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Canadians in Paris
While translation history in Canada is well documented, the history of the translation of Canadian fiction outside the nation remains obscure. Les Belles Étrangères examines the translation of Canadian English-language fiction in France. This book considers the history of this practice, the reasons for the move away from Quebec translators as well as the process and perils involved in this detour. Within a theoretical framework and drawing on primary sources, this study considers the historical, theoretical, and concrete aspects of this practice through the study of the translations of authors such as Robertson Davies, Carol Shields, Margaret Atwood, Michael Ondaatje, Ann-Marie MacDonald, and Alistair MacLeod. The book also includes a comprehensive bibliography of English-language novels, poetry, and plays published and translated in France over the past 240 years.
De l'eduba des scribes mésopotamiens au scriptorium des moines médiévaux
Text-based Studies in Honour of Ingrid Meyer
Teaching Issues and Reading Practices
New pedagogy for studying literature in translation
In the last several decades, literary works from around the world have made their way onto the reading lists of American university and college courses in an increasingly wide variety of disciplines. This is a cause for rejoicing. Through works in translation, students in our mostly monolingual society are at last becoming acquainted with the multilingual and multicultural world in which they will live and work. Many instructors have expanded their reach to teach texts that originate from across the globe. Unfortunately, literature in English translation is frequently taught as if it had been written in English, and students are not made familiar with the cultural, linguistic, and literary context in which that literature was produced. As a result, they submit what they read to their own cultural expectations; they do not read in translation and do not reap the benefits of intercultural communication.
Here a true challenge arises for an instructor. Books in translation seldom contain introductory information about the mediation that translation implies or the stakes involved in the transfer of cultural information. Instructors are often left to find their own material about the author or the culture of the source text. Lacking the appropriate pedagogical tools, they struggle to provide information about either the original work or about translation itself, and they might feel uneasy about teaching material for which they lack adequate preparation. Consequently, they restrict themselves to well-known works in translation or works from other countries originally written in English.
Literature in Translation: Teaching Issues and Reading Practices squarely addresses this pedagogical lack. The book's sixteen essays provide for instructors a context in which to teach works from a variety of languages and cultures in ways that highlight the effects of linguistic and cultural transfers.
Revealing the Complexities of an Interpreted Education
This volume describes a doctoral study designed to identify the skills and knowledge educational interpreters need. Three K-12 interpreters were videotaped and interviewed to explore what interpreters do and illuminate the factors that inform their decisions. The study reveals five primary tasks that interpreters perform; furthermore, data indicate that what interpreters do at any given moment is affected by their ongoing assessments of a constellation of contextual factors. Findings highlight the need for further research and serve as a call to action to prepare interpreters to more effectively meet the needs of Deaf and hard of hearing mainstreamed students.
The complex nuances of interpreting generate a continuous demand for detailed curricula to enhance instruction. The latest addition to the Interpreter Education series New Approaches to Interpreter Education expands the tools available to instructors with seven new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy, Associate Professor in the Department of Interpretation at Gallaudet University in Washington, DC, called upon the expertise of nine other renowned interpreter educators to create this incisive collection. David Sawyer begins the volume with the foreword in which he emphasizes the importance of integrating theory and practice in order to improve the quality of interpreter education. Risa Shaw, Steven D. Collins, and Melanie Metzger follow with a description of the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program. that outlines the positive results from the use of a discourse-oriented curriculum for educating interpreters. In the second chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Helen Slatyer delineates the use of an action research methodology in the third chapter to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia. In the fourth chapter, Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. David Sawyer adopts a holistic perspective in his chapter on training interpreters in less frequently taught language combinations, to offer models and methods for interpreters in areas such as the Middle East, Africa, and Asia. Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Finally, Mary Mooney addresses issues of ethnicity, cultural awareness, and intercultural communication skills among interpreters, interpreter educators, and interpreter education programs in the sign language community, to enhance competency for working within these diverse communities. All of these innovative concepts for creating curricula for interpreter training combine to ensure New Approaches to Interpreter Education as the state-of-the-art standard in this intricate discipline.
The Nuremberg Trial
Perspectives on Translation and Interpretation in Cameroon is the first volume of a book series of the Advanced School of Translators and Interpreters (ASTI) of the University of Buea. It opens a window into the wide dynamic and interesting area of translation and interpretation in a multilingual Cameroon that had on the eve of independence and unification opted for official bilingualism in French and English. The book comprises contributions from scholars of translation in the broad area of translation, comprising: the concept of translation and its pedagogy, the history of translation and, the state of the art of translation as a discipline, profession and practice. The book also focuses on acquisition of translation competences through training, and chronicles the history of translation in Cameroon through the contributions of both Cameroonian and European actors from the German through the French and English colonial periods to the postcolonial present in their minutia. Rich, original and comprehensive, the book is a timely and invaluable contribution to the growing community of translators and interpreters in Africa and globally.