Dissertations / Theses on the topic 'Translating'

In December 2010, the National Post published an article discussing the rather costly enterprise of state-sanctioned official bilingualism in Canada. According to statistics provided by the Fraser Institute (2006), translation and interpretation represented 15% of the total federal government budget spending allocated to bilingualism, a cost that many Canadian commentators deemed “unnecessary.” Shifting demographics and diverse immigration flows (Census data, 2011) are also having a significant impact on Canada’s linguistic landscape, forcing policy-makers to consider whether the Official Languages Act (and thus translation) would benefit from innovative reform. Using this contextual backdrop as its main impetus, this dissertation argues that translation, as defined and practiced in Canada, needs to be broadened for a number of reasons, including accounting for technological advancements, for the increasingly web-based dissemination of translated materials, and for the reality of evolving markets. Tymoczko (2008) has championed *translation as an open-cluster concept, a theoretical perspective that has found resonance in this project, given that the notion is the central premise upon which three additional conceptualizations (i.e. *translation sub-types) are founded. The first sub-type, intersemiotic translation, is explained at length and constitutes the focal point of the project. Instead of using a Peircean approach, the dissertation develops a model based on visual social semiotics in order to facilitate the application of intersemiotic translation in not only professional settings but research contexts as well. The second sub-type, cultural translation, builds on insights from the 1980s and 90s cultural turn, with a specific focus on the relationship between the representation of Canadian micro-cultures and intersemiotic translation. In other words, the effects of these translation processes will also be analyzed. Finally, civic translation is proposed as a third *translation sub-type, which offers a potential framework for multicultural management in democratic countries facing the challenges of globalization. A case study using content from the 2006-2008 debate surrounding reasonable accommodation—with specific attention given to the activities of the Consultation Commission on Accommodation Practices Related to Cultural Differences (also known as the Bouchard-Taylor Commission)—is woven through each chapter, illustrating all three sub-types of *translation. The case study provides compelling examples of why translation practices in Canada should move beyond verbal and state-sanctioned definitions. The novelty and contribution of this research project are manifold: it transcends traditional verbocentric approaches in TS; it responds to other scholars’ claims that there is a lack of case studies that involve text-image relationships and/or explore the role of translation in the news media in a Canadian context; it explores multimodality and its significance for TS in an era of increased Web presence; it showcases a Canadian case study; and, finally, it explores cultural representation through a translation-based framework.

Thèse (Ph.D.) -- Université de Montréal, 2004.
"Thèse présentée à la Faculté des études supérieures en vue de l'obtention du grade de Ph.D. en linguistique, option traduction" Version électronique également disponible sur Internet.

Translating is never about translation word for word of a given piece. Whenever we translate, a series of other factors are to be taken into consideration and some sort of collateral translations are brought along. One of the most important aspects to consider is the audience the text is going to be translated for and consequently its culture. When it comes to translating for the theatre, and for the screen as well, we have even more factors to consider, such as the surrounding scene, some degree of musicality, some gestures, probably a scenography and something happening around. Theatre translation is in fact one of the most complex and multifaced types of translation. The aim of this essay is to investigate the relation between language and culture, to show what happens when translating for theatre, to explain what is the role of a translator in this field.

