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Chapter 6. The use of corpora in translator training 103As can be seen from Table 4, the level of inconsistency regarding the translationequivalents used for the SL terminology is unacceptably high.Furthermore, by not being aware of terminology that has perhaps already beencoined by other translators, and/or by not getting the benefit of other translators’experience and insight, the unwary translator may end up coining culturally unacceptabletarget language equivalents such as the term umthakathi ‘witch’ forthe source language term ‘wizard’. As pointed out elsewhere (Gauton 2005) theterm umthakathi has extremely negative connotations in the Zulu culture, andis not a suitable translation equivalent for the English concept ‘wizard’; particularlyas used in the domain of computer studies. Whereas in the Western contexta wizard is a wise and magical imaginary fairytale character that is often benign(unless of course he is characterised as an ‘evil wizard’), quite the opposite appliesin Zulu culture. Within Zulu culture, witches and wizards are evil creatures thatpractice witchcraft, are intent on doing only harm to their fellow man, and whoare shunned and avoided by all wherever possible. In recent years in South Africa,a significant number of people have been persecuted, ostracised and even killedon suspicion of being witches or wizards practising witchcraft. Thus it is clearlyinappropriate and culturally unacceptable to use the term umthakathi ‘witch’ tosignify an interactive computer programme (i.e. a ‘wizard’) that fulfils the functionof helping and guiding the user through complex procedures.Another serious drawback that results from translators not having access toshared language resources, is that gross mistranslations can result, e.g., the translationof ‘default’ as -nephutha / -yiphutha ‘(something) that is faulty / a fault /wrong’. It must be borne in mind that the translators involved in these localisationprojects are usually highly experienced translators, which underscores thenecessity for translators to be able to access the kinds of language technology andresources mentioned in this chapter. What is also needed in this regard is translatortraining of the type that is provided at the University of Pretoria (UP), whichwill equip translators to take advantage of such electronic translation resourcesand translators’ tools.6. ConclusionIn this chapter it was shown how corpora are used with great success in the trainingof African language translators at the University of Pretoria, South Africa. Thisis the only such translator training programme in the country that I am aware of,particularly as far as the use of Bantu language corpora in the training of translatorsworking into these languages, are concerned. This gives graduates from theUP programmes a definite competitive advantage over their peers when applyingfor translation positions and/or undertaking freelance translation work. Further-
104 Rachélle Gautonmore, after successful completion of this course, students working with the Africanlanguages appreciate that these languages can in fact be used as high function languages,despite there being very little or no (standardised) terminology readilyavailable in order to produce technical translations of this kind.In conclusion, in cooperation with the UP students, we intend to establishan (interactive) online database containing student outputs in the form of glossaries/termlists. In this way it would be possible to receive input from interestedparties regarding the suitability/acceptability of the various terms and also to providea service to other translators and language workers. In time, such a multilingualstudent site could become a very large, comprehensive and valuable languageresource that will contribute not only to the development and elaboration of theAfrican languages as technical languages, but also towards the standardisation ofthese languages.ReferencesBarlow, M. (2003) ParaConc: A concordancer for parallel texts. Houston, TX: Athelstan. See forthis software also http://www.athel.comBenis, M. (2003) Much more than memories. In ITI bulletin. http://www.atril.com/docs/Benis-ITI-DVX.pdfBowker, L. (1998) Using specialised monolingual native-language corpora as a translationresource:Apilotstudy.InMeta, 43 (4), 1–21.Bowker, L. (2000) Towards a methodology for exploiting specialised target language corpora astranslation resources. In International Journal of Corpus Linguistics, 5 (1), 17–52.Bowker, L. (2002) Working together: A collaborative approach to DIY corpora. In YusteRodrigo, E. (ed.) Language resources for translation work and research, LREC 2002 WorkshopProceedings, Las Palmas de Gran Canaria, Spain, 29–32. http://www.ifi.unizh.ch/cl/yuste/postworkshop/postworkshop.htmCalzada Pérez, M. (2005) Applying translation theory in teaching. In New Voices in TranslationStudies, 1, 1–11. http://www.iatis.org/newvoices/current.htmDéjà Vu X Professional. Version 7.0.238. Copyright © 1993–2003. ATRIL Language Engineering,SL.De Schryver, G.-M. (2002) Web for/as Corpus. A Perspective for the African Languages. InNordic Journal of African Studies, 11(3), pp. 266–282.Fictumova, J. (2004) Technology-enhanced Translator Training. In Yuste Rodrigo, E. (ed.)COLING 2004 Workshop #3. Second International Workshop on Language Resources forTranslation Work, Research and Training. TheUniversityofGeneva,Geneva,Switzerland,28th August 2004, 31–36. http://www.ifi.unizh.ch/cl/yuste/lr4trans-2/wks_papers.htmlGauton, R., E. Taljard and G-M. de Schryver (2003) Towards Strategies for TranslatingTerminology into all South African Languages: A Corpus-based Approach. In G-M.de Schryver (ed.), TAMA 2003, South Africa. Terminology in Advanced ManagementApplications. 6th International TAMA Conference: Conference Proceedings. “MultilingualKnowledge and Technology Transfer”. Pretoria: (SF) 2 Press, 81–88.
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chapter 3Corpora for translator edu
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Page 83 and 84: 70 Belinda MaiaMaia, B. and L. Sarm
Page 85 and 86: 72 Carme Colominas and Toni Badiadi
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chapter 11Tagging and tracing Progr
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chapter 12Linguistic resources and
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IndexAAfrican language translatorX,
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Index 217Expert Advisory Group onLa
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Index 219open standards 206, 208,21
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27 Beylard-Ozeroff, Ann, Jana Král
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