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Les Inventeurs de dictionnaires

De l'eduba des scribes mésopotamiens au scriptorium des moines médiévaux

Jean-Claude Boulanger

Le dictionnaire est certainement l’une des plus grandes inventions intellectuelles de l’humanité. Ce livre retrace son histoire depuis ses humbles origines au milieu du IVe millénaire av. J.-C. jusqu’en 1539, date de la publication du premier dictionnaire du français par Robert Estienne. Un itinéraire culturel et historique de 5000 ans qui entraîne le lecteur à travers de grandes civilisations : la Mésopotamie, l’Égypte, la Grèce, Rome et l’Europe. L’optique retenue favorise deux dimensions : d’abord, le récit historique chronologique à partir de l’invention de l’écriture vers 3500 av. J.-C. jusqu’à l’invention de l’imprimerie au milieu du XVe siècle ; ensuite, l’étude critique des ouvrages marquants et innovateurs sur le plan des principes et des méthodes lexicographiques, et cela pour chacune des époques et des civilisations mentionnées. Les créatures de dictionnaires ne sont pas oubliés : chaque fois qu’un lexicographe a laissé son nom, une courte notice biographique le situe dans la longue lignée des bâtisseurs de dictionnaires.

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Lexicographie et terminologie

Compatibilité des modèles et des méthodes

Marie-Claude L'Homme

Lexicographie et terminologie : Compatibilité des modèles et des méthodes est un ouvrage portant sur les points de convergence et de divergence des deux disciplines. Les auteurs, tous spécialistes de l'une ou de l'autre, proposent une réflexion historique, théorique ou méthodologique sur diverses préoccupations actuelles les concernant, sur ce qui les rapproche ou, au contraire, sur ce qui les sépare. Chacun d'entre eux jette un éclairage différent et inédit sur les objets en cause (unités lexicales ou termes), ainsi que sur les cadres théoriques et les méthodes auxquelles elles souscrivent.

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Lexicography, Terminology, and Translation

Text-based Studies in Honour of Ingrid Meyer

Edited by Lynne Bowker

This volume in honour of Ingrid Meyer is a tribute to her work in the interrelated fields of lexicography, terminology and translation. One key thing shared by these fields is that they all deal with text. Accordingly, the essays in this collection are united by the fact that they too are all "text-based" in some way. In the majority of essays, electronic corpora serve as the textual basis for investigations. Chapters focusing on electronic corpora include a description of a tool that can be used to help build specialized corpora in a semi-automatic fashion; corpus-based investigations of terminological knowledge patterns, terminological implantation, lexicographic information and translation solutions; comparisons of corpora to conventional resources such as dictionaries; and analyses of corpus processing tools such as translation memory systems. In several essays, notably those dealing with historical or literary documents, the texts in question are specific manuscripts that have been studied with a view to learning more about lexicographic and translation practice. The volume is rounded out with a chapter on audiovisual translation that takes a non-conventional view of text, where "text" includes film.

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The Literary Mind and the Carving of Dragons

Liu Hsieh • Translated by Vincent Yu-chung Shih

The Literary Mind and the Carving of Dragons is the first comprehensive work of literary criticism in Chinese, and one that has been considered essential reading for writers and critics since it was written some 1,500 years ago. A vast compendium of all that was known about Chinese literature at the time, it is simultaneously a taxonomy and history of genres and styles, and a manual for good writing. Its chapters, organized according to the I Ching, cover such topics as “Emotion and Literary Expression,” “Humor and Enigma,” “Spiritual Thought or Imagination,” “The Nourishing of Vitality,”“Organization,” and “Literary Flaws.” “Mind” is the ideas, impressions, and emotions that take form—the “carving of the dragon”—in a literary work. Full of examples and delightful anecdotes drawn from Liu Hsieh’s encyclopedic knowledge of Chinese literature, readers will discover distinctive concepts and standards of the art of writing that are both familiar and strange. The Literary Mind and the Carving of Dragons is not only a summa of classical Chinese literary aesthetics but also a wellspring of advice from the distant past on how to write.

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Literature in Translation

Teaching Issues and Reading Practices

Edited by Carol Maier and Francoise Massardier-Kenney

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.

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Make war not war

by Jean-Michel Espitallier

This pocket-sized paperback is one of the twenty-two titles published for 2015 Hong Kong International Poetry Nights. The theme of IPHHK2015 is “Poetry and Conflict”. 21 international poets from 18 different places are invited to participate in recitations, symposia and sharing sessions of the Poetry Nights. A recitation focusing on 10 local Hong Kong poets, “Hong Kong Cantonese Poetry Night” is included. This collection seeks to make accessible the best of contemporary international poetry with outstanding translations.

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More Than Meets the Eye

Revealing the Complexities of an Interpreted Education

Melissa B. Smith

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.

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Nation, Language, and the Ethics of Translation

Sandra Bermann

In recent years, scholarship on translation has moved well beyond the technicalities of converting one language into another and beyond conventional translation theory. With new technologies blurring distinctions between "the original" and its reproductions, and with globalization redefining national and cultural boundaries, "translation" is now emerging as a reformulated subject of lively, interdisciplinary debate. Nation, Language, and the Ethics of Translation enters the heart of this debate. It covers an exceptional range of topics, from simultaneous translation to legal theory, from the language of exile to the language of new nations, from the press to the cinema; and cultures and languages from contemporary Bengal to ancient Japan, from translations of Homer to the work of Don DeLillo.

All twenty-two essays, by leading voices including Gayatri Spivak and the late Edward Said, are provocative and persuasive. The book's four sections--"Translation as Medium and across Media," "The Ethics of Translation," "Translation and Difference," and "Beyond the Nation"--together provide a comprehensive view of current thinking on nationality and translation, one that will be widely consulted for years to come.

The contributors are Jonathan E. Abel, Emily Apter, Sandra Bermann, Vilashini Cooppan, Stanley Corngold, David Damrosch, Robert Eaglestone, Stathis Gourgouris, Pierre Legrand, Jacques Lezra, Françoise Lionnet, Sylvia Molloy, Yopie Prins, Edward Said, Azade Seyhan, Gayatri Chakravorty Spivak, Henry Staten, Lawrence Venuti, Lynn Visson, Gauri Viswanathan, Samuel Weber, and Michael Wood.

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New Approaches to Interpreter Education

Cynthia B. Roy, Editor

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.

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New Readings of Yiddish Montreal - Traduire le Montréal yiddish

Pierre Anctil, Norman Ravvin et Sherry Simon

The texts collected in this volume unveil the practice and the methods of the translators and scholars who contributed to the reemergence of Yiddish in contemporary Canada. Each of the personalities discussed enlarged the historical position and interpreted various aspects of the Yiddish language in Montreal that until recently remained obscure or inaccessible. -- Les textes rassemblés dans ce volume tentent de lever le voile sur la démarche et les méthodes des traducteurs et chercheurs qui ont contribué à la réémergence du yiddish dans le Canada contemporain. Ces traducteurs et chercheurs ont élargi l’assise historique et interprété de nombreux aspects de la langue yiddish à Montréal, aspects qui jusque-là demeuraient obscurs et inaccessibles.

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