that generally is not knowledgeable in the source language and culture. This is a
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paper CO_FormayFuncióntxt220 - : resources of the source language. The translator's role is to be as resourceful and creative as possible when using the target language linguistic resources (1953, p. 7). This translation strategy should apply for the translation of diverse text types: literary, scientific, and political (appelative ). Also, representatives of the Leipzig School in former East Germany recognize both the equivalent informative content and the communicative value of the original and the translated text (e.g. Kade, 1977). Kade also considers that the semantic invariant is the component to be maintained as equivalent. On his part, Gerd Jäger (1968) confines translation to the cases where equivalent communication takes place, i.e. the same communicative value obtains, and dismisses the heterovalent instances where a change in function occurs. Thus, these authors relate the very definition of translation to the maintenance of DEP.
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paper CO_FormayFuncióntxt220 - : In the end, DEP is a benchmark for defining translation, then an abstract concept, which is generally realized partially i.e. a typical translation will display, among other things, the use of foreignizing and domesticating strategies according to the translational norms valid in the target community for a specific period of time. I have analyzed some instances of the concretization of DEP in the translations of Gabriel García Marquez's Cien años de soledad into several languages (Bolaños, 2010). Different translational norms were at work regarding the use of intertextuality (Genette, 1982): paratexts (titles, marginal notes, footnotes, etc .) and metatexts (commentaries or other accompanying texts). For instance, the English translation One Hundred Years of Solitude by Gregory Rabassa includes a family tree (metatext) that is not present in the original. Rabassa explains that he concocted it following the Initiator's (= Editor's) Instruction. The implicit Translational Norm is that family
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paper CO_FormayFuncióntxt220 - : The French translation keeps the original term Carnicero and adds a footnote that reads: carnicero: boucher .
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paper CO_FormayFuncióntxt220 - : A. Marta Kovacsics Mészáros translated the original (1997/2014) «by following strictly the edition of all the works by Friedrich Nietzsche, under the direction of Colli & Montinari, and making a literal translation that attests to the idiosyncratic use of German by the author» (book's back cover):
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paper CO_FormayFuncióntxt220 - : All Spanish renderings (A, B, and C) are in fact «translations» proper as they have followed DEP. They also share the Translational Norm that relates the translated text to the original and reproduces it as faithfully as possible. A even claims to be a «literal» rendering and B states that it has not maintained the original punctuation marks. The translations were published in different parts of the Spanish speaking world: A in Colombia, B in Argentina and C in Spain . However no dialectal marks could be identified in the different versions. On the other hand, the Translation Range (TR) can be easily verified when comparing the translation of the first sentence in the first paragraph:
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paper CO_FormayFuncióntxt220 - : Besides the equivalents of vielleicht rendered as tal vez or quizá, it is worth noting that the combination of the adverb vielleicht ('perhaps') and the verb lebt ('lives'), in Spanish activates two translation possibilities in the Equivalence Range: either the indicative (vive ) or the subjunctive mood (viva). The use of the indicative shows higher certainty about the occurrence, whereas the subjunctive emphasizes the possibility itself. Let us see how the problem has been tackled in the English, French, and Russian renderings:
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paper CO_FormayFuncióntxt220 - : Komissarov, V. N. (1999/2002). Современноепереводоведени. [Modern Translation Studies] [ [41]Links ] Москва: Издательство «ЭТС» .
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paper CO_FormayFuncióntxt197 - : GENDER ISSUES IN ORLANDO, BY VIRGINIA WOOLF AND ITS SPANISH TRANSLATION BY JORGE LUIS BORGES: AN ETHICAL OR IDEOLOGICAL COMMITMENT ?
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paper CO_FormayFuncióntxt197 - : Borges como escritor, Borges como lector, Borges como filósofo... a la densidad temática y arquetípica de los epítetos que la crítica misma dirige a este autor, en cada una de las dimensiones que trataron sus escritos y opiniones, ha de sumarse su ejercicio en la traducción; es decir, Borges como traductor. Para esto, es necesario contemplar brevemente tres aspectos fundamentales (a su vez retomados por E. Kristal en su libro Invisible Work, Borges and Translation): el discurso del escritor argentino acerca de la traducción, las actuaciones de Borges como traductor de obras (tanto extractos como obras completas) y, finalmente, un aspecto menos abordado pero de amplio interés para la traductología es la relación de la traducción en la construcción ficcional de los personajes en sus obras . Para este estudio en cuestión, nos interesan los primeros dos aspectos, pues así es posible dilucidarlos particularmente en su traducción de la obra que interesa en este artículo.
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paper CO_FormayFuncióntxt52 - : Deconstructionist and poststructuralist translation approaches: overview and critique
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paper CO_FormayFuncióntxt52 - : life in succeeding generations'. Translation transcends itself and "ultimately serves the purpose of expressing the central reciprocal relationship between languages" (ibid: 17 ). Benjamin considers that languages are related to each other "in what they want to express" (ibid). Thus, when an original is translated, in its afterlife, in its translation, there is some transformation, "the renewal of something living-the original undergoes a change" (ibid). An intention underlines each language, and the totality of intentions supplementing each other is what Benjamin calls 'pure language'. So, translation plays the role of supplementing different languages in search of their intentions, of attaining that pure language. Thus, "the task of the translator consists in finding that intended effect upon the language into which he is translating which produces in it an echo of the original" (ibid: 20). And Benjamin advocates literalness in these terms:
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paper CO_FormayFuncióntxt52 - : 2.3 The Linguistic Sign in Translation: The Primacy of the Signifier
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paper CO_FormayFuncióntxt52 - : conception of translation in a nutshell as follows:
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paper CO_FormayFuncióntxt52 - : Difference is never pure, no more so in translation and for the notion of translation we would have to substitute a notion of transformation: a regulated transformation of one language by another, of one text by another . We will never have, and in fact have never had, to do with some 'transport' of pure signifieds from one language to another, or within one and the same language, that the signifying instrument would leave virgin and untouched. (Derrida, 1981, p. 4)
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paper CO_FormayFuncióntxt52 - : unity", both are "derivative and heterogeneous, consisting of diverse linguistic and cultural materials which destabilize the work of signification" (ibid). Within this poststructuralist framework which challenges the meaning of the original's authorship, Venuti (1992, p. 1) introduces his reflection on the invisible role the translator has usually played in translation: "Translation continues to be an invisible practice, everywhere around us, inescapably present, but rarely acknowledged, almost never figured into discussions of the translations we all inevitably read ." A. Berman (1984, p. 14) had also made explicit this ancillary condition of translation: "I refer here to something which cannot be omitted: the hidden, stifled, condemned, and ancillary condition of translation which has an effect on the conditions of translators to the extent that nowadays it is not possible at all to make an autonomous profession out of it."^[33]8 Furthermore, for Berman translation should not be
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paper CO_FormayFuncióntxt52 - : abroad" (ibid). As pointed out by Munday (2001, p. 146), Venuti's domesticating and foreignizing methods are akin to those discussed by Schleiermacher when describing two options in translation: the translator either 'leaves the reader in peace, as much as possible, and moves the author towards him' (domesticating ), or 'leaves the writer alone, as much as possible and moves the reader towards the writer' (foreignizing). Venuti favors the foreignizing method in order to make translators visible and advocates a strategy he calls 'resistancy'. In this, Venuti also follows Berman (1984, p. 17), who, within an ethical stance, attempts to avoid ethnocentric, i.e. bad translations: "I call a bad translation, a translation which, usually under the disguise of transmissibility, performs a systematic negation of the strangeness of the foreign work."^[35]10 More recently, Venuti insists on this foreignizing method, but tends to call it 'minoritizing', or as Munday (2001, p. 147) says, "to cultivate a
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paper CO_FormayFuncióntxt52 - : For Pym, based on the information Venuti himself provides, the manipulation consists in presenting a biased picture of reality: "book production increased and translation production increased. 'And', not 'but'" (ibid). Besides, with regard to the 'resistant' strategy proclaimed by Venuti, Pym says that "one might imagine Venuti's generalized call for 'resistant' translators being socially cordoned off as a trick for intellectuals, thus causing virtually no changes beyond an academic coterie"^[36]11 (ibid, p. 121). Likewise, Pym criticizes Venuti's assumption that translators belong to the target culture: "This can be seen in minor slips like his suggestions that translators working into English somehow need to defend their 'rights as a British or American citizen' (1995, p. 9)" (ibid, p. 179). And he reminds that he works into English but he is not neither British nor American. Again, from a practiceoriented standpoint, Pym assesses Venuti's translational approach:
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paper CO_FormayFuncióntxt65 - : to found the concept of translation at the deepest level of linguistic theory, for it is much too far-reaching and powerful to be treated in any way as an afterthought" (1996, p. 72). In "The Task of the Translator" it appears clear that, for Benjamin, a translation is both a work in its own right and the completion of the original work: "The history of the great works of art tells us about their antecedents, their realization in the age of the artist, their potentially eternal afterlife in succeeding generations" (p . 73). Translation is thus the afterlife of the literary work and the means through which it is inscribed in history.