Theatre translation theory has for some time been destabilised, particularly in relation to the role of the theatre translator, by the undefined notion of 'performability', a concept which suggests that the linguistic choices of the translator can render the script inherently performable or unperformable in the semiotic system of performance. Nevertheless, practitioners, in the current 'dramaturgical turn', are now demonstrating a heightened dramaturgical consciousness, documenting their practice as research in some cases, and what they perceive to be their dramaturgical choices and restitution in the translation process. However, developments in hermeneutics and semiotics have refocused criticism from a text- centred to a reader-centred analysis, meaning that the intentions of the translator, as new author, are no less subject to re-interpretation. Therefore, until we can unequivocally state that these dramaturgical choices are realised in the mise en scene by the other authors of performance - director, actors and technicians - theory, and notions of the role of the theatre translator, will remain at an impasse. This practice-based research seeks to engage with this impasse by exploring my own dramaturgical consciousness from a documentation of my interpretation of Plautus' Casina, to the linguistic decisions employed to encode this interpretation, and, finally, to the production process itself where these choices are tested and developed through various rehearsals, a rehearsed-reading, and audience and practitioner feedback. By tracing these developments to determine where the script influences the creation of signs in the final mise en scene, and the relationship between the verbal and non-verbal, this thesis argues that translating for performance requires a performative and dramaturgical, rather than a simply textual or historical, re-working of the source text - thus meaning a script can be made performable - and offers a model of translation, extending existing models, to encompass the specific requirements of writing for theatre.

Encenada pela primeira vez em 1980 em Derry, na Irlanda do Norte, pela Companhia de Teatro Field Day, Translations de Brian Friel é considerada um marco na história teatral irlandesa, suscitando diversas interpretações e análises que abrangem diversos campos de estudo: do pós-colonialismo aos estudos de linguagem. O foco desta dissertação é o estudo da linguagem dentro da criação artística na Irlanda, tanto na formação do teatro irlandês como na formação da literatura irlandesa, tendo como objetivo a leitura de Translations como uma metáfora para a criação da literatura irlandesa como um todo. O presente trabalho também propõe uma tradução da peça para o português brasileiro e é dividido em três capítulos com o objetivo de: 1) apresentar a peça e as discussões que circundavam o contexto de sua criação, assim como a recepção da peça por jornais e estudiosos literários; 2) apresentar uma breve história da criação do teatro nacional irlandês a partir da fundação do Irish Literary Theater em 1897 pelo dramaturgo e poeta W.B. Yeats e comparar a fundação da Companhia de Teatro Field Day, além de situar Translations dentro da tradição iniciada no século XIX. Ademais, o segundo capítulo também trata sobre a criação literária na Irlanda e a relação de escritores com a língua de produção, inglês ou irlandês, tentando traçar comparações entre estes e os personagens da peça; 3) apresentar traduções da peça para o irlandês, grego, italiano e português brasileiro assim como apresentar reflexões sobre a tradução aqui proposta. O presente estudo se utiliza de teorias sobre estudos irlandeses de teóricos como Declan Kiberd, teóricos do teatro como Christopher Murray, Scott Boltwood, além dos textos publicados pela própria companhia Field Day. Também foram utilizadas extensivas pesquisas em jornais irlandeses e colunas de escritores no que tange a língua de criação. A base bibliográfica utilizada é variada a fim de que se possa chegar ao objetivo deste estudo: apresentar uma leitura em que Translations não seja lida como a morte da língua irlandesa, mas como o renascimento de uma língua que incorpora a língua inglesa, formando uma terceira língua de criação para a arte literária irlandesa.
First staged in 1980 in Derry, Northern Ireland, by the Field Day Theater Co., Translations is considered a milestone in the history of Irish theater, bringing up various interpretations and analysis, from post-colonial to language studies. The present research aims at studying language as a tool in the crafting of a national art in Ireland, especially in the foundation of a theater and in the creation of a literary tradition, presenting Translations as a metaphor for this process. This study presents a possibility for the translation of the play and is divided in three main parts: 1) a presentation of the play and the discussions surrounding the time of its creation as well as the reception of critics and scholars; 2) a brief presentation of the history of the Irish national theater starting by the foundation of the Irish Literary Theater in 1897 by W.B. Yeats, and a comparison with the foundation of the Field Day Theater Company where their first production, Translations, stands in the tradition started in late 19th century. Besides that, the second part also presents some periods in Irish literature and the relation between writers and the language of production: English or Irish, comparing this relationship to the one found amongst characters in the play; 3) analysis of the translations the play has received to Irish, Greek, Italian and Brazilian Portuguese as well as reflections on the process of translating the play. The following study uses theories in Irish studies such as the ones by Declan Kiberd, theater scholars such as Christopher Murray and Scott Boltwood and texts published by Field Day. Newspapers columns and articles were also researched for this study, especially when concerning the language of literary production in Ireland. The main objetive of this study is to present a reading of the play that does not refer to the death of a language, but to the rebirth of a new Irish language incorporated in the English language, a third language used in the creation of Irish art.

