ALDS 1001-A week 4 lecture 2

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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 worldTranslationIntroduction- Source language (SL): the language being translated from- Target language (TL): the language being translate into- Product and processInterpreter process- Expression in SL- Comprehension of SL- Expression in TL- Comprehension of TLContexts of translation- In everyday life in multilingual communities- In professional contexts- In language classroom (explicit or implicit/rely on their experience with their firstlanguage and translate manually)- In linguistics analysis (ex. Interlinear translations)Translation equivalence- Translation often involved much more than just swapping in the SL words equivalent towords 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 otherlanguage, or if there are many more specific words to choose fromWhat changes in translation- Phonological forms- But how do you translate puns and word-play that rely on what words sound like? Makea 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 bedifficult like in courtrooms. Don't want to put words in other people's mouthsWhat 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 theoryTypes ofo translate- Reader focused translation: convey the function, message, or overall meaning of thetext. Not being super faithful to SL- Text focus translate: convey the meaning of the text, while staying as close to theoriginal form as possible. More faithful to SL (ex. giving directions, legally, historicaldocuments, religious texts, etc.)- Domestication texts: adapting concepts in SL to those more common in TL (andsometimes the ideologies of TL language users, too) (ex. In Anime, balls of ricetranslated 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 othermodalities in the TL (ex. Subtitling, dubbing)- Community interpreting: interpreting in multilingual community settings (ex, doctor’svisits, court cases, etc.)- Ethical issues? (interpreting something you don't agree with/ discussion aboutcomedians saying offensive things and interpreting those offensive things/ interpretingrude comments from strangers, etc.)- Bilingual children, friends and family members serving as interpreters, advantage?Disadvantage? (ex. Releasing private information, the burden it places on familymembers, etc.)Looking ahead:- Reading: chapter 11 (lexicography), Chapter 4 (“discourse analysis”)- Course assignment part 1 due October 5th- Guest lecture: Jeremiah Bell
Page 1: ALDS 1001-AWeek 4- Lecture 1 (Septe

ALDS 1001-A week 4 lecture 2

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