School of Languages and Linguistics - Research Publications
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ItemNo Preview AvailableOn Recent Nationalisms in Translation Studies(Korean Association for Public Translation and Interpretation, 2021-11-30)ABSTRACT: If the intercultural were ever neatly opposed to the national as a frame for translational action and thought, then it would seem to be losing. Nationalist frames have gained new-found energy in various forms: translation is seen a weapon because nation-states support and manipulate it (Sapiro), the ethical aim of translation is to advance one’s national interests and priorities (Ren and Gao), and each country’s “translation capacity” can be quantified and ranked on a league table of competing nations (BFSU). Translators thus become foot-soldiers in battles to gain prestige on the world stage. Such manifestations of nationalism appear to run counter to the causes of intercultural positions and the ethics of cooperative communication between unequal parties. The need for translation nevertheless now lies more urgently in the culturally and linguistically diverse communities within and across national borders, where successful social inclusion is inseparable from the use of translation not as a weapon, but as a means of cooperation. 논문초록: 번역행위 및 사고의 프레임으로서의 상호문화주의가 민족주의와 대척점에 있는 개념이라면, 지금 상호문화주의는 민족주의에 기세가 밀리고 있는 것으로 보일 것이다. 민족주의 프레임은 다양한 형태로 새로운 동력을 얻고 있으며, 번역은 그 무기로 인식된다. 민족국가에서 번역을 지원하고 조작(Sapiro)하고 있고, 국가의 이익과 우선순위를 증진하는 것이 번역의 윤리적 목적(Ren and Gao)이며, 서로 경쟁하는 국가들의 리그 순위표 상에서 각국의 ‘번역능력(translation capacity)’을 계량화·순위화(BFSU)할 수 있기 때문이다. 이에 따라 번역사는 세계 무대에서 명성을 얻기 위한 전투에서 보병 역할을 하게 되었다. 이러한 민족주의의 발현은 상호문화주의적 입장의 대의, 그리고 불평등한 세력 사이의 협력적 소통의 윤리에 배치되는 것으로 보인다. 그럼에도 불구하고, 오늘날 각국의 국경 안팎에 자리한 문화적·언어적으로 다양한 공동체에서 번역의 필요성은 더욱 시급해지고 있다. 이들 공동체에서 사회적 포용의 성공 여부는 번역의 활용과 불가분의 관계를 가지며, 이때 번역은 무기가 아닌 협력의 수단으로 기능한다.
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ItemThe use of translation in international organizations(WALTER DE GRUYTER & CO, 2004)
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ItemTranslation Studies Should Help Solve Social Problems(Aristotle University of Thessaloniki, 2003)It is proposed that the main tasks of Translation Studies should be to help solve certain social problems. This may provide a model of interdisciplinarity where the definition of problems precedes and orients the many disciplines that may be used to solve them. It is suggested that suitable problems may be recognized in terms of three ethical criteria: 1) the possible solutions should concern linguistic mediation, 2) the aim should be to promote cooperation between cultures, and 3) the problems should proceed from social disagreements. It is hoped that application of these criteria will protect the interdiscipline from excessive instrumentalization.
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ItemAlternatives to Borders in Translation Theory(BRILL, 2003-01-01)
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ItemTranslators as breakers of norms?(John Benjamins, 1995)
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ItemTranslation Error Analysis and the Interface with Language Teaching(John Benjamins, 1992)
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ItemIn Search of a New Rationale for the Prose Translation Class at University Level(Brussels Translation School, 1992)In view of labour-market demands, greater flexibility is required of translators. This includes active translational competence in their foreign language(s), especially in domains where oral communication is more important than written communication. The present study investigates how to give a new rationale to prose translation classes, in the wake of a long-standing tradition whereby prose translation was given an ancillary status as a didactic means in foreign-language teaching. The increasing presence of foreign exchange students in translation classes creates an excellent opportunity to increase the importance of A-B directionality. The prose class (thème, traducción inversa, Hinübersetzung) is ostensibly involved with teaching translation from the students’ mother language to the students’ second language (A-B). However, it has traditionally been little more than a rather laborious way of checking on B language acquisition, surviving as a relic from the days when translation was itself taught as little more than a mode of language learning. This traditional background creates serious problems when, as in Spain, prose classes exist in specialist translation institutes at university level. Although the old model would appear to be no longer valid (since translation students are now supposed to learn translation, not just languages), little thought has been given to the development of a new rationale. Indeed, most contemporary theories talk about translation as if directionality were not important; even theoretically developed syllabus projects like that of Amman & Vermeer (1990) give scant attention to directionality, preferring instead to consider “the translational problems of language pairs” where exercises are presumably to be carried out indifferently both to and from the mother language. This indifference on the level of theory might itself indicate the demise of the traditional rationale. But it leaves three very basic questions unresolved: [74] 1. Should one conclude that the prose class within the university translation institute has permanently lost its traditional specificity? 2. What relation might such classes have to the professional practice of trained translators? 3. Is there any correlation or contradiction between these two aspects? If a new rationale is possible, it will depend on coherent answers to all three questions.
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ItemHistoires vraies(Noesis Foundation, 1988)
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ItemTranslation Technology and Its Teaching (with Much Mention of Localization)(Intercultural Studies Group, Universitat Rovira i Virgili, 2006)