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paper CO_FormayFuncióntxt65 - : In Benjamin's terms, translation calls for transformation. This idea is not a taboo, for the original is translatable if it calls for completion and survives in transforming itself. Derrida sees that, for Benjamin, translation is creative, for "the debt does not involve restitution of a copy or a good image, a faithful representation of the original: the latter, the survivor, is itself in the process of transformation . The original gives itself in modifying itself [...] it lives and lives on its mutation" (p. 183). However, despite these possibilities of mutation and transformation in Benjamin's view of translation, Derrida sees that the translation remains secondary to the original, or rather, that the original remains "remote" in it —i.e., sacred. Derrida believes this is particularly true in regard to the notion of "pure language", since for Benjamin translation is possible also because, for him, there is a possibility for a language beyond languages, a "true" language that can overcome
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paper CO_FormayFuncióntxt65 - : Along with the increasing attention paid to the translator in recent years, greater attention has also been paid to the discussion of the importance of studying translation as an intellectual endeavor and a legitimate practice of textual production —i.e., a form of writing. Douglas Robinson (2001) discusses the peculiarities of translation as a form of writing by comparing authors and translators in light of the writing practice that they each perform. He suggests that translation is a form of writing which —like most writing— has rules, limits, and possibilities, and frames the question of the translating subject underscoring the ideology underlying it by asking:
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paper CO_FormayFuncióntxt65 - : individual's experience of translation with collective histories, and underlines the relational nature of both temporal and spatial relationships of language contact. On the basis of his analogy between translation experiences and everyday exchanges, we may say that, if translation is (like a) dialogue, then what happens in "real life" translation is similar to what happens in "real-life" dialogue: there are misunderstandings, silences, interruptions, refusals to understand, distortions, voices that impose themselves over one another . We see that translation may well be a site to see who is invited to speak and who is not, or even who is allowed to have a voice. This perspective brings to the fore questions about power structures and tensions as inherent to translation. It expands the critical potential of the study of translation since, as Rose believes, translation exhibits realities about cultural and political history at large and about the "oscillations" of cultural history; it should
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paper CO_FormayFuncióntxt35 - : case of discrepancy between the Initiator's intention and the communicative purpose of the SLT. They need not coincide. If the Initiator openly intervenes in the SLT by changing its content (= textual semantic dimension) and initial communicative purpose (= textual pragmatic dimension), then the resulting text (TLT) is very likely not to be considered a 'translation' in traditional terms. In this respect, G. Toury's (1995) polysystemic tenet that a translation is a translation by the very fact of being recognized as such by the target community is somehow controversial to the extent that it overemphasizes the role played by this target language community in defining what is to be counted as a translation:
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paper CO_FormayFuncióntxt35 - : Genette (1982) identified between a hypertext and a hypotext. According to him "I understand it [hypertextuality] as every relationship joining a B text (which I would call hypertext) to a previous A text (which I would call obviuosly hypotext) into which it incorporates itself in a way different from that of a commentary."[32]^6 (Genette, 1982, p. 11). He further explains that transposition is the most important of all hypertextual practices and characterizes translation as follows:
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paper CO_FormayFuncióntxt35 - : Let us review briefly some of the basic textual terminology used in our pilot research study. In her 1971/2000 pioneer work Translation Criticism- The Potentials & Limitations, Katharina Reiss clearly explained the need of a text typology in translatology:
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paper CO_FormayFuncióntxt35 - : Once a text type has been chosen for the translation teaching experience, in our case an informative text, a fruitful pedagogical strategy consists in finding parallel texts in the target language:
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paper CO_FormayFuncióntxt35 - : Both SLT and TLT have the same textual dimensions, i.e. pragmatic, semantic, stylistic, and semiotic. The content of each dimension will vary from close resemblance to total differentiation. If TLT is to be considered a translation of SLT, then there should be some strong link between them: the original's communicative intention should remain somehow unaltered, the content of TLT may vary if the target language linguistic and cultural norms call for a modification in order to maintain the SLT's textualized intention, and the sylistic devices will vary as they are bound to the TL text and language typology . Any modification of the SLT's communicative purpose outside the above mentioned parameters will yield TLT which may have a hypertext-hypotext relationship, but which cannot be called translations proper. They will be adaptations, summaries, commentaries, etc., but not translations. Even if the target language community insists on calling these TL products translations, this will be a
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paper CO_FormayFuncióntxt148 - : Von Flotow, L. (2002). Gender and translation: The story goes on . Orées. Consultado el 1 de agosto de 2012 en [55]http://orees.concordia.ca/numero2/essai/Von%20Flotow.html. [ [56]Links ]
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paper CO_FormayFuncióntxt105 - : Unlike other translators of famous authors around the world, Gregory Rabassa did write about his views on translating. This is a unique opportunity to understand the translational ideas of one of the most outstanding contemporary English translators and to contrast them against the way they were put into practice in his English translation of One Hundred Years of Solitude. Some of the key aspects of Rabassa's translational views are already expressed in The World of Translation, published by the PEN American Center in1971 (reprinted in 1987). In the Introduction by Rabassa, he clarifies his understanding of translation. He defines translation by resorting to the crucial translational concept of equivalence. For Rabassa, equivalence in translation is not to be confused with equivalence in mathematics:
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paper CO_FormayFuncióntxt105 - : Rabassa's first work for a commercial publisher was the translation of Rayuela (Hopscotch) by Argentinian author Julio Cortázar: "When the translation came out it got a positive review on the front page of The New York Times Book Review by Donald Keene" (Rabassa 2005:28 ). It was then that Rabassa put into practice his translation method: "I translated the book as I read it for the first time [...] This would become my usual technique with subsequent books" (ibid., p. 27).
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paper CO_FormayFuncióntxt105 - : As can be seen in the above quotation, the first translation strategy Rabassa mentions is to translate as one reads for the first time. This strategy would seem to contradict initial indications that appear in translation manuals for beginners. It is generally assumed that translation should have some kind of preparatory stage where the totality or at least the first paragraphs of the original are read. This is done in order to get a 'feeling' of the text to be translated or to pinpoint any technical, unknown or difficult words to translate. How can then Rabassa's strategy be explained? This has to do with the specifics of reading a text for translation purposes. Whenever one reads a text it is done mainly for informative or aesthetic purposes, whereas when one reads a text for translational purposes a special type of reading is performed where an additional purpose is added: the translator attempts to find out how the text has been constructed . He is interested in finding out what lexical
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paper CO_FormayFuncióntxt105 - : On the other hand, Rabassa does not favor an overall interventionist translational strategy, i.e. the translator is to respect what the original author has said in the original. In case the translator wants to express his own view, he should write his own text. However, respect of the original author's ideas does not mean literalness. Rabassa (1989) expresses a view I would call 'pragmatic' which intends to respect the original author's intention. For instance, commenting on the translation of Shakespeare's works, he claims that:
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paper CO_FormayFuncióntxt105 - : The first step is to be able to state what the problem is about. As far as the translation of One Hundred Years of Solitude is concerned, Rabassa (2005, p. 96) mentions some of the problems he faced and how he solved them. One of the first problems Rabassa identified had to do with the translation of the novel's title: "A simple declarative title like Cien años de soledad should offer no trouble whatever [ ...] "
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paper CO_FormayFuncióntxt105 - : As regards the translation of the novel's opening line, which plays such a crucial role in the development of the narrative, Rabassa also reflects on how he translated some key words: "Había de could have been would (How much wood can a woodchuck chuck ?), but I think was to has a better feeling to it. I chose remember over recall because I feel that it conveys a deeper memory. Remote might have aroused thoughts of such inappropriate things as remote control and robots. Also I liked distant when used with time" (ibid., p. 97). Finally, as to the translation of the original term 'conocer el hielo', Rabassa does a semantic analysis:
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paper CO_FormayFuncióntxt105 - : Let's see an example of this foreignizing strategy applied to the translation of the proper name Carnicero (in italics and in bold type for comparison reasons) in the novel Cien años de soledad:
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paper CO_FormayFuncióntxt105 - : Other crucial semantic fields that provide the novel with its unique touch of exoticness are the tropical fauna and flora. The fauna used in the original and recreated in the translation into English and into the other languages help to portray a place inhabited by typical birds of Colombian rain forest regions:
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paper CO_FormayFuncióntxt170 - : Given the relationships of P and D in the interactions, in most of the cases the conversational exchanges would call for a higher degree of negative politeness in a typical Anglophone society, since it is more negative-oriented, but this is not reflected in the translation, which uses the same directness as the original. The main phenomenon identified in the translation of the speech acts in the corpus is the dominant trend towards a formal translation of the utterances conveying the politeness strategies and substrategies in the ST, i.e., the same degree of politeness was maintained in the translation by structural correspondence, in the sense of the term employed by Nida (2012), as shown in [30]Table 3:
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paper CO_FormayFuncióntxt20 - : also on translation studies literature itself. Lets see some examples in the field of translation studies literature in German and English:
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paper CO_FormayFuncióntxt207 - : A diferencia de la crítica histórica de la traducción de Felipillo, hecha por Garcilaso, quien era consciente de la difícil labor de la "Grandeur of translation, risk of translation: creative betrayal of the original, equally creative appropiation by the reception language ; construction of the comparable" (Ricœur, 2006, p. 37, cursivo en el original^[36]8) entre una lengua oral y una lengua codificada, la condena moral de traidor sobre Felipillo está profundamente arraigada en el pensar popular. El molde correspondiente a este pensamiento perdura y entra en vigor en conflictos actuales, con igual manera e intensidad. Los mediadores lingüísticos se encuentran entre los primeros sobre los que recae la imputación de ser colaboradores del enemigo y que deben sufrir la consiguiente persecución. De ahí que los traductores europeos y norteamericanos somos invocados a la solidaridad práctica y eficaz con nuestros colegas afganos, sirios y otros que realicen su trabajo en los sitios de conflicto
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paper CO_Lenguajetxt55 - : A partir del modelo cognitivo de Lörscher (1991) se exploraron los comportamientos estratégicos de resolución de problemas que el autor describe como: "The term denotes all those (linguistic) problems which a subject is faced with when performing a translation (Lörscher (1991:94 )." El sintagma objeto de estudio conjuga una combinación de problema léxico referido a lexemas simples en el texto base, cuya correspondencia en el texto meta es desconocida, y de problema sintáctico al estar caracterizado por la premodificación en inglés y la posmodificación en español; es decir, su longitud dificulta procesar las correspondencias como una sola unidad, lo cual genera dificultad en la identificación de las relaciones de dependencia sintáctica.
