School of Languages and Linguistics - Research Publications
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ItemWest enters East. A strange case of unequal equivalences in Soviet translation theory(Frank & Timme, 2016)Translation Studies developed on both sides of the Cold War with a remarkable lack of comparative perspectives, often as two separate hubs. Soviet thinking about translation was nevertheless influenced by Western theories in the mid 1970s, generally coinciding with renewed promises from machine translation and a thaw in Cold War relations. The Soviet discourse of “exactitude” and “adequacy” was thus put into contact with a recent Western discourse based on “transformation” and “equivalence”. Evidence of this can be seen in the history of the term “equivalence”, which prior to the 1970s broadly implied one-to-one correspondence, and yet after the 1970s was more generally understood as the textual result, on whatever level, of linguistic transformation.
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ItemOvert translation strategies in the histories of Robert Lowell and Ezra Pound(Universidade Federal de Santa Catarina, 2019)The present article analyzes the overt translation strategies in Robert Lowell's Imitations and Ezra Pound's he Cantos, indicating the conscious use of error as a compositional principle for the construction of knowledge through the distance of foreign documents.
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ItemA typology of translation solutions(Roehampton University, 2018)An eight-term pedagogical typology of translation solutions has been compiled and taught in two Masters classes, one in the United States and the other in South Africa. The results suggest that the typology is robust enough to be pedagogically effective in the two situations if and when the teaching stresses a series of points: 1) the nature of its “problemsolving” premises has to be explained carefully, 2) the typology should be presented as a list of ways to address problems that cannot be solved using the norms of standard languages or “cruise” mode translation procedures, 3) it should be presented as being open-ended, inviting new solutions and new combinations of the main solution types, 4) its theorisation should be kept as simple as possible, in the interests of pedagogical clarity, and 5) the application of the typology should emphasise its status as a discourse of resistance to the tradition of “either-or” approaches to translation decisions.
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ItemExorcising Translation: Towards an Intercivilizational Turn(Taylor and Francis, 2018)
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ItemOn the direction of Translation Studies(Iconesoft Edizioni, 2017)A discussion between Anthony Pym andSusan Bassnett on the current and future directions of translation studies, with a critical focus on the impact of cultural studies and the reinvention of World Literature.
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ItemTranslation Technology and Translation Theory(Translators Association of China, 2013)
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ItemInterview with Anthony Pym(National Translation Mission, 2016)
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ItemWhere Translation Studies lost the plot: Relations with language teaching(Koyo Shobo, 2017)Recent interest in the role of translation in language teaching calls for dialogue between the disciplines of Translation Studies and Language Education. In framing this dialogue, translation scholars would do well to avoid assuming superiority or special knowledge; they would instead do well to reflect on the history of their own discipline, particularly the opposition to language departments that can be found in some countries in the 1980s and 1990s. In politically turning away from language learning, translation scholars left the education field open for unopposed implantation of immersion and communicative teaching methods that ideologically shunned translation. Further, in framing their major internal debates in terms of binary categories, usually involving a good translation method opposed to a bad one, translation scholars themselves all but abandoned the non-binary pedagogical models that once included many types of translation solutions. Those non-binary models should now be investigated anew in order to rebrand translation for the language-education community. In so doing, however, translation scholars may need to break the unspoken pact that they have developed with the translation professions. They should instead adopt a view where everyone can translate, not just professionals, and everyone can be trained to translate better.
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ItemLocalization, training, and instrumentalization(Intercultural Studies Group, 2014)Discourses on the cross-cultural rendering of software and websites now huddle around one of the major communication sectors of our time, known by the semi-misnomer “localization”. However, the key concepts of the localization industry tend not to concern translation, which is often marginalized as a non-communicative phrase-replacement activity. This poses serious problems for the training institutions that would want to prepare translators to enter the industry. In the absence of any stable “localization competence” that might be mapped straight onto a study program, our training institutions must take steps to convey competence in the basic technologies and to develop links with the localization industry. Such links are partly strained by the very different ways in which industry and the academy convert knowledge into economic capital, and thus by the ways in which they build social networks. For sociological reasons, relations between the academy and the localization industry have not been easy. At the same time, this disjuncture should allow training institutions to offer a critical view of localization discourses and technologies, particularly of those that turn cross-cultural communication into phrase replacement exercises. Rather than supply cheap labor for industry, intelligent training should intervene in the future of localization itself.
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ItemNo Preview AvailableTranslation and language learning: The role of translation in the teaching of languages in the European Union(Publications Office of the European Union, 2013)This study asks how translation, both written and spoken, can contribute to the learning of a foreign or second language (L2) in primary, secondary and higher education. It is based on questionnaire surveys that were responded to by a total of 963 experts and teachers; the qualitative research process further benefited from input by 101 contributors.