March 2007

(The short notes and comments associated with the items presented here are personal attempts to contribute useful information. In some cases, I have reproduced partly or fully an abstract or presentation provided by the author or publisher. In others, the comments were made by me after reading the items. I acknowledge the subjective nature of my comments, take responsibility for errors and will gladly insert corrections at the request of authors. D. Gile)

MONOGRAPHS

Dollerup, Cay. 2006. Basics of Translation Studies. First Edition. Romania. Iaşi (Romania): Institutul European.

* This book is a critical survey of principles of translation and Translation Studies. It stresses that thinking based on translation of elitist texts between Indo-European languages is inapplicable to translation activity and theory in the modern globalised world. The book discusses today’s modes of translation. It questions the assumption that there is any ‘perfect’ translation. It sketches the history of Western translation history. It addresses the epistemological status of a translation and discusses the most prominent strategies in translation work. It discusses the tools for modern translators; the translators’ role in modern society and in specific translational situations. The book discusses schools in Translation Studies, notably those challenging the role of the source text. It then moves on to the question of assessment, evaluation, and improvement in translation. Finally it addresses synchrony and diachrony in translation work and the relationship between source texts and their translations in some modern contexts, such as the European Union.

Key-words: Translation studies; epistemology; modes of translation; history of translation; status of translation; co-existence of translations; synchrony; diachrony; evaluation

COLLECTIVE VOLUMES

Kearns, John (ed). 2006. New Vistas in Translator and Interpreter Training. (special issue of Translation Ireland 17:1), Trauben.

* This special issue of Translation Ireland is in book format. In this collection, some important and interesting issues are addressed (see below). In his editorial, John Kearns notes that this new format of the Irish Translators’ and Interpreters’ Association “does not mean…that it is being reinvented as an academic journal. Rather it aims to mine the wealth of intelligent prose, both in Ireland and beyond, which treats of language mediation incisively and perspicaciously, while remaining aware that such prose need not always carry in tow flurries of footnotes and bibliographies.” The voice of common sense and freedom of thought.

Blaauw, Johan. Interpreting with Limited Training: Experiences in the Interpreting of Academic Lectures at the North-West University, South Africa. 7-21.

* A particularly interesting experience, which provides food for thought. A review will be presented in the CIRIN Bulletin n°34 in December 2007.

Kenny, Mary Ann. Delivering Translator Training Online: The Experience at Dublin City University. 23-43.

* The description of an online module in economic translation at Dublin City University.

Chmiel, Agnieszka. A Skill-Based Approach to Conference Interpreting. 47-63.

* Abstracted in CIRIN Bulletin n°33

Garant, Mike. Some Current Trends for Translation Teaching and Learning in Finland. 65-68.

Monzó, Esther. The Example of Experts in the Training of Legal Translators. 69-91.

* Actual professional translations were introduced as reference texts in translator training classes; the positive effect on students’ work is discussed.

Taibi, Mustapha & Anne Martin. Training Public Service Translators and Interpreters: Difficulties in an Uncharted Field. 93-107.

* An important topic, for obvious reasons.

Piotrowska, Maria. Cultural Transposition in Strategic Translating. 109-120.

Declercq, Christophe. Tomorrow’s Translation Studies Today: Some Considerations. 121-133.

* About translator training, not TS – and technology.

Tarvi, Ljuba. Mind-Mapping in Teaching Translation Studies: From a Practical Caterpillar to a Theoretical Butterfly. 135-149.

* The author suggests that two-axis graphic systems could be a useful intuitive device to structure theoretical concepts for translation students. “Caterpillar” and “Butterfly” are names she gave to graphical structures in her “mind-mapping” exercise.

Zhong, Yong. Assessing Translators vs. Assessing Translations: Discussions and a Case Demonstration.151-170.

* The author suggests that “translation plans”, in which students formulate ‘plan’ for their work and then assess it on the basis of their plan, are useful for training and gives examples. The ‘plan’ may include an assessment of the situation (“I am a beginning translator”, “the reader of my translation is an employer”), specific objectives (“I must let a prospective employer know that I have the skills…”), etc.

Schopp, Jürgen. How Good is an Authentic Commission for Teaching Translation? 171-180.

* The author challenges the idea that authentic commissions are necessarily the best way to teach/study translation. Good points are made.