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paper CO_Lenguajetxt55 - : Dancette J. (1993, june). Comprehension in the Translation Process: An Analysis of Think- Aloud Protocols . Teaching Translation and Interpreting: Insights, aims, Visions, Selected papers from the Second 'Language International' Conference. Elsinore, Denmark. Amsterdam-Philadelphia, Netherlands-USA. [ [40]Links ]
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paper CO_Lenguajetxt55 - : Dancette, J. (1997). Mapping meaning and comprehension in translation: Theoretical an experimental issues . In J. H. Danks, G. M. Shreve, S. B. Fountain & M. K. McBeath (Eds.). Cognitive processes in translation and interpreting, (pp. 77- 103). California, USA: Sage Publications. [ [42]Links ]
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paper CO_Lenguajetxt177 - : ^5However, this is not to imply that residents can only receive services based on their native language, but there does appear to be a clear distinction between the patron who frequents a local sandwich shop with food typical of the area and the patron who frequents a church—offering free food—that includes an exterior sign with a translation of a quote attributed to Bertolt Brecht: “Compartir comida es compartir el alma .” = “To share food is to share the soul.”
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paper CO_Lenguajetxt193 - : And this problem does not only occur in English. The translation of [IV], for example, into Spanish is:
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paper CO_Lenguajetxt193 - : But, in Spanish, the problem of the conjunction thesis appears again, as the translation is as follows:
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paper CO_Lenguajetxt9 - : Scientific and technical knowledge, advanced skills in the use of tools for linguistic analysis and translation, and knowledge of the market and information sources are currently decisive and differentiating factors in the success of a professional translator. In 1992, the proceedings of La station de travail du traducteur de l'an 2001 announced these aspects and at present they are confirmed by the results of the European Union Letrac project (Badia et al 1999) and by complete proceedings such as those of Translation & Technology (Vanderweghe 1998) and Traducción y nuevas tecnologías (Valero and De la Cruz 2001), Entornos informáticos de la traducciónprofesional: las memorias de traducción (Corpas and Varela 2003 ) and the proceedings of the three versions of the International Conference on Specialized Translation (1999, 2001, 2003), among others.
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paper CO_Lenguajetxt9 - : The following are the specialized fields as well as genres/text types which translation trainers should emphasize within the aforementioned courses:
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paper CO_Lenguajetxt9 - : The translation teacher should not only teach these skills to develop the instrumental and professional competence but also to carry out typical and real-world exercises with tools in order to:
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paper CO_Lenguajetxt9 - : These skills and exercises can be placed in different phases of the general process of translation during the configuration and production of a translation memory as described below:
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paper CO_Lenguajetxt9 - : From a methodological point of view, CAT programs modify the processes and workflow dominant in translation thus far. In short, the work process has changed from a rigid and sequential way in which the translator had to manually control all the working phases to a conception of a process organized in tasks since different professional translators working in the environment can interact more easily in the same translation project: project manager, terminologist, translator, reviewer, etc . This is an aspect which has important consequences for the teaching of translation.
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paper CO_Lenguajetxt9 - : The advent of CAT environments signifies changes in the classical working environments (in paper or word processors). We understand that these changes involve an integration of many tools and effect aspects such as translation methodology, workflow, and the teaching of translation for a globalized market. From the methodological point of view, the following are the main changes that translation memories involve (Tebéet al 2002):
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paper CO_Lenguajetxt9 - : * Pretranslation revision: CAT environments, in addition to translation memories, include functions of complete and partial pretranslation in such a way that translators can review the results with the translation memory and assess whether the result is good enough to be validated and fulfills the requirements of the new translation context .
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paper CO_Lenguajetxt9 - : [29]1. For further reference about translation competence, see Hurtado (2001: 375-408), Nord (1992), Scarpa (2001: 188-202 and 203, 205, 210-211 ), Vienne (1998), among others.
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paper CO_Lenguajetxt147 - : Lorés-Sanz, R. (2014). Lost (and Gained) in Translation: A Contrastive (English/Spanish ) Analysis of Rhetorical and Lexicogrammatical Patterns in Sociology RA abstracts. En M. Bondi y R. Lorés-Sanz (Eds.), Abstracts in Academic Discourse: Variation and Change (pp. 85-109). Berna, Suiza: Peter Lang. [ [188]Links ]
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paper CO_Íkalatxt131 - : In addition, students seemed to encounter difficulties with the use of possessive pronouns and adjective collocations. Besides, pupils still abused literal translation from their mother tongues, which sometimes resulted in ungrammatical texts:
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paper CO_Íkalatxt316 - : Professional identity in Chilean translation trainees: initial positioning, perceptions and valuations
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paper CO_Íkalatxt316 - : Muñoz, R. (2014). Situating translation expertise: A review with a sketch of a construct . En J. W. Schwieter y A. Ferreira (Eds.), The development of translation competence: Theories and methodologies from psycholinguistics and cognitive science (pp. 2-57). Cambridge Scholars Publishing. [ [103]Links ]
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paper CO_Íkalatxt37 - : Los campos de esta ficha fueron creados a partir de la taxonomía presentada por Andrew Chesterman (1997: 92-112), llamada Translation strategies, retomada por Chantal Gagnon (2006: 223 ) en una tabla. Dicha clasificación nos permite analizar la manipulación del TT a nivel pragmático (mensaje).
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paper CO_Íkalatxt68 - : This article shows some reflections obtained from the project ''Approximation to the translation of scientific and technical texts''. The project was carried out following these steps: search and selection of curricular information and readings about translation as a theoretical support for the proposal; creation of the Handbook for Teaching Translation of Scientific and Technical Texts: English/ Spanish, including its learning portfolio to evaluate its workshops ; testing of some workshops and implementation of strategies for its divulgation. This project evidenced the shortage of programs for studying translation of scientific and technical texts in Colombia; the lack of consensus in the conceptualization of the text types referred as specialized languages and the need for revising the rigid structure followed, in general, by the existing translation handbooks. This handbook can be used in different translation settings, thanks to the universality of the technical and scientific languages
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paper CO_Íkalatxt64 - : 36. Viswanatha, V. y Simon, S. (1999). Shifting grounds of Exchange: B.M. Srikantaiah and Kannada Translation. En Bassnett, S. y Trivedi, H. (Eds.), Post-colonial translation: theory and practice (pp . 162-181). London, England / New York, United States of America: Routledge. [ [74]Links ]
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paper CO_Íkalatxt305 - : Carreres, Á. (2006). Strange bedfellows: Translation and language teaching. The teaching of translation into L2 in modern languages degrees: Uses and limitations . 6^ th Symposium on Translation, Terminology and Interpretation in Cuba and Canada. [184]http://www.cttic.org/ACTI/2006/papers/Carreres.pdf [ [185]Links ]
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paper CO_Íkalatxt305 - : Incalcaterra McLoughlin, L., & Lertola, J. (2014). Audiovisual translation in second language acquisition: Integrating subtitling in the foreign language curriculum . Special issue of The Interpreter and Translator Trainer, 8(1), 70-83. [222]https://doi.org/10.1080/1750399X.2014.908558 [ [223]Links ]
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paper CO_Íkalatxt305 - : Perego, E y Ghia, E. (2011). Subtitles consumption according to eye tracking data. En L. Incalcaterra McLoughlin, M. Biscio y M. Á. Ní Mhainnín (Eds.), Audiovisual translation:Subtitles and subtitling . Theory and practice. New Trends in Translation Studies, 9 (pp. 177-196). Berna/Frankfurt: Peter Lang. [267]https://doi.org/10.3726/978-3-0353-0167-0 [ [268]Links ]
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paper CO_Íkalatxt305 - : Sokoli, S. (2006). Learning via subtitling (LvS). A tool for the creation of foreign language learning activities based on film subtitling. Actes MuTra 2006 - Multidimensional translation: Audiovisual translation scenarios, Copenhague: University of Copenhagen . [275]h https://doi.org/10.1057/9780230234581_3h [ [276]Links ]
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paper CO_Íkalatxt305 - : Sokoli, S., Zabalbeascoa, P. y Fountana, M. (2011). Subtitling activities for foreign language learning: What learners and teachers think. En L. Incalcaterra McLoughlin, M. Biscio, y M. Á. Ní Mhainnín (Eds.), Audiovisual translation: Subtitles and subtitling . Theory and practice. New trends in translation studies, 9 (pp. 219-242). Berna/Frankfurt, Suiza, Alemania: Peter Lang. [279]https://doi.org/10.3726/978-3-0353-0167-0 [ [280]Links ]
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paper CO_Íkalatxt19 - : This article sets out to reveal the lack of standardisation and rigour in the field of translation assessment and its implications on candidates for translator's certification or recruitment examinations. A brief review of translation assessment literature is followed by a practical analysis of the information provided to candidates in three different examination procedures: examinations for the certification as a Sworn Translator, organised by the Spanish Ministry of Foreign Affairs ; examinations for the Chartered Institute of Linguists ''Diploma in Translation;'' and recruitment competitions for translators in the European Commission.
