ALDS 1001-A week 4 lecture 2

ALDS 1001-A
Week 4- Lecture 1 (September 30)
Continuing Literacy…
Child and adult literacies
Emergent literacy (slide in previous lecture)
- Distinction between drawing and writing can get a little fuzzy
- Writing on things that aren't paper (ex.walls)
Early literacy development (slide in previous lecture)
- Result from research in early literacy development:
- Unit of syllable cross-linguistically prominent, becoming aware of syllables first rather
than one letter representing one sound like the alphabet
- Language-specific differences
- Progression towards adult-like writing conventions not absolute
Pūnana Leo’s literacy program (Hakalama)
- Academic success grounded in their knowledge oof language
- Approach causes children to become literary faster
- Learning to read syllables
- 90 syllables to know ever hawain word that exists
- Unlike english with consonant cluster and multiple spellings food one sound
- Chanting with gestures to learn
- Practice and repetition
- Left to right and top to bottom
- Can read by syllables at age 4, can read by individual sounds at age 6
Adult literacies
- Reading as a “psycholinguistic guessing game”, get at what you think the other person
one meaning based on the clues you have
- Syntactic, semantic, and graphophonic information = meaning
- Reading as a transactional process
- Adult create their own meaning from texts based on own experience
Eye tracking experiment video
- How we read shown through eye tracking
- Left to right, you learn this
- Center line text slows people down

Adult literacy campaigns
- Concerns over adult literacy a (relatively) recent development
- Metaphor of literacy as “disease” both prevalent and powerful
- Recent shift from national to international response
- five-level adult literacies scale (UNESCO)
- Question as to whether they address inequalities or reinforce them
- Ex. talking about illiteracy as a disease could marginalized people
- Western ways seeping into other parts of the world
Translation
Introduction
- Source language (SL): the language being translated from
- Target language (TL): the language being translate into
- Product and process
Interpreter process
- Expression in SL
- Comprehension of SL
- Expression in TL
- Comprehension of TL
Contexts of translation
- In everyday life in multilingual communities
- In professional contexts
- In language classroom (explicit or implicit/rely on their experience with their first
language and translate manually)
- In linguistics analysis (ex. Interlinear translations)
Translation equivalence
- Translation often involved much more than just swapping in the SL words equivalent to
words in the TL
- Issues where no direct translation is available
- Involves making judgment calls about how best to convert the intentions, perspectives,
and beliefs of those involved in translation
- Might have to change something if a certain expression does not exist in the other
language, or if there are many more specific words to choose from
What changes in translation
- Phonological forms
- But how do you translate puns and word-play that rely on what words sound like? Make
a new joke or provide further explanation

- Grammatical structure
- But how do you capture register structure? Informal or formal context?
- And what to do if you had to add things that the original speaker didn't say? Can be
difficult like in courtrooms. Don't want to put words in other people's mouths
What do translators need to know?
- Grammatical competence in SL and TL
- Extensive, sometimes specialized vocabulary in booth language
- Metalinguistics knowledge of SL and TL rgrammars
- Familiarity with registers, genres, styles and dialects in both languages
- Familiarity with “pragmatic trountines” ex. Casual greetings to fit cultural context
- Can hel to have knowledge of literacy or translation theory
Types ofo translate
- Reader focused translation: convey the function, message, or overall meaning of the
text. Not being super faithful to SL
- Text focus translate: convey the meaning of the text, while staying as close to the
original form as possible. More faithful to SL (ex. giving directions, legally, historical
documents, religious texts, etc.)
- Domestication texts: adapting concepts in SL to those more common in TL (and
sometimes the ideologies of TL language users, too) (ex. In Anime, balls of rice
translated to donuts/ more american understanding)
Interpreting
- Interpreting: translating from and to spoken or signed language
- Speech or sign
- Simultaneous interpretation: speaker doesn't pause for interpreter to translate
- Consecutive interpretation: speaker pauses at intervals for interpreter to translate
- Audiovisual translation: render SL in one or more modalities into the same or other
modalities in the TL (ex. Subtitling, dubbing)
- Community interpreting: interpreting in multilingual community settings (ex, doctor’s
visits, court cases, etc.)
- Ethical issues? (interpreting something you don't agree with/ discussion about
comedians saying offensive things and interpreting those offensive things/ interpreting
rude comments from strangers, etc.)
- Bilingual children, friends and family members serving as interpreters, advantage?
Disadvantage? (ex. Releasing private information, the burden it places on family
members, etc.)
Looking ahead:
- Reading: chapter 11 (lexicography), Chapter 4 (“discourse analysis”)
- Course assignment part 1 due October 5th
- Guest lecture: Jeremiah Bell