Carsten, Svetlana. New Challenges for Interpreting Schools. 181-195.

* An interesting discussion of economic considerations in the British academic landscape and its implications on the recruitment and situation of students in T/I programs in the UK, and of the implications of the spreading of English as a lingua franca.

Grossman, David. New Online Resources for Teaching Translation Skills. 197-204.

Kearns, John. In the Broader Context: Reflections on Curricula Design Principles for Training Translators. 205-218.

* A detailed review of Dorothy Kelly’s A Handbook for Translator Trainers, with personal considerations.

Phelan, Mary. Translation, Localisation and Interpreting Courses in Ireland. 219-224.

ARTICLES IN JOURNALS

Meta 52 :1, a special issue devoted to translation and interpreting in Korea, guest-edited by Jungwha Choi, is rich in interesting, thought-provoking information and in empirical research. The papers on conference interpreting are reviewed in the June 2007 issue of the CIRIN Bulletin (June 2007).

Kim, Ryonhee. 2006. Use of Extralinguistic Knowledge in Translation. Meta 51:2. 284-303.

* Professional translators, translation students and language learners were instructed to translate into Korean part of a financial article from the Financial Times. One member of each group was also instructed to think aloud while translating. All subjects were asked to complete questionnaires. Translations were also rated by the author. The data suggest that extralinguistic knowledge was a better predictor of success than linguistic knowledge and that ‘effort’ invested in the process may compensate weakness in other skill components. This might explain the finding that some language learners produced better translations than some professional translators. The think aloud protocols also showed the central role of inferencing based on extralinguistic knowledge. The author concludes inter alia that expert or specialized background knowledge may be by far the most important determinant of translator competence. Food for thought.

Kim, Daejin. 2006. Strategic Collaboration as a Means of Mediation in Translating Culturally Ambiguous Texts: A Case Study. Meta 51:2. 304-316.

* An interesting case study of a paper on a sensitive political issue translated by a Korean into English, with post-translation intervention of an English native speaker who did not speak Korean for fine-tuning of the translation. Examples of negotiations between the two are given and discussed.

Lee, Chang-Soo. 2006. Differences in News Translation between Broadcasting and Newspapers: A Case Study of Korean-English Translation. Meta 51:2. 317-327.

* A study comparing compression (called “reduction” in this paper) and expansion in the translation of English news leads (the head sentence in news reports) into Korean for newspapers versus broadcasts. On the basis of actual samples, the author concludes that there is less compression and more expansion in translation for newspapers.

Kim, Haeyoung. 2006. The Influence of Background Information in Translation: Quantity vs. Quality or Both? Meta 51:2. 328-342.

* An experimental study which basically looked at the effect of the presence or absence of background information on the quality of undergraduate translation students’ translation of a general text from Korean into English. The quality of background information turned out to be correlated to the quality of the translations, but interestingly, the quality of the students’ translations was not significantly correlated with their level of reading proficiency in English.

Cheong, Ho-Jeong. 2006. Target Text Contraction in English-into-Korean Translations: A Contradiction of Presumed Translation Universals? Meta 51:2. 343-367.

* An interesting corpus-based test of the explicitation hypothesis, which turns out not to apply generally in the English-Korean language combination. There was more implicitation in translation into Korean, and more explicitation in translation into English. Metrics used for the test included word count, sentence-initial connectives, parenthesis occurrences and bracket occurrence rates.

Lee, Hye-Seung. 2006. Socio-cultural Characteristics Found in Russian-Korean Translations of Metaphoric Expressions. Meta 51:2. 368-377.

* Cultural differences between the Russians and Koreans as reflected in the translation of Russian metaphors into Korean.

Cho, Sang-Eun. 2006. Translator’s Creativity found in the Process of Japanese-Korean Translation. Meta 51:2. 378-388.

* 13 professional translators translated into their native Korean a Japanese economic text while thinking aloud. From the transcripts of the TAP and from the analysis of the source and target texts, it appears inter alia that translators tended to follow both the sentence structure and vocabulary of the source text with corresponding structures and lexical units and that they tended to write down temporary solutions and to correct them later during a revision phase. These results are similar to findings by Englund Dimitrova on Russian into Swedish translation (see her Expertise and Explicitation in the Translation Process, John Benjamins, 2005) and challenge the deverbalization hypothesis.