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paper CO_Íkalatxt19 - : El Chartered Institute of Linguists es una institución británica que organiza exámenes para la obtención de diplomas como traductores. Se trata del denominado Diploma in Translation, una cualificación de posgrado, principalmente concebida para traductores profesionales o aquellas personas que cuentan con avanzados conocimientos lingüísticos y que desean emprender una carrera profesional en el ámbito de la traducción .
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paper CO_Íkalatxt303 - : Another disadvantage of the term paratranslation is that it subsumes a range of different creative and commercial activities under a term that contains the word translation and thus risks implying that the objects under study involve some kind of interlingual transfer . […] “Since, in many cases, paratexts are not translated per se but reimagined or completely transformed” (Watts 2005, 161), adopting terminology that allows for as much as openness as possible with regard to the type of activities that are involved is clearly desirable (^[57]Batchelor, 2018, p. 152).
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paper CO_Íkalatxt11 - : Gender issues have always been present in translation. They appeared as issues of translation criticism in the 1970s when feminist approaches to linguistics and literary criticism, as well as cultural and translation studies, promoted the study of gendered influence in writing and rewriting. Lefevere supported the idea that translation could be considered a form of rewriting. According to him, translation was an act carried out under the influence of particular categories and norms constituent to systems in a society. The most important of these are patronage, ideology, poetics and ''the universe of discourse'' (Lefevere 1992a:13, Leuven-Zwart and Naaijkens 1991, Jakobson 2000). This relationship between translation and culture is also identified by Alvarez-Vidal (1996:1-7 ), who suggests that approaching a culture implies beginning a process of translation. Translation reveals the power that one culture can exert over another. It is not merely the production of a text equivalent to the
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paper CO_Íkalatxt11 - : Translators and translations are constrained in many ways: by their own ideology and by their ideas of superiority and inferiority, i .e. of power. The translation of politeness is influenced by the power relationships in the target culture. In the past, translations were subjected to a social censorship. Consequently, certain terms were omitted and words and expressions which were considered rude, excessively colloquial or obscene were softened or removed. Regarding obscene language, Toledano Buendía (2003:67) underlines that: ''Lo obsceno no lo es de manera intemporal; de hecho, un mismo comportamiento puede ser considerado obsceno en una época y en otra no''. This temporal character will be significant for this analysis of the translations. Translations belong to different periods of time and imply a shift in translation practice: omitting words which were regarded as obscene and which later are frequently used in everyday conversation.
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paper CO_Íkalatxt11 - : In English, the word whore is used to refer to Abigail, who is the bad character of the play. The word is very suitable for the context of the play as it reflects the characteristic of language used in that time. Today, the word whore is not used frequently because it is considered an old-fashioned word. By contrast, the Turkish translation opts for translating the word whore as orospu. The word used in the Turkish version is still used very frequently in Turkish and it cannot be considered to be an old-fashioned word. The Turkish translation of the text reflects the translator's own style. The sentence ''Then go and tell her she's a whore'' could be translated as ''O zaman git ve ona orospu oldugunu soyle''. However, the Turkish target translation is: ''Oyleyse git, orospu de yuzune karsi'' that is ''Then go and tell her that she is a whore to her face'' . The use of the idiom ''yuzune karsi'' (to her face) strengthens the meaning of the source text and highlights Elizabeth's power position
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paper CO_Íkalatxt11 - : By contrast, the word whore is translated in two ways in the Spanish translations: ramera in 1955 and puta in 1997 . Rude language tended to be softened in Spain in the 50s, but in the 90s, naturalism was in fashion. Writers tended to show daily life accurately without disguising any detail in spite of the fact that images were too tough. In this aim to reflect reality, swearwords were not censored as they were present in everyday language. Besides this, it is noteworthy that the same word used by Elizabeth to insult Abigail, as seen in example 1, was translated differently in example 2. The translation of the word whore differs depending on the gender of the speaker. Although both examples 1 and 2 have resorted to the same word in the source text to insult the same woman, Abigail, it has been translated differently. The translation changes depending on who utters it. John, as a man, is allowed to refer to Abigail in such terms. On the contrary, Elizabeth, as a woman, is restricted in the
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paper CO_Íkalatxt11 - : Moreover, for the analysis of the Turkish target text one has to take into account that in Turkey translated literature in the 1940s and 1950s not only became a source of literary inspiration, but was also circulated freely by the state throughout all cities, towns and villages, in public libraries, schools and village institutions. Efforts to create a cultural renaissance in the early years of the Turkish Republic, when national Turkish literature was still in its infancy after the domination of the Ottoman Empire's court literature for so many centuries, coincided with the initiatives taken towards westernisation and modernisation in all fields of the country as a state ideology and policy which is aptly described by one of the leading figures in translation activities in the statement below:
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paper CO_Íkalatxt283 - : Kerras, N. et Faber Benítez, P. (2012). The translation of advertising texts in culturally-distant languages: the case of Spanish and Arabic . En Translation. Journal of Translation, 24(1), 10-23. [106]https://www.academia.edu/2969186/The_Translation_of_Advertising_Texts_in_Culturally-Distant_Languages_The_Case_of_Spanish_and_Arabic. [ [107]Links ]
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paper CO_Íkalatxt18 - : This article is a reflection on an interview with Colombian translator and writer Pablo Montoya Campuzano. Montoya was asked about his training as a translator, his translation strategies and his relationship with both writing and translation. In the reflection on Montoya's views, André Lefevere's theories were considered, particularly his conception of translation as a form of rewriting. According to Lefevere, in any form in which a literary text is rewrittenwhether by choosing it for translation, translating it, or editing it–, there are two types of manipulation at play: ideological and formal manipulation . In light of these two concepts, Pablo Montoya's views are analyzed, taking into account his conception of translation as a writing exercise.
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paper CO_Íkalatxt70 - : Translation into Spanish of French juridical-institutional texts: main parameters orientated to Translation and Interpretation students .
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paper CO_Íkalatxt66 - : En Approaches to Translation, Newmark(1988: 85 ) divide las metáforas en cinco categorías, y explica que no se trata de categorías totalmente separadas entre sí, sino, más bien, que todas se ubican sobre una misma línea, en un continuum. Las denomina: dead, cliché, stock, recent y original (metáforas muertas, lugares comunes o cliché, generales o típicas, recientes y originales).
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paper CO_Íkalatxt172 - : Explaining errors in the teaching of translation: an error in the process or an error in the product ?
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paper CO_Íkalatxt10 - : Criticism of philosophical translation: the case of Jacques J . Derrida
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paper CO_Íkalatxt334 - : Finalmente, la lectura crítica de Genette, que se halla a lo largo de Translation and Paratexts y que resulta en una nueva noción de paratexto por parte de Batchelor, es una aportación práctica y aplicable a los estudios de traducción, y es, al mismo tiempo, un umbral de regreso o de ingreso, según el lector, al mismo Genette .
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paper CO_Íkalatxt99 - : CULTURAL AND INTERCULTURAL COMPETENCE IN TRANSLATION: STATE OR THE ART
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paper CO_Íkalatxt180 - : Towards training in specialized translation: facts and challenges Vers une formation en traduction spécialisée : réalités et défis
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paper CO_Íkalatxt148 - : Aunque el título original de la obra, Translation in practice, no arroja muchas luces sobre el contenido de esta, la traductora al español, Victoria Tipiani, propone uno más representativo, Manual de traducción literaria: guía básica para traductores y editores[28]^2 . En efecto, este libro es una guía sobre el proceso de edición que se le realiza a las obras literarias antes, durante y después de la traducción, no solo con el fin de adecuar el estilo y el lenguaje a la nueva cultura receptora, sino además, para hacerlo más llamativo al lector, con lo cual se garantiza el éxito comercial tanto del libro traducido como de la obra original.
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paper CO_Íkalatxt46 - : [2]vol.15 número25 [3]The specialized text as a key element in the pedagogy of translation to second languages [4]Dinamismo conceptual en las bases de conocimiento terminológico: el caso de EcoLexicon [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
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paper CO_Íkalatxt123 - : IMPLICATIONS FOR THE DIDACTICS OF TRANSLATION: ANGLICISMS AND THEIR (UN )TRANSLATED VERSION IN SOFTWARE DEVELOPMENT
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paper CO_Íkalatxt33 - : Recent works on anthroponomy have been quite stimulating (cf. Fernandes, 2006; Tymoczko, in Fernandes ibid., A. Formakyzk, 2007). Tymoczko (in Fernandes ibid.) hits at the head of the nail of anthroponomy translation problems in the following words:
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paper CO_Íkalatxt33 - : In his discussion of translations, Peter Newmark (1999) discusses four main translation issues that would influence the translator as s/he gets down to practical work: the intention of the text, the intention of the translator, the reader and the setting of the text, the quality of the writing and the authority of the text . In analyzing these four vital points vis-à-vis translation of names in a fictional African setting, our view is that if the translator appreciates the intentionofAfricanfictionaltextsgenerallyand carestopassthe vitalmessage through ''literary enjoyment'', s/he (translator) cannot but align with his/her author by attesting to the linguistic and cultural importance of names. Such an alignment can only lead to a conscious translation of names, a situation that is facilitated by the lexicon / grammatical nature of African names.