This study explores the cultural dimension of translating children's and adolescent literature. Framed within the theories of cultural studies, translation studies, Baktinian dialogism, and reader response theories, this study is three-fold: (1) a content analysis is conducted to identify the cultural and linguistic shifts in the translated books and the strategies utilized by the translators for making those shifts, (2) the responses of the source-text (ST) and the target-text (TT) readers are compared; (3) the potential relationship between the translation strategies and the reader responses are inferred based on the findings from (1) and (2). The expected findings are: (1) adept use of various translation strategies helps the TT readers recognize themes as similar as the ST readers; (2) some interventions may create deviating responses in the TT readers as compared with the ST readers; (3) some unique responses by either the ST or the TT readers may be as a direct result of cultural differences more than the translation strategies. The implication section provides recommendations to publishers, translators, educators, parents, teacher educators, and researchers, and suggestions for further research.

Translatability and translation, the possibility and act of conveying some thing between people, objects, languages, cultures, times, spaces and media, have become increasingly important elements of creative practice and works of art. My research explores this proposition. To contextualise this concept of translation as an artistic and critical method mediating the relationship of the seeable to the sayable I retrace an under-mined vein of translation that grew from the Enlightenment, the Early (Jena) Romantic response to it and its subsequent development through Walter Benjamin to other modern theorists. I suggest that this tradition of translation has developed into a creative method that assumes a pre-existent given from which it evolves in order to destabilise, re-appropriate and make-new. The thesis argues that art has come to occupy the space of translation and proposes that an interpretative mode is ultimately antithetical to a form of thought engaged with in the creative process. This relies on the understanding of a qualitative distinction between acts of translation as presentational and of interpretation as representational. The distinction is not clear-cut since these two forms of mediation operate on a continuum. The probable root of “interpret” in English is “between prices” and derives from trade. This etymology stresses the transactional, hermeneutic role of the interpreter as a responsive agent that negotiates between distinct value systems to ensure equivalence during the process of exchange. While Interpretation operates primarily within the symbolic aspect of language translation retains a relationship to metaphor, which acknowledges that during transfer something becomes something that it literally is not. It must therefore also account for Aporia, or what fails to cross over and for a-signifying, singular aspects that affect or alter the symbolic during this process. In contrast to interpretation, translation’s relation to subjectivity, its resistance to schematisation and reduction to the accurate, objective and rational transfer of information provides a prophylaxis of doubt and generates heterogeneity. The thesis triangulates my practices as artist, translator and critic using translation to destabilise and re-calibrate the relationship of theory to practice. In relation to theory, rather than use this to explain, interpret, or categorize art, it advocates the translational practice of placing in parallel so that lines of thought may be drawn from one to the other, responding to and setting up points of intersection, divergence and congruence to encourage a non-hierarchical associative-dissociative dismantling. Translation informs the research method, structure and content of the thesis, which occupies an inter-theoretical, inter-disciplinary or matrixial space. As such, it is edified through a process that derives from and displays the translational method and diverse sources that constitute it. Four case studies bring together practices employing a translational method from different periods, cultures, creative practices and theoretical sources: Bernard Leach and Ezra Pound’s modernist projects; Jorge Luis Borges’ theory of translation and Briony Fer’s re-presentation of Eva Hesse’s studio work; the Brazilian poets Haroldo and Agosto De Campos’ theory of Cannibalistic translation and painter Adriana Varejao’s work with tiles; and ceramicist Alison Britton in light of Donald Winnicott’s concept of transitional spaces.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
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The aim of this research is to show the results of an analysis of the sense of completeness in translations of English into Portuguese regarding the words complete, entire, full and whole as adjectives in texts from parallel corpora; and to carry out studies of the structure and communicative use of these words in the two languages on the basis of the corpus. The aim of analyzing translated texts was not to reveal translation choices, but rather to use the work of translators as a resource for contrastive analysis and the study of language differences (variations). The analysis has applications within lexicography, language teaching, translation studies and translator training. It is a study about the meanings, uses and collocations of the words related to completeness in both languages. From the data collected from websites, it was intended to show that the use of corpora enabled us to refine our research techniques through more detailed and quantitative analyses because they create opportunities for more reliable and objective findings

