Where the Ivory Tower meets the Wordface: In search of meaning and alternatives to silence in specialist translator training (original) (raw)

SKASE Journal of Translation and Interpretation

Abstract

The aim of this article is to highlight transformational and transactional perspectives in translator education, pointing to the benefits that the reshaping of the traditional training model may bring. The author analyses factors that facilitate the development of trainee translators’ linguistic and interpersonal skills, and pinpoints elements of training that may be offered as alternatives to silence. Above all, the article is intended as a repository of ideas and a collection of exercises that may add variety to teaching routines and enhance group dynamics by activating trainee translators’ autonomy and self-reflection as well as inspiring their creativity and resourcefulness.

Figures (4)

Figure 7 Translation of famous quotes RRs BER VV RR CR OVEN VV we Ew we It should be stressed here that while it is important for trainee translators to know specialist terminology, they should also have knowledge of the real world, including that of politics, as landmark words are frequently referred to, even in specialist discourse. Of course, apart from creating a more relaxed atmosphere, the exercise also helps the students to appreciate a broader context in translation and, again, to develop their ability to work efficiently in order to meet tight deadlines, if they are supposed to perform the task strictly within the allotted time. Finally, reformulation and repetition are, without a doubt, important skills both in the work of a translator and that of a consecutive and simultaneous interpreter. Therefore, the ability to process information found in the SL text and to paraphrase it in order to produce a naturally-sounding TL text should by no means be neglected in translator training. Also in this case, the students should be warned against literal translation marked by unidiomatic TL use. An undeniable advantage of exercises involving reformulation and repetition of input meee es som

Figure 7 Translation of famous quotes RRs BER VV RR CR OVEN VV we Ew we It should be stressed here that while it is important for trainee translators to know specialist terminology, they should also have knowledge of the real world, including that of politics, as landmark words are frequently referred to, even in specialist discourse. Of course, apart from creating a more relaxed atmosphere, the exercise also helps the students to appreciate a broader context in translation and, again, to develop their ability to work efficiently in order to meet tight deadlines, if they are supposed to perform the task strictly within the allotted time. Finally, reformulation and repetition are, without a doubt, important skills both in the work of a translator and that of a consecutive and simultaneous interpreter. Therefore, the ability to process information found in the SL text and to paraphrase it in order to produce a naturally-sounding TL text should by no means be neglected in translator training. Also in this case, the students should be warned against literal translation marked by unidiomatic TL use. An undeniable advantage of exercises involving reformulation and repetition of input meee es som

Figure 9 SL-oriented translation v. TL-oriented translation Given t he above, trainee translators will certainly benefit from exercises in which they are expected to apply and discuss both foreignising (SL-oriented) and domesticating (TL- oriented) transl students are as )). Supplying t ation strategies.'” Such an opportunity may be provided, for instance, when the ked to translate selected business or legal terms (examples can be seen in Fig. heir literal or functional equivalents in the TL together with relevant comments may spark a discussion about the strategies applied in the translation of culture-specific soncepts as well as provoke the students to reflect on the rationale for their translation choices. In addition, having the students analyse not only the terms and texts they translate, out also the communicative context in which they are used, is believed to be markedly more oroductive than doing numerous translation exercises only (Hénig 1988 in Pym 2009). As one would expect, the students should be familiar with theoretical concepts providing them with netalanguage needed to classify and describe translation problems and solutions.

Figure 9 SL-oriented translation v. TL-oriented translation Given t he above, trainee translators will certainly benefit from exercises in which they are expected to apply and discuss both foreignising (SL-oriented) and domesticating (TL- oriented) transl students are as )). Supplying t ation strategies.'” Such an opportunity may be provided, for instance, when the ked to translate selected business or legal terms (examples can be seen in Fig. heir literal or functional equivalents in the TL together with relevant comments may spark a discussion about the strategies applied in the translation of culture-specific soncepts as well as provoke the students to reflect on the rationale for their translation choices. In addition, having the students analyse not only the terms and texts they translate, out also the communicative context in which they are used, is believed to be markedly more oroductive than doing numerous translation exercises only (Hénig 1988 in Pym 2009). As one would expect, the students should be familiar with theoretical concepts providing them with netalanguage needed to classify and describe translation problems and solutions.

Phrases/ sentences or longer chunks in the authentic mistranslations below (Fig. 10a and 10b), including phrases, sentences and longer stretches of language that might be used in error correction exercises accompanied by annotations detailing translation problems and solutions. Obviously, it is only thanks to the students’ scrupulously analytical reading that translation errors may be successfully detected and rectified.

Phrases/ sentences or longer chunks in the authentic mistranslations below (Fig. 10a and 10b), including phrases, sentences and longer stretches of language that might be used in error correction exercises accompanied by annotations detailing translation problems and solutions. Obviously, it is only thanks to the students’ scrupulously analytical reading that translation errors may be successfully detected and rectified.

(Source: http://www.nbportal.pl/pl/np/animacje/prezentacje) Apart from teamwork, home assignments may also require self-study, for instance, he European preparing a summary translation of a specialist journal article on an assigned topic or using interactive tools, such as the presentations and animations available on Portal Edukacji Ekonomicznej (Fig. 15). The site is an excellent starting point for those who want to become knowledgeable about economy and banking, and in particular those who wish to learn Polish erminology related to public finance, investment funds, monetary policy, capital markets or Exchange Rate Mechanism, to name but a few of the topics featured on the portal. The presentations and the cartoons, which usually last several minutes and which can be easily stopped and replayed at any time, are very useful for consecutive and simultaneous interpreting exercises focusing on specialist financial terminology. Besides, some of them are quite funny.

(Source: http://www.nbportal.pl/pl/np/animacje/prezentacje) Apart from teamwork, home assignments may also require self-study, for instance, he European preparing a summary translation of a specialist journal article on an assigned topic or using interactive tools, such as the presentations and animations available on Portal Edukacji Ekonomicznej (Fig. 15). The site is an excellent starting point for those who want to become knowledgeable about economy and banking, and in particular those who wish to learn Polish erminology related to public finance, investment funds, monetary policy, capital markets or Exchange Rate Mechanism, to name but a few of the topics featured on the portal. The presentations and the cartoons, which usually last several minutes and which can be easily stopped and replayed at any time, are very useful for consecutive and simultaneous interpreting exercises focusing on specialist financial terminology. Besides, some of them are quite funny.

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References (35)

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