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paper CO_Íkalatxt169 - : This study presents an analysis of the translation of culinary references in the Spanish dubbed versions of six animated films from two of the most representative studios: the four films that compose the Shrek saga (Shrek (2001 ), Shrek 2 (2004), Shrek the Third (2007) and Shrek Forever After (2010)) by DreamWorks; and The princess and the frog (2009) and Brave (2012) by Disney. Drawing examples from these, this paper aims to analyse the translation of cultural references about foodstuff focusing on the different functions they may perform. In order to do so, this contribution begins by presenting the bonds between food, culture and language and the representation of culture through cultural references in audiovisual texts.
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paper CO_Íkalatxt169 - : These translation techniques are defined in the following terms:
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paper CO_Íkalatxt169 - : In [33]examples 1 and [34]9, the translators opt for replacing two different pastries, waffles and croissants, with the same Spanish pastry, churros. In [35]example 1, Donkey who wants to bond with Shrek proposes to make waffles, an emblematic American breakfast, which is prepared on special occasions. There the translator opts for the domestication of the original cultural reference by using the typical Spanish snack churros, which is often eaten with hot chocolate after a big night out. With this translation, the translator complies with Orel's (2013) quote about translating food: ''you have to really understand both cultures . Not just the words, not just the ingredients or the dishes out of context, but you have to understand it on a much broader perspective'' (Rick Bayless, quoted in Orel, 2013). Although no comprehension problems would be found in the case of a literal translation, the translator opts to transfer the connotations attached to having waffles and churros in both cultures
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paper CO_Íkalatxt333 - : The examination of the entries and chapters covering the history of translation^[29]^1 reveals that there are two different approaches to this object of study: i ) entries in which the history of translation is approached from an epistemic perspective, aimed at providing definitions, determining the scope and functions, discussing methodological issues, etc.; and, ii) entries in which a brief summary of the history of translation, usually a canonical account, is provided. In both cases these entries and chapters contribute to the dissemination of information about the history of the discipline, either on the historical events, texts, periods or authors, or on the definition and epistemic configuration of the history of translation itself, thus making a (potentially) significant contribution to the introduction, definition and development of this area of research.
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paper CO_Íkalatxt333 - : As far as the historiography of translation is concerned, D’hulst (2004, p. 1065) refers to chronological compilations, works focused on forgotten or lesser studied translational aspects and methodological approaches within the framework of descriptive translation studies. Even though, as he acknowledges, little confluence can be found (2004, p. 1066) within academic research on translation history, two main approaches can be distinguished: (a ) the study of segments of information from the past and their configuration; and (b) the study of the processes linked to the context in which translation takes place (ideology, intellectual atmosphere, socio-economic conditions, etc.). D’hulst (2004, pp. 1066-1069) identifies four main problems regarding these two methodological approaches: “the creation of the corpus to be investigated”, “the boundaries of the discipline”, “the wide range of aspects involved in the ‘production’ of translations” and “the historical analysis of translated
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paper CO_Íkalatxt333 - : Long (2007, pp. 66-76) discusses the difficulty of “navigating” translation history, mainly due to its interdisciplinary nature. She claims that “interdisciplinary research is essential since most sources are interrelated and may be approached from several directions, but gradually a picture of the target area should emerge” (Long, 2007, p. 66). Acknowledging the contribution made by works such as those by Kelly (1979), Bassnett (1980/2002), Munday (2001) and especially ^[32]Delisle & Woodsworth (1995) in providing general overviews, Long identifies some key issues around which research on the history of translation can be constructed: language issues, literary issues, religious and philosophical issues, scientific interchange, and exploration and conquest (Long, 2007, pp . 66-75).
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paper CO_Íkalatxt333 - : In the second edition of the Routledge Encyclopedia of Translation Studies (Baker & Saldanha, 2009), Part ii is also devoted to “History and Traditions” and covers the same translation traditions as the first edition as well as a new entry: Southeast Asian tradition . In the “History” entry (St André, 2009, pp. 133-136), “history” is defined in terms of its scope, with a distinction established between “History of translation theory and criticism” and “History of translation practice” in an attempt to cover all the different issues and objects of historical research in translation studies.
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paper CO_Íkalatxt333 - : The author presents a comprehensive methodological model which covers a wide variety of aspects related to translation, each of them potential objects of study in historical research in their own right: quis ? quid? ubi? quibus auxiliis? cur? quomodo? quando? (D’hulst, 2010, p. 399). He briefly discusses these research questions, linking them with various methodological and conceptual frameworks both within translation studies and other disciplines, such as history (e.g. D’hulst’s suggestion to apply ^[33]Braudel’s (1949) distinction of three time levels - long term, conjuncture and short term).
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paper CO_Íkalatxt333 - : After examining some of the most representative methodological proposals (Pym, 1998; ^[36]D’hulst, 2001; ^[37]Bastin, 2006), Tahir-Gürçağlar (2013, pp. 137-140) discusses the contribution of descriptive translation studies and of the “sociological turn” to historical research and identifies some methodological challenges that translation history should confront: (a ) periodization, (b) the overemphasis of institutional translation history and (c) the delimitation of history, i.e. “when is history?” (Tahir-Gürçağlar, 2013, p. 139).
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paper CO_Íkalatxt333 - : Woodsworth (1999, pp. 39-42) focuses on four periods in the history of translation: Antiquity, the Middle Ages, the Renaissance and Reformation, and the Romantic period to the present day . The author reviews some of the most significant translators and schools from each period: Cicero and Jerome; the Baghdad School and the School of Translators of Toledo; Luther and Tyndale; and Goethe, Schleiermacher, Novalis and Humboldt respectively. The links between their biographical circumstances and their activity as translators are emphasized, as well as how their translations have influenced society. Finally, Woodsworth (1999, p. 42) comments on the growth of international relations in the twentieth century and its consequences for the development of translation studies.
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paper CO_Íkalatxt333 - : Sofer (1999, pp. 19-31) succinctly discusses the relevance of translation for the history of the Judeo-Christian-Islamic world, especially during three periods in which, according to the author, there was a “high level of activity in the field of translation”: “the beginning of the Christian era”, from “the birth of Islam in the seventh century” to the establishment of the so-called School of Translators of Toledo ; and “the third key period”, today (Sofer, 1999, p. 19). The author underlines the importance of the translation of sacred texts, especially the Bible, in the development of civilizations and cultures, and he comments on the key role played by translation in the conquest of the New World (1999, p. 21). The chapter ends with a review of the position occupied by translation in socio-political events, such as rule by totalitarian regimes and the re-emergence of national languages throughout the world (Sofer, 29-30).
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paper CO_Íkalatxt333 - : The first section of The Oxford Handbook of Translation Studies (Malmkjaer & Windle, 2011) is dedicated to the history of translation and consists of three different chapters entitled “European Thinking on Secular Translation” (Windle & Pym, 2011), “Secular Translation: Asian Perspectives” (Wakabayashi, 2011 ) and “Translating the Sacred” (^[45]Barnes, 2011). This structure already implies a more in-depth approach to the area of study, acknowledging the existence of different approaches to translation, depending on the nature of texts and on the overall cultural tradition (Western or Eastern).
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paper CO_Íkalatxt333 - : Mayoral-Asensio (2001) provides an extensive analysis of the status of Translation Studies and lists a series of pending tasks scholars should tackle in order to contribute to the consolidation of the discipline; these can also be applicable to the definition and delimitation of the history of translation as an area of research:
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paper CO_Íkalatxt333 - : First of all, the status scholars confer to translation history is noteworthy: “sub-discipline” (Woodsworth, 1998 ), “branche [de la traductologie]” (D’hulst, 2004), “area of study” (Long, 2007), “field of research” and “subfield [of Translation Studies]” (Tahir-Gurçağlar, 2013). Without going into further detail, given that in most cases no justification is provided for the use of the different terms, it stands to reason that the choice of term influences, or is influenced by, the respective authors” conception of the history of translation itself. Furthermore, it is interesting to note the names given to this area of knowledge and evaluate to what extent terminology is standardized. A wide consensus can be observed in the term used to name the area of knowledge, “history of translation” or “translation history”; however, lack of standardization and some conceptual overlap are found when dealing with the distinctions made by scholars to refer to the different approaches and
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paper CO_Íkalatxt333 - : Searches conducted in the Translation Studies Bibliography database yielded the following results (in chronological order):
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paper CO_Íkalatxt63 - : As discussed by Scarpa (2001), today the classical professional profile (inhouse and freelance translator) is well established in society. New professional profiles (technical writing and localization, among others) are arising out of the integration of the language industries as well as out of the use of translation tools needed to achieve the high levels of productivity and quality demanded by society. The use and benefits of tools are widely accepted now because tools account for the rough of the work, leaving the specialized translator the time necessary to solve true translation problems and less repetitive and mechanical aspects of a translation project (Quiroz, 2005: 338 ). The difference relies on having three skills (or subcompetences): specialized knowledge and the knowledge and use of modern technologies and knowledge of the market.