This thesis aims to explore the processes of translating by focusing on the translating of poetic metaphor. The methodology used is the application of George Lakoff's theory of conceptual metaphor to two case studies, in which problems of translating will be identified, and a theoretical conclusion will be formulated. The Introduction sets out the author's basic assumptions on the process of translating, the cognitive approach to metaphor, and the adoption of Lakoff's cognitive models of metaphor in the following case studies. Part I deals with the translating of metaphors of sickness in Shakespeare's Hamlet. Chapter one attempts to construct cognitive models of sickness as seen in contemporary English against which concepts of sickness in the Elizabethan age are compared. Chapter two undertakes a detailed examination of selected Chinese translations of metaphors of sickness in Hamlet organized in accordance with the cognitive models identified earlier. Chapter three draws preliminary conclusions on the translatability of basic metaphors common to English and Chinese and the difficulties encountered in others, which can be traced to cosmological differences between the two cultures. Part II studies metaphors of love in Sylvia Plath's poetry. Chapter four presents Plath's model of love on the basis of Zoltán Kövecses' model, and discusses its conflicts with traditional Chinese concepts of love. Chapter five analyses problems involved in Chinese translations, mainly of the 'perverted' model of love in Plath's poetry. A preliminary conclusion reached in chapter six points to cultural incoherence as the main obstacle in the translating of her innovative metaphors. After reviewing current opinions on the translation of metaphor, the author proposes a model of the translating of poetic metaphor in the hope that the findings from the case studies may contribute towards a general theory.