Jeon, Mi-Yeon and Annie Brisset. 2006. La notion de culture dans les manuels de traduction. Domaines allemand, anglais, coréen et français. Meta 51:2. 389-409.

Lee, Hyang. 2006. Révisions: définitions et paramètres. Meta 51:2. 410-419.

* A discussion of parameters in revision, with a review of several authors’ views on the issue.

Yoo, Hea-Kyung. 2006. The Effects of Background Knowledge on the Translation Process (in Korean). Meta 51:2. 420-429.

* * *

The Interpreter and Translator Trainer is a new St Jerome journal edited by Dorothy Kelly and Catherine Way of the University of Granada. Issue 1:1 is out. Congratulations and good luck!

Funayama, Chuta. 2007. Enhancing Mental Processes in Simultaneous Interpreting Training. The Interpreter and Translator Trainer 1:1. 97-116

* Trainees in interpreting courses tend to be concerned more about superficial linguistic expressions than the message, or what is conveyed by those expressions. This tendency stands out particularly in the mode of simultaneous interpreting (SI). This paper discusses the way we could direct our trainees’ attention to the mental work needed for SI, based on a model which puts concepts, not lexical forms, at the centre of its schematic description. The model applied here gives on-line tracking of the concepts built, modified, and reconstructed during SI practice, which means that any unit of source language (SL) expression should be recorded and analyzed in terms of concepts. This model provides us with a new type of instruction tool as well as more detailed insight into specific components of SL comprehension and its rendering in the target language. (from St Jerome site)

Gabr, Moustafa. 2007. A TQM Approach to Translator Training. Balancing Stakeholders’ Needs and Responsibilities, The Interpreter and Translator Trainer 1:1.65-77

* Since the Bologna Declaration in 1999, quality has become a central theme and a pressing need in European higher education. In translator training programmes, factors such as the nature of the translation market and its requirements, the impact of accelerating and unpredictable changes in language technologies and evolving student needs have, however, constituted obstacles for the meeting and maintenance of quality requirements by university departments. To overcome these obstacles, this paper puts forward the idea that quality in translator training programmes can be maintained through adapting the principles of Total Quality Management (TQM) to the processes of programme design, development and implementation. This approach leads to the conclusion that it is imperative for translator training programmes to be developed in accordance with proper assessment of three inextricably linked needs: the needs of the market, the needs of translation departments and * equally important * the needs of students. (from St Jerome site)

Lederer, Marianne. 2007. Can Theory Help Translator and Interpreter Trainers and Trainees? The Interpreter and Translator Trainer 1:1.15-35.

* This paper starts with defining ‘theory’, ‘translation’ and the type of training given in translation institutions. The trainers on whom the paper focuses are professional translators, and the trainees are advanced-level students. The question is raised as to whether trainers should also be translation scholars, and whether they should be cognizant with one or all of the various theories of translation. Several theories used in translator training are then reviewed. The paper finally discusses a number of theoretical principles (mostly based on the interpretive theory of translation, though some are common to several theories) and their implications for translator training. These principles enable trainers to explain to trainees the difference between language and discourse, and hence the reason why literal translation does not work at text level; the way understanding emerges from the merging of linguistic meanings with real world knowledge, and hence the necessity of documentary research; the way the text should be analyzed in order for trainees to internalize its sense; how trainees may detach themselves from the meanings and structures of the original in order to reformulate it idiomatically. Drawing on such principles, trainers can give their students a working methodology * they are able to build up a didactic progression grounded on a rational grading of texts, and to assess the work of trainees on the basis of objective criteria. (from St Jerome site)

Mayoral Asensio, Roberto. 2007. For a New Approach to Translator Training. Questioning Some of the Concepts which Inform Current Programme Structure and Content in Spain. The Interpreter and Translator Trainer 1:1.79-95

* Theoretical approaches to translation have always conditioned the structure and content of the training of translators. The lack of clarity existing in the discipline has given rise to a programme structure in Spain which is based on poorly defined concepts, and thus leads to overlap between different course units, and to inefficient approaches to training. This article identifies some current areas of overlap and, in particular, calls into question the sequencing of translation courses on the basis of the degree of specialization or the subject area of the texts used as exercises in class. The article concludes that translator training should be based on didactic criteria, and organized around problem-solving, around the translation solutions available and the strategies which allow translators to select the most suitable solution, as well as around the analysis of texts and the social situation of translation. (from St Jerome site)