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paper CO_Íkalatxt63 - : Scientific and technical knowledge about tools for linguistics and translation, advanced skills in their use as well as knowledge of the market and information sources are decisive and differentiating factors today in the success of a professional translator. In 1992, the proceedings of La station de travail du traducteur de l 'an 2001 announced these competencies and they were confirmed later by the results of the European Union Letrac project (Badia et al., 1999), and by complete proceedings such as those of Translation & Technology (Vanderweghe 1998) and Traducción y nuevas tecnologías (Valero and de la Cruz, 2001), Entornos informáticos de la traducción profesional: las memorias de traducción (Corpas and Varela, 2003 ) and the proceedings of the three versions of the International Conference on Specialized Translation (1999, 2001, 2003), among others.
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paper CO_Íkalatxt63 - : [...] the specialization, as well as a minimum knowledge on the operation of a computer and the different computer tools for translation, have become essential conditions to translators for their incorporation to the translation market (2001: 126 ).[25]^2
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paper CO_Íkalatxt63 - : As it has been demonstrated in the Letrac project (1999), universities may have little information on the real use of new technologies for translation, or they may even consider that such technologies will replace the translator or in many cases are unnecessary. Nevertheless, the language industries agents consider that translators must be efficient users of computers, must have experience in the use of tools for computer–assisted translation, linguistic processing, and terminology management and should have experience in the use of information technologies at an advanced level (Badia and Corominas, 2001: 126–127 ). Therefore, their training would have to include reinforcement of the abilities required by the market. In this way, translation agencies would not have to invest more than what they are doing nowadays in the training of new translators to complement what is not taught in academia. Thus the fulfillment of needs required not only by an agency but also by a freelance translator will
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paper CO_Íkalatxt63 - : [51]1 For further reference about translation competence, see Hurtado (2001: 375–408), Nord (1992), Scarpa (2001: 188–202 and 203,205,210–211 ), Vienne (1998), among others.
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paper PE_Lexistxt108 - : Ahmad, K. (1995). Pragmatics of Specialist Terms: The Acquisition and Representation of Terminology. En: Machine Translation and the Lexicon: Proceedings of the Third International EAMT Workshop, Heidelberg, Germany, April 1993 .. Ed., Petra Steffens. Berlín/Heidelberg: Springer. (pp. 51-76) https://doi.org/10.1007/3-540-59040-4_20 [ [128]Links ]
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paper PE_Lexistxt108 - : Seghiri, M. (2015). Determinación de la representatividad cuantitativa de un corpus ad hoc bilingüe (inglés-español) de manuales de instrucciones generales de lectores electrónicos. En: Corpus-Based Translation and Interpreting Studies: From description to application . Ed., María Teresa Sánchez Nieto. (pp. 125-146). Berlín: Frank & Timme. [ [180]Links ]
128
paper VE_Núcleotxt71 - : Scientific Translation and Translation Teams: A Practical Model Based on Theoretical Principles
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paper VE_Núcleotxt71 - : 2. Burdick, D. (1975). Bible translation: Why, what, and how ? Seminary Review XXI(1): 116. (Revista en línea), Disponible: [26]http://www.dabar.org/SemReview/bibtrans.htm (Consulta: 2005, octubre) [ [27]Links ]
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paper VE_Núcleotxt100 - : En cuanto a los aspectos laborales, el 92,86% trabaja de manera independiente; solo un 7,14% trabaja como asalariado (o asalariado e independiente), es decir en empresas de traducción o en empresas o instituciones que tienen traductores. Aunque la traducción se entiende como una profesión liberal, en este sentido difiere de los datos que se encuentran en Europa donde la cantidad de traductores asalariados es mayor en un 9%. Según el Canadian Translation Industry Sectorial Committee (CTISC, 1999: 63 ), en el contexto europeo de un total de 114.862 traductores, 40.212 (35%) trabajan a tiempo completo y 74.650 (75%) son independientes.
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paper VE_Núcleotxt45 - : Non-Conventional Exercises for the Translation Class: A Pedagogical Proposal
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paper VE_Núcleotxt113 - : Este fenómeno es una reacción que se ve reflejada en la literatura poscolonial. Hemos tomado el concepto de poscolonialismo como a broad cultural approach to the study of power relations between different groups, cultures or peoples, in which language, literature and translation may play a role^1 (Hatim y Munday, 2004: 346 ). La literatura poscolonial es entonces la reacción literaria derivada de la colonización, no solo desde el punto de vista político e histórico, sino también lingüístico y social. A partir de la independencia de las colonias americanas, africanas, hindúes y asiáticas, los procesos migratorios a Europa y los Estados Unidos y la globalización, se ha creado una serie de culturas derivadas de la cultura colonizadora y la cultura colonizada que han impulsado a las personas pertenecientes a estos grupos a la búsqueda de su identidad y también al deseo del reconocimiento de su hibridez.
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paper VE_Núcleotxt70 - : The Communicative Functions in the Translation Process: A Four-Function Model
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paper VE_Núcleotxt66 - : La partie du prologue de lAlexandre dAlbéric de Pizançon,seul reste du « premier roman » occidental (vers 1130), semble bien être elle aussi, comme le seront les autres versions du Roman dAlexandre au XII siècle et au XIII siècle, une « translation » de la traduction latine par Julius Valerius du PseudoCallisthène ^14 (1972: 164 ). (Énfasis nuestro).
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paper VE_Núcleotxt91 - : The translators invisibility is also partly determined by the individualistic conception of authorship that continues to prevail in Anglo-American culture. According to this conception, the author freely expresses his thoughts and feelings in writing, which is thus viewed as an original and transparent self-representation, unmediated by transindividual determinants (linguistic, cultural, social) that might complicate authorial originality. This view of authorship carries two disadvantageous implications for the translator. On the one hand, translation is defined as a second-order representation: only the foreign text can be original, an authentic copy, true to the authors personality or intention, whereas the translation is derivative, fake, potentially a false copy . On the other hand, translation is required to efface its second-order status with transparent discourse, producing the illusion of authorial presence whereby the translated text can be taken as the original.
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paper VE_Núcleotxt61 - : (Im)politeness is the result of an incident damaging the face both of the interlocutor as well as the own. Authors dealing with this issue (Brown & Levinson, 1987; Culpeper et al., 2003; Haverkate, 1994) coincide broadly in this idea. Now, when speaker and hearer belong to different nations and different languages, translation of discourses underlying oral or written texts, as well as attitudes and behaviours, becomes necessary in order to avoid conflicts and misunderstandings . This is the case of incidents between heads of state where norms are contravened, or facts are misinterpreted. This study focuses on the difficulties of interpreting (im)politeness issues from the point of view of both the offender and the offended.
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paper corpusRLAtxt158 - : Although Corpus linguistics has advanced a great deal in recent years and is now being increasingly more frequently included within research projects regarding Linguistics and Translation (for instance: Kübler & Foucou, 2003 ; Laroche & Langlais, 2010), the most advanced technical procedures focused on the creation and exploitation of corpora are still a pitfall. The main aim of this paper is, then, to make this kind of information more widely available to the research community with little experience in the field. In particular, it presents the experience of creating a parallel corpus that was aligned with Déjà Vu, linguistically tagged with TreeTagger, meta-textually tagged with Notepad++ and indexed with IMS Open Corpus Workbench. Furthermore, it includes a brief introduction to the exploration and analysis of corpora withCorpus Query Processor, the main tool of IMS Open Corpus Workbench.
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paper corpusRLAtxt158 - : Alinear consiste en "finding correspondences, in bilingual parallel corpora, between textual segments that are translation equivalents" (Kraif, 2002: 273 ). Se trata de una fase esencial de la creación del corpus paralelo, puesto que consiste en crear vínculos entre los textos origen (TO) y los textos meta (TM) que permiten establecer concordancias bilingües.
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paper corpusRLAtxt158 - : Finalmente, un aspecto clave en esta fase es la creación de la memoria de traducción, que no es más que "a database containing paired source text and translation segments, hence it is a type of parallel corpus" (Zanettin, 2012: 169 ). La alineación es, por tanto, el proceso mediante el cual se alimenta la memoria de traducción.
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paper corpusRLAtxt15 - : [2]vol.45 número1 [3]Lost in translation: la educación bilingüe en los Estados Unidos [next0 .gif] [4] índice de autores [5]índice de materia [6]búsqueda de artículos [7]Home Page [8]lista alfabética de revistas
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paper corpusRLAtxt9 - : s en inglés. El artículo que se inserta en el contexto de un Proyecto Fondecyt (1060440), se constituye en un aporte al trabajo académico de profesores y especialistas interesados en herramientas teórico-metodológicas que faciliten el desarrollo de la habilidad discursiva en el ámbito académico y profesional. Por su parte, en la línea de la lingüística aplicada, bilingüismo y planificación lingüística, Teresa Fernández, de California State University, Bakersfield, y James Crawford, ex director ejecutivo de National Association for Bilingual Education (NABE), se refieren en su artículo “Lost in translation: La educación bilingüe en los Estados Unidos”, a la historia de la política lingüística en los EE .UU. Los autores analizan, críticamente, las diferentes posibilidades educativas que se ofrecen a los estudiantes que hablan una lengua extranjera en este país y proponen algunas sugerencias para un programa de educación bilingüe de calidad. El volumen finaliza con un artículo en el
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paper corpusRLAtxt234 - : FOREIGN LANGUAGES APPLIED TO TRANSLATION AND INTERPRETING AS LANGUAGES FOR SPECIFIC PURPOSES: CLAIMS AND IMPLICATIONS
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paper corpusRLAtxt234 - : Linguistics has become a discipline susceptible to being sub-divided into specialisms organised around a common axis: language knowledge. Therefore, translation and interpreting studies are presented as a subset of linguistic studies and they are differentiated from strict linguistics by the fact that knowledge is aimed at a different purpose: to provide practical solutions to specific problems with a linguistic basis .