A l’Europa actual, els idiomes de l’estat entren en contacte amb una gamma d’idiomes d’immigrants i un conjunt d’idiomes regionals. En aquest context, els encarregats d’elaborar polítiques s’enfronten a canvis en la demografia i en les actituds pel que fa als drets i la integració. Les investigacions actuals que aborden l’aspecte integrador de les polítiques lingüístiques en general passen per alt el paper exercit per la traducció en aquestes polítiques. Aquesta tesi procura aclarir aquesta funció sovint defugida. Amb aquesta finalitat, aquest estudi es concentra en la política de traducció, entesa com a suma de gestió, pràctica i idees de traducció. La tesi comença amb una revisió bibliogràfica de caràcter interdisciplinari en la qual s’exploren de manera crítica els escrits d’acadèmics en els camps del dret, les ciències polítiques, l’economia i els estudis de traducció pel que fa als drets de les minories lingüístiques. Després d’això es presenta una anàlisi de les obligacions al traduir en virtut del dret internacional, la qual cosa permet prosseguir amb un estudi de cas sobre la política de traducció en el sector públic del Regne Unit. En particular, aquest estudi de cas examina les polítiques de traducció que es reflecteixen en certes disposicions legislatives que s’apliquen al Regne Unit en la seva totalitat i també a les seves regions de forma específica. Tot això es desenvolupa en els capítols que abasten les polítiques de traducció trobades al govern (a nivell local), els serveis de salut i el sistema judicial. Aquestes polítiques de traducció no s’analitzen com un fet en si mateix, sinó per tal de recalcar que les decisions referents a la integració i la inclusió tenen un element de traducció que s’ha de tenir present.
En la Europa actual, los idiomas del estado entran en contacto con una gama de idiomas de inmigrantes y un conjunto de idiomas regionales. En tal contexto, los encargados de elaborar políticas enfrentan cambios en la demografía y en las actitudes en cuanto a los derechos y la integración. Las investigaciones actuales que abordan el aspecto integratorio de las políticas lingüísticas por lo general pasan por alto el papel desempeñado en dichas políticas por la traducción. Esta tesis procura arrojar luz sobre esta función con frecuencia soslayada. Con dicho fin, este estudio se concentra en la política de traducción, la cual es el resultado de gestión, práctica e ideas de traducción. La tesis comienza con una revisión bibliográfica de carácter interdisciplinario en la cual se exploran de manera crítica los escritos de académicos en los campos del derecho, las ciencias políticas, la economía y los estudios de traducción en lo referente a los derechos de las minorías lingüísticas. Tras ello se presenta un análisis de las obligaciones de traducir en virtud del derecho internacional, lo cual permite proseguir con un estudio de caso sobre la política de traducción en el sector público del Reino Unido. En particular, dicho estudio de caso examina las políticas de traducción que se reflejan en ciertas disposiciones legislativas que se aplican al Reino Unido en su totalidad y también a sus regiones de forma específica. Todo ello se desarrolla en los capítulos que abarcan las políticas de traducción halladas en el gobierno (a nivel local), los servicios de salud y el sistema judicial. Estas políticas de traducción no se analizan sino con el fin de recalcar el hecho de que las decisiones referentes a la integración y la inclusión tienen un elemento de traducción que se debe tener presente.
In contemporary Europe, state languages come in contact with a tapestry of immigrant languages and a set of ever more legitimized regional or minority languages. In this context, policymakers are faced with changing demographics and attitudes about rights and integration. Current research on language policies as they pertain to integration largely overlooks the role of translation. This thesis hopes to shed light on this oft-overlooked area. To do so, the thesis focuses on translation policy understood to be that which is the result of translation management, practice, and belief. Translation policy is not explored as an end unto itself, but rather, it is highlighted to stress that policy decisions regarding integration and inclusion have a translation dimension to them that ought to be considered. The thesis will explore some of the difficult questions in understanding what integration means for linguistic minorities and in the end argue that translation plays a role in the integration of linguistic minorities in the UK.

Lengo la makala hii ni kujaribu kufafanua jinsi wafasiri walivyotafsiri kwa Kiswahili baadhi ya riwaya zilizoandikwa kwa lugha za kigeni, enzi za baada ya nchi za Afrika kujipatia uhuru. Kwa ajili ya mada yenyewe nimechagua mkusanyo wa riwaya nne zilizotafsiriwa na Watanzania, yaani Shamba la wanyama (kilichoandikwa na Fortunatus Kawegere, 1967), Shujaa Okonkwo (Clement Ndulute, 1973), Mzee na bahari (Cyprian Tirumanywa, 1980) na Barua ndefu kama hii (Clement Maganga, 1994). Wafasiri hao walikabiliana vipi na vipengele vya kitamaduni vya lugha chanzi (za jamii zenye maisha, dini, misemo, methali tofauti na yao n.k.)? Kwa kuzingatia swali hilo, makala inaeleza baadhi ya mbinu zilizotumiwa na watafsiri wa Kiswahili wakishughulika na maandishi kutoka kwa fasihi ya kigeni.