Olohan, Maeve. 2007. Economic Trends and Developments in the Translation Industry: What Relevance for Translator Training? The Interpreter and Translator Trainer 1:1. 37-63

* This paper examines some of the features of the translation services sector, based on economic performance data, industry-specific surveys and developments in the formulation of international standards for translation services. A section of the paper is devoted to each of these aspects. The picture which emerges from the economic data is of a fragmented sector consisting of predominantly freelance translators on the one hand and ever-expanding international companies reaping most of the financial benefits on the other. Industry-specific surveys confirm what we learn from the economic data, and provide us with some additional information about the freelance translator’s profile and training needs. An analysis of the new European standard for translation services brings into focus some possible future directions for translation companies and freelancers. In a final section, the paper reflects critically on the relevance of these issues for translator training, using intended learning outcomes as a means of formulating the connections between the current state of the language services industry and the professionalization element in university translator training programmes. (from St Jerome site)

Schäler, Reinhard. 2007. Translators and Localization: Education and Training in the Context of the Global Initiative for Local Computing (GILC). The Interpreter and Translator Trainer 1:1.119-135

* Over the last thirty years, Ireland has consolidated itself as the Mecca of the localization industry. Nowhere else in the world has there been a higher concentration of companies involved in the linguistic and cultural adaptation of digital content in the widest sense of the term. This article explores the connections between the entrepreneurial bloom in the computing industry, the concomitant expansion of the localization business and Ireland’s outstanding economic growth in recent times. It also examines how the impetus of this unprecedented industrial and economic development has been harnessed by academics, researchers and practitioners in the field. Particular emphasis is placed on the emergence and consolidation of an extensive network for localization training and certification since 1997. In the second part, the article reports on the Global Initiative for Local Computing (GILC) and its ramifications for localization training worldwide. GILC proponents aim to draw attention to the economic implications of localization activities and the risk that current mainstream localization practices may promote western cultures and languages at the expense of their economically weaker counterparts around the globe. In the final part, the author discusses a number of localization training initiatives in Brazil, India and Egypt, where the Localisation Research Centre (LRC) has already entered into partnerships with government authorities and the educational sector. Drawing on these examples, he seeks to ascertain whether the so far largely Europe-centred training model developed in Ireland manages to cater for the needs of localizers in these countries. (from St Jerome site)

* * *

The Sign Language Translator and Interpreter is another new St Jerome journal, edited by Graham Turner of Heriot-Watt Univerrsity. Issue 1:1 (2007) is out. Congratulations and good luck.

Turner, Graham. 2007. Editorial: 37 Metres in 12 Seconds. Sign language translation and interpreting leave ‘terra firma’. The Sign Language Translator and Interpreter 1:1. 1-14.

* There is now a body of scholarship and social action which testifies to the establishment of sign language translation and interpreting as a defined occupational and academic field; from the formation of professional associations and the codification of guidelines for practitioners, via the publication of doctoral theses on the subject and the launch of higher educational courses for student interpreters, to the development of international patterns of engagement and exchange under the auspices of the World Association of Sign Language Interpreters (WASLI). This editorial outlines the key aims of the new journal, which aspires to addressing the needs of service ‘users’ and of ‘providers’ in the field of sign language translation and interpreting in ways that should ensure that it is of much more than ‘purely academic’ interest. (from the St Jerome site)

Grbic, Nadja. 2007. Where Do We Come From? What Are We? Where Are We Going?: A Bibliometrical Analysis of Writings and Research on Sign Language Interpreting. The Sign Language Translator and Interpreter 1:1. 15-51.
* The fundamental differences between the relevant languages and communities have a profound influence on professional sign language interpreting situations. Interpretation serves to reflect and to create social and cultural values. Through a quantitative bibliometrical analysis of works on sign language interpreting published between 1970 and 2005, this article investigates the ways in which sign language interpreting has been addressed in print over time. The central question is this: to what extent has research into sign language interpreting influenced the broader map of knowledge? (from the St Jerome site)

Stone, Christopher. 2007. Deaf Translators/Interpreters’ Rendering Processes: The Translation of Oral Languages. The Sign Language Translator and Interpreter 1:1. 53-72.
* The rendering of English to BSL within television settings provides an opportunity to identify ways in which written languages are translated into oral languages (Ong 1982, Furniss 2004). This research explores the process that Deaf and hearing translators/ interpreters (T/Is) follow when rendering English television broadcast news into British Sign Language (BSL). (from the St Jerome site)

