constructing pathways to translation - Higher Education Commission

‘inter cultural’, in describing the work of translation history. He describes two projects in
which the type of analysis varied considerably, ‘Mediavalists’ were arguing about
commas; ‘Modernists’ were busy defining social classes, genders and various ideas of
progress or non-progress. This emphasizes how a modern researchers, investigating the
history of translation, is faced by widely diverging, although stimulating phenomenon.
Scholars approaching Venuti draw on post- structuralism translation from a Cultural
perspective. They have begun to show evidence of cross-disciplinary research methods.
194
Niranjana examines the Post-Colonial from a Post- structuralist perspective, Literary
theory and Criticism, Histography and Philosophy and French discourse analysis. In the
opinion of Tymoczks, both the literary translation and the post colonial author are faced
with the task of transposing a culture across a cultural and ideological gap, and they both
face choices that are ideologically driven. Translated texts and post -colonial writing,
thus, show some of the same features of ‘foreign language’, and tend to explicate
background information, the amount of which depends on the status of two cultures and
languages. The type of study by Harvey produced interesting results, by combining a
‘linguistic tool-kit and a cultural studies approach’ (Munday, 2001).
Translation Studies, thus, in the recent years have moved towards inter – disciplinarity.
In this regard Mary Snell – Hornby’s ‘integrated approach’ is an important attempt to
integrate a wide variety of linguistic and literary concepts in an overarching ‘integrated’
approach to translation. She incorporates Cultural History, Literary Studies, Sociocultural
and Area Studies and Legal, Economic, Medical and Scientific translation, the
study of relevant specialized subjects.
Snell Hornby explains that horizontally in the figure 6, (Interdisciplinary Approach:
Appendix A). The diagram is to be read as a series of lines, with left to right with no
clear demarcations. This is complemented by a ‘stratification model’ proceeding from
the most general (A) to the most
particular (F). In level (A), she sets out to integrate
‘literary, general and specific’ translation into a single continuum. Level (B) indicates
prototypical basic text types. Level (C) shows the Non Linguistic Disciplines which are
inseparably bound with translation including knowledge of the socio cultural
background. Level (D) covers the translation process, including (i) understanding the ST
(ii) the TT focus and(iii) communicative function of the TT Level (E) covers areas of