The present dissertation is concerned with the interplays between translation and theatre, bringing together an array of creative practices rarely discussed together in previous scholarship. As this thesis shows, the process of theatre translation incorporates a multitude of creative practices that contribute to the linguistic, theatrical and cultural transfers between foreign texts and target theatrical contexts. Throughout the dissertation, overlaps and interactions between translation, adaptation and dramaturgy will be discussed reconsidering the borders of such practices. The dissertation introduces dramaturgy to the debate as a synthesising process through which translation and adaptive strategies generate meaning on- and off-stage. The thesis presents a holistic approach, one that acknowledges theatre translation as a continuum of creative practices (e.g. translation, adaptation, dramaturgy, devising) - both textual and performative - that shape and are shaped by theatre practices, theatrical systems and traditions, hence also directly contributing to the expansion of literary, theatrical and cultural canons. The dissertation wishes to facilitate and contribute to a theatrical turn in the discourse, by establishing translation within theatre. The dissertation situate itself in a cross-disciplinary space drawing on a variety of perspectives from Translation Studies, translation and identity, Theatre Studies, theatre histories, performance analysis, dramaturgy, minority theatre, sociological approaches to theatre, Adaptation Studies and Cultural Studies. Crossing thematic, disciplinary, cultural, theoretical as well as physical/geographical borders is an important feature of the dissertation and reflects both the multifaceted ness of contemporary theatre (and theatrical activities) and the interdisciplinary nature of present-day scholarly discourses. The issues presented in this dissertation will be supported by a diversity of examples featuring theatre productions from a multitude of social, cultural and national contexts using a variety of approaches to theatre making

This thesis demonstrates how the development of my work as a translator implicitly challenges some of the principal values and assumptions inscribed in the works of my predecessors. I identify what these values and assumptions are in the process of translating poetry from Turkish to English, and why they present particular problems. Throughout, I show how these problems can be reconceptualised, re-examined, and overcome. In section 2 I contextualise my work in the field of literary translation from Turkish to English during the period 1900 to 2012. I sub-divide this period of translation activity into three distinct phases and further justify this sub-division by contextualising these phases in relation to changing attitudes and tastes toward Turkish poetry, particularly in light of increased availability of financial support for translators and increased opportunities to publish literary works in translation. In section 3 I focus on translations of İlhan Berk to demonstrate differences in practice that distinguish my work from the work of my contemporaries. I further extend this comparative analysis of translation strategies in section 4 where I examine the dominant values and constraints influencing choice in the reading and re-making of Turkish poems in English. Finally, in section 5, I shift perspective to provide a descriptive commentary of critical reactions to some of my translation work.

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Estudos da Tradução
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Este trabalho parte da investigação do cânone poético brasileiro e o 'cross'-cânone anglo-brasileiro com o objetivo de criar uma nova antologia em inglês de poesia brasileira canônica e contemporânea de 1922 aos tempos atuais. Dessa maneira, examina a formação e os critérios de seleção de antologias em ambas as culturas literárias e analisa estratégias e abordagens para a tradução de poesia. Para concluir, discute três dos poetas e os poemas escolhidos para o projeto, bem como o processo tradutório e o resultado.
With the aim of creating a new anthology in English of canonical and contemporary Brazilian poetry from 1922 to the present day, this thesis investigates both the Brazilian poetic canon and the cross-cultural Anglo-Brazilian poetic canon. It examines the formation and selection criteria of anthologies in both literary cultures, and strategies and approaches for poetry translation. Finally it discusses three of the poets and their poems chosen for the project, analyses the translations, and evaluates the finished product.

This thesis investigates translation problems in translating from English to Arabic. Despite the fact that there are some taxonomies available, none is based on empirical research; moreover, none can be considered comprehensive. The present study provides a ranked taxonomy of problems in translating from English to Arabic that was developed through two empirical studies. The first is a case-study of the researcher translating a published corpus of short translation-class texts. Since the aim of this project is pedagogical, students of translation were the target population of the second multi-subject study. Here, 56 undergraduate and 18 postgraduate students in Arabic —+ English translation classes at Al-Fateh University and the Academy of Graduate Studies in Libya translated a sub-set of the same texts. By comparing the two groups' performance, the researcher could also find out the effects of translation experience/proficiency on the type and severity of problems. The taxonomy consists of four levels: supra, main, sub and sub-sub categories. The supra category includes problems of ST Comprehension and TT Production and problems of Transfer Process. The main category includes Micro-Language problems, Macro-Text level problems and