Rayman, Jennifer. 2007. Visions of Equality: Translating Power in a Deaf Sermonette. The Sign Language Translator and Interpreter 1:1. 73-114
* Language is often used to navigate concepts of equality between deaf and hearing people. This article looks in depth at a particular interpreted language event at the dedication service of a newly purchased church building, examining how power relations between deaf and hearing people are represented differently in the source and interpreted texts. The analysis focuses on the use of indexing and labelling to position deaf and hearing people in relation to each other and examines what may happen when the interpreter and the speaker have conflicting goals for the delivered message, or conflicting ideologies about key concepts such as equality. (from the St Jerome site)

Wurm, Svenja. 2007. Intralingual and Interlingual Subtitling: A Discussion of the Mode and Medium in Film Translation. The Sign Language Translator and Interpreter 1:1. 115-141.
* Next to interpreting and ‘translation proper’, there is another discipline relevant to the Deaf community that benefits from translation theories: subtitling. No matter whether the subtitles have to be transferred into another language for a foreign audience or whether they remain within the same language, particularly for a d/Deaf audience, the subtitler needs to make informed choices dealing with the problem of transferring the spoken dialogue of the source film into the written mode of subtitles. Whereas spoken dialogue allows people to reveal their character and identity through their language, most apparently within dialect and register, writing is mainly used as a standardized, polished mode of communication where the revelation of any personal characteristics is reduced. (from the St Jerome site)

Hema, Zane. 2007. WASLI - Past Present Future. The Sign Language Translator and Interpreter 1:1. 143-156.
* The World Association of Sign Language Interpreters (WASLI) was formally established on 23 July 2003 in Montreal, Canada, during the 14th World Congress of the World Federation of the Deaf. It would take a further two years, however, before WASLI would hold its Inaugural Conference. This event was significant for many reasons; it took place in South Africa; it brought together over 200 sign language interpreters from over 40 different countries from all corners of the world; it saw the culmination of years of preparation and ground work that would see the Association agree a vision, formalize the Governing Document and set in place the structures and procedures by which it would function. (from the St Jerome site)

* * *

My selection of a few (relatively) recent, interesting papers, mostly in German, by Gyde Hansen. Note the stress she puts on the combination of multiple views in the analysis of translation.

Hansen, Gyde. 2003. Controlling the process. Theoretical and methodological reflections on research in translation processes. In Alves, F. (ed.). Triangulating Translation. Amsterdam: Benjamins. 25-42.

* A methodological paper on process research. Inter alia, it discusses the processing and triangulation of a combination of qualitative and quantitative data. The paper is inspired by Copenhagen phenomenology and observational research applied to humans as observers and observed subjects.

Hansen, Gyde. 2003. Interferenz bei Referenz im Übersetzungsprozess. In van Vaerenbergh, L. (ed.) Linguistics and Translation Studies. Translation Studies and Linguistics. Linguistica Antverpiensa 1/2002. 303-326.

* A discussion of the combined use of findings from contrastive linguistics (“Reference”) and TS (“Interference”) with a view to optimize the use of findings from linguistics and process research in language teaching and translator training.

Hansen, Gyde. 2002. Zeit und Qualität im Übersetzungsprozess. Copenhagen Studies in Language 27: 29-54.

* A study of temporal parameters throughout the translation process and of their relation to product quality. Some regularities in time patterns were found, but no correlation with product quality was observed.

Hansen, Gyde. 2002. Selbstaufmerksamkeit im Übersetzungsprozess. Copenhagen Studies in Language 27: 9-27.

* A thought-provoking idea: using various tests, analyses, retrospection-with-replay procedures and post-translation dialogue, translators could be helped to become more aware of their specific problems and potentially empowered to gain better control of their translation process.

Hansen, Gyde. 1999. Das kritische Bewusstsein beim Übersetzen. Copenhagen Studies in Language 24: 43-66.

* A study of translations with quantitative Translog data combined with qualitative retrospection-with-replay data. Written assessments from a user of the text and from a university professor are also taken on board in the analysis. This combined approach proved useful in gaining insight into translation strategies and the translator’s degree of attention.