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paper corpusRLAtxt234 - : This general aim is based on the eminently professional nature of the Bachelor's Degree in Translation and Interpreting in which teachers must be aware that they are not educating linguists (language theorists), but instead translators and interpreters (practical language professionals). However, in order to better understand why LSP subjects must respond to the professional profiles of future graduates and before setting forth the general competencies that students must achieve in their working languages, it is important to highlight the general aims and competencies as described in Bachelor's Degrees in Translation and Interpreting in Europe. What is listed below particularly highlights those in place at the Faculty of Translation and Interpreting at the University of Las Palmas de Gran Canaria, Spain, following the general and specific aims and competencies noted in the Dublin Descriptors for first-year teaching, the Libro Blanco: título de grado en Traducción e Interpretación (Agencia
145
paper corpusRLAtxt234 - : Additionally, within classroom teaching, more importance is granted to practice than theory. Although we are aware that Language B English is clearly aimed at practice, it also requires a reasonable percentage of hours to be dedicated to work (basically presentations) related to all kinds of issues (grammatical, lexical, textual, etc.). In an eminently practical degree, such as Translation and Interpreting, theory and practice are closely interrelated: problems that arise in practice require theoretical explanations and these lead to practical exercises .
146
paper corpusRLAtxt213 - : THE DEVELOPMENT OF TERM VARIATION COMPETENCE IN TRANSLATION AND INTERPRETING STUDENTS: AN EXPERIENCE OF COLLABORATION BETWEEN UNIVERSITIES
147
paper corpusRLAtxt13 - : [2]vol.45 número1 [3]ANTICONCEPTIVO DE EMERGENCIA, ABORTO Y OTRAS PILDORAS: EL CONTEXTO SOCIAL DE LA ARGUMENTACION [4]Lost in translation: la educación bilingüe en los Estados Unidos [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
148
paper corpusRLAtxt232 - : El segundo artículo se titula "Foreign languages applied to translation and in terpreting as languages for specific purposes: claims and implications" de Richard Clouet de la Universidad de las Palmas, España . El artículo forma parte de la investigación que ha realizado el grupo FLETATIS (Foreign Language Education Through Applied Technologies and Intercultural Sensitivity) del Department of Modern Philology, Translation and Interpreting de la University of Las Palmas de Gran Canaria, España. Se propone que las lenguas extranjeras en el ámbito de la traducción e interpretación deberían considerarse lenguas para fines específicos.
149
paper corpusRLAtxt14 - : Lost in translation: la educación bilingüe en los Estados Unidos
150
paper corpusRLAtxt14 - : Lost in Translation: Bilingual Education in the United States of America
151
paper corpusSignostxt485 - : Textual genres are a key component of specialized discourse, and are related to the communicative context of a given discourse community (^[32]Gotti, 2008). By becoming familiarized with the various textual genres utilized in a given professional context -and the specific characteristics thereof- professionals and specialists working in this domain will be able to produce these textual genres as part of their daily work. Students pursuing studies in a given field should also be familiar with the textual genres that are frequently utilized in their field. To this end, ^[33]Cabré (2005, online; our translation) argues that:
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paper corpusSignostxt453 - : As can be seen in (4), FunGramKB constructional schemas are defined by means of two elements, namely, ‘descriptors’ and ‘constraints’. Descriptors include the Aktionsart adscription of the construction, the number of constructional variables involved, the thematic role of the variable(s) contributed by the construction (. z, in this case), its macrorole assignment, and the COREL scheme, which captures the cognitive content of constructions. Despite sharing the same formal language, the COREL schema in (4d) differs from the meaning postulate of the concept in (2) in that in the former the variables of the construction are mapped onto one participant role (i.e. (x1: x)Theme, (x3: y), and (x4: z)). For the sake of clarity, the translation of the formalized representation in (4d) is: ‘there is an event in which x causes y to become z’ . The transitive resultative construction and the ‘apart reciprocal’ in [89]Figure 2are semantically alike (i.e. they share the same COREL schema). Formally,
153
paper corpusSignostxt453 - : These meaning implications are preserved in the COREL schema in [107]Figure 4, which we here repeat for the reader’s convenience, together with a translation into natural language:
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paper corpusSignostxt529 - : * Student 1 Translation: “We developed knowledge and practice interpreting from Spanish to English and English to Spanish . We obtained a new understanding about the importance of taking notes during interpreting and learned different strategies in order to write faster notes. These taught us how to make connections and apply course content to the community through the active service-learning partnership. We also learned the capacity of examining the impact of culture on language in interpreting.”
155
paper corpusSignostxt529 - : * Student 2 (in Introduction to Spanish Translation): “Sentí que mi cerebro pensaba críticamente más cada día porque estaba intercambiando el español y el inglés rápidamente . Creo que usualmente yo tomo el ser bilingüe como nada especial, pero después de esta clase no lo haré nunca más. La traducción me ha hecho notar algo muy importante. Cuando se traduce, no sólo estás convirtiendo las palabras en otro idioma. Las palabras son la clave y la base de otra cultura y, por tanto, otra realidad y mundo.”
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paper corpusSignostxt529 - : * Student 2 Translation: “I felt that my brain thought more critically each day because I was switching from Spanish to English quickly . I think that I usually take being bilingual as nothing special, but after this class I will not ever again. Translation made me notice something very important. When one translates, you’re not only converting worlds into another language. The words are the key and base of another culture and, therefore, another reality and world.”
157
paper corpusSignostxt529 - : The following extracts taken from one respondent’s (labeled as Student 3 below) final reflective paper in Introduction to Spanish Interpretation and the two different respondents (labelled as Student 4 and Student 5 below) in Introduction to Spanish Translation evidence the positive role service-learning had on vocabulary development:
158
paper corpusSignostxt529 - : * Student 3 Translation: “Collaborating with patients, interpreters and peers made this experience enriching . Additionally, I was able to expand my vocabulary and become a little more aware of the role of culture. Also I was able to put to practice the acquired knowledge from class.”
159
paper corpusSignostxt529 - : * Student 4 (in Introduction to Spanish Translation): “Puede expandir mi vocabulario no solamente para mi beneficio, pero para el beneficio de otros también .”
160
paper corpusSignostxt529 - : * Student 4 Translation: “I’m able to expand my vocabulary not only to my benefit, but for the benefit of others as well .”
161
paper corpusSignostxt529 - : * Student 5 (in Introduction to Spanish Translation): “Al traducir estas formas [sic] puede aprender muchas palabras en español y en inglés .”
162
paper corpusSignostxt529 - : * Student 5 Translation: “Translating these forms allows one to learn many words in Spanish and English .”
163
paper corpusSignostxt529 - : Aligning with students’ self-reported developmental goals, two of the nineteen learners (labeled as Student 6 and Student 7 below) from Introduction to Spanish Translation noted the following in their final reflective papers:
164
paper corpusSignostxt529 - : * Student 6 (in Introduction to Spanish Translation): “Aprendí que en el idioma español los días y meses no están en mayúscula como en inglés .”
165
paper corpusSignostxt529 - : * Student 6 Translation: “I learned that in the Spanish language the days and months are not capitalized like in English .”
166
paper corpusSignostxt529 - : * Student 7 (in Introduction to Spanish Translation): “Aunque mi primera lengua esel español, siempre he tenido problemas con los acentos . Creo que mi comprensión del español es bueno, sin embargo, en esta clase me ayudó a ampliar mis habilidades de aprendizaje en español, y a traducir al inglés.”
167
paper corpusSignostxt529 - : * Student 7 Translation: “Although my first language is Spanish, I’ve always had problems with accents . I believe that my comprehension of Spanish is good, nevertheless, this class helped me expand my learning abilities in Spanish, and to translate into English.”
168
paper corpusSignostxt529 - : * Student 8 (in Introduction to Spanish Translation): “Primero que nada, la clase y los proyectos me hicieron abrazar mi cultura y quién soy . A veces, al estar en un país donde la lengua principal es inglés, uno se siente menos y tal vez aislado de todos. Yo sé cómo se siente porque he pasado por momentos así, pero poco a poco aprendí que uno tiene que aceptar quién es y usar sus diferencias de una manera especial. Estar en esta clase, me hizo ver eso también; que está bien en ser diferente. Esas diferencias pueden ayudar a muchas personas y eso fue lo que nosotros hicimos. Pude aprender de otras culturas y eso para mí es muy importante. Es menester aprender de otras culturas porque no todos los hispanohablantes son iguales; tiene[n] sus propios dialectos, creencias, y tradiciones que juegan un papel en la traducción.”
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paper corpusSignostxt529 - : * Student 8 Translation: “First and foremost, the class and projects made me embrace my culture and who I am . Sometimes, being in a country where the principal language is English, one feels unimportant and perhaps isolated from everyone. I know how it feels because I went through moments like these, but little by little I learned that one must accept who you are and use your differences in a special way. Being in this class, allowed me to see this, too; that it’s okay to be different. These differences can help many people and this was what we did. I was able to learn from other cultures and this to me is very important. It is necessary to learn from other cultures because not all Spanish-speakers are the same; they have their own dialects, beliefs, and traditions that play an important role in translation.”
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paper corpusSignostxt524 - : Lizardi-Rivera, C. (1999). Learning the basics of Spanish translation: Articulating a balance between theory and practice through community service . In J. Hellebrandt & L. T. Varona (Eds.), Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish (pp. 107-121). Washington, DC: American Association for Higher Education. [ [144]Links ]
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paper corpusSignostxt336 - : Before formulating the linguistic point we are going to test via computer experiments, we will first localize it within the vast realm of linguistics. Our statement is concerned with the concept of collocation, one of contemporary controversial issues in theoretical and applied linguistics. Knowledge of collocation is very important in lexicology (Herbst & Mittmann, 2008), translation (Boonyasaquan, 2006), language acquisition (Handl, 2008), and in various tasks of automated processing of natural language (e.g., in automatic word sense disambiguation: Jin, Sun, Wu & Yu, 2007; in machine translation: Wehrli, Seretan, Nerima & Russo, 2009 ; in text classification: Williams, 2002, etc.).
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paper corpusSignostxt313 - : Avram (1997: 164) observed that, in Romanian, the opposition tu-vous is linguistically achieved by means of a subclass of personal pronouns that help "establish an attitude that is marked by respect and distance." In her opinion, this opposition has the following distribution (in English, the translation for these forms is invariably 'you'): non-deferent form of address (tú ; we can also add the first name); a form of address that expresses 'politeness among peers and close friends or politeness towards subordinates' (dumneata); a form of address that expresses 'distant politeness, in official relationships, especially towards superiors' (dumneavoastra).
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paper corpusSignostxt526 - : Belpoliti, F. & Plascencia-Vela, A. (2013). Translation techniques in the Spanish for heritage learners’ classroom: Promoting lexical development . In D. Tsagari & G. Floros (Eds.), Translation in Language Teaching and Assessment (pp. 65-91). Newcastle, UK: Cambridge Scholars Publishing. [ [182]Links ]
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paper corpusSignostxt549 - : López Rodríguez, C. I. (2016). Explicitness of specialized terminology in popular science: An English into Spanish corpus-based study. En G. Corpas Pastor & M. Seghiri (Eds.), Corpus-based Approaches to Translation and Interpreting: from theory to applications (pp . 79-104). Frankfurt: Peter Lang. [ [147]Links ]
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paper corpusSignostxt525 - : involved. The author notes that though service activities varied across the different PCIs, community partner expectations of HLs were consistent and included “oral communication skills, translation skills, social networking abilities, and immigration knowledge” (^[135]King de Ramírez, 2017: 61 ). Based on the survey results and student self-reflections, this author found that HLs experienced an increase in awareness of sociocultural issues and learned to bridge cultural differences with Hispanic co-workers and community members. In addition, students reported gains in their linguistic skills (i.e., specialized vocabulary and written and spoken communication skills).
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paper corpusSignostxt371 - : In the three presentations no translation was used, ie, there were no subtitles with L1 text and L2 sound, nor reversed subtitles with L1 sound and L2 text but captions: text and sound in the target language .
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paper corpusSignostxt530 - : A sociocultural case study in translation as service-learning: Shaping the professional profile of Spanish heritage language learners and understanding their sense of multiculturalism
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paper corpusSignostxt530 - : More specifically, in Spanish heritage language (SHL) contexts, ^[74]Lowther Pereira (2015) has brought up the relevance of creating critical pedagogies in the heritage classroom, that is, a kind of instruction that reflects the dynamic interplayed between language, power, identity and ideology. Based on this observation, ^[75]Lowther Pereira (2015) surveyed the way in which social-learning projects, specifically integrated in SHL teaching contexts, influence the development of sociolinguistic and sociopolitical issues. The researcher worked with 63-advanced HLLs who partook in one of the following community service prospects: “tutoring Latino school children, providing language interpretation and translation services for Latino immigrants and organizing” (^[76]Lowther Pereira, 2015: 161 ). All participants were required to complete two interviews and a background questionnaire, in addition to being asked to keep a journal to reflect on their interactions with the community members that they
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paper corpusSignostxt530 - : Drawing upon the fact that translation is a shared endeavor (^[80]Bugel, 2013) that promotes immersion “in a socioculturally authentic environment [that] best enables foreign language learners to acquire the linguistic, cultural, social, and pragmatic content” (^[81]Stewart, 2007: 86 ), the current research project calls for a socially-based theoretical standpoint. Thus, this investigation is rooted in Activity Theory (AT) while seeking to expand our understanding of the impact of outreach embedded in the professionally-oriented Spanish classroom.
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paper corpusSignostxt530 - : * Three courses interlinked with translation: Introductory Translation, Advanced Translation and Community Translation and Interpretation .
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paper corpusSignostxt530 - : Furthermore, it is presumable that the professional self-confidence achieved by the HLL was the result of the linguistic and skills-related knowledge of translation/interpretation that he acquired while receiving formal training in Spanish. This type of impact is similar to that seen in ^[102]Lowther Pereira (2015), as the participants of her study also showed greater confidence after partaking in outreach activities. More specifically, the skills-related knowledge of the participant was perceivable in the three translation/interpretation strategies that he learned: holding a pre-interpretation meeting with the clients, advising the clients to maintain eye-contact with the party to whom they are interested in conveying a message-as opposed to looking at the interpreter him/herself, and expressing the original message avoiding a word-for-word translation . On the other hand, the knowledge related to linguistic elements consisted of: becoming aware of sociolinguistic matters (i.e., different
182
paper corpusSignostxt530 - : * 10. Please list the techniques that you have learned when taking Community Translation and Interpretation to engage in translating endeavors more effectively:
Evaluando al candidato translation:
5) translator: 32 (*)
9) linguistic: 21 (*)
11) translators: 21 (*)
13) traducción: 19 (*)
15) target: 18
16) rabassa: 17
18) author: 17
translation
Lengua: eng
Frec: 1858
Docs: 356
Nombre propio: 63 / 1858 = 3%
Coocurrencias con glosario: 4
Frec. en corpus ref. en eng: 149
Puntaje: 4.691 = (4 + (1+7.18982455888002) / (1+10.8603110549195)));
Rechazado: muy disperso; muy común;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| translation |
: At the beginning, I felt nervous about the possibility to be asked questions and not knowing what to answer, but after starting, I felt very confident and I could express myself spontaneously. (Diary entry, May 8, 2013; original in Spanish; author’s translation) : In the previous course, I didn’t do anything, I didn’t participate. At least now I dare to speak to the person next to me; I interact more. (Interview 2, June 12, 2013; author’s translation) : -----. (1995). Corpora in Translation Studies: An Overview and Some Suggestions for Future Research. Target, 7(2), 223-243. : ----. (2002). Corpus-based Translation Studies. Amsterdam/New York: Rodopi. : 1. Abioye, O. (1992). Le preux chasseur de la forêt infestée de démons, a French translation of Ogboju-Ode Ninu Igbo Irunmale by D.O. Fagunwa, Lagos: Nelson Books Ltd. : 1. Al-Hasnawi, A. R. (2007). A cognitive approach to translating metaphors. Translation Journal, 11, 3. Recuperado el 6 de octubre de 2008, de [30]http://accurapid.com/journal/41metaphor.htm : 1. Alvarez, R. and Vidal, C. (1996). Translation Power Subversion. Clevedon: Multilingual Matters LTD. : 1. Arnold, D., Balkan, L., Meijer, S., Humphreys, R. L. y Sadler, L. (1994). Machine translation. An introductory guide. Oxford, Black well NCC. : 1. Fischbach, H. (1985). The Mutual Challenge of Technical and Literary Translation: Some Highlights. En: Buhler, H. (Ed.) Der Übersetzer und ihre Stellung in der Öffentlichkeit (pp. 135-138). Proceedings of the 10th World Congress of FIT. Viena: Wilhelm Braumüller. : 10. Banda, P. (1997). ''African Tradition'' in Mona Baker (ed): Routledge Encyclopedia Translation Studies, London and New York: Routledge. pp. 295-305. : 10. Chaume, F. (2004c). Synchronization in dubbing: A translational approach. In Orero, P. (Ed.), Topics in Audiovisual Translation (pp. 35-52). Amsterdam: John Benjamins Publishing Co. : 11. Chesterman, A. (1997). Memes of Translation. The spread of Ideas in Translation Theory. Vol. 22. Amsterdam, Holanda: John Benjamins Publishing Company. : 11. Indranil, S., Ananthakrishnan, R., & Sasikumar, M. (2004). Example-based technique for disambiguating phrasal verbs in English to Hindi translation. Mumbai, India: CDAC Mumbai. : 11. Navas, C. y Palomares, R. (2002). Un estudio del mercado español de la traducción en la internet. Translation Journal, 6(2). Disponible: [50]http://translationjournal.net/journal/20spain.htm : 11. Newmark, P. (1988). A textbook of translation. Londres: Prentice Hall. : 11. Toury, G. (1995). Descriptive Translation Studies and Beyond. Amsterdam, the Netherlands: John Benjamins. : 12. Lesznyák, M. (2007). Conceptualizing Translation Competence. Across Languages and Cultures, 8 (2), 167-194. : 12. Pacte Group (2003). ''Building a Translation Competence Model'' In Alves, F. Triangulating Translation. Amsterdam/Philadelphia: John Benjamins. 43–68. : 12. SZAK Publishers. (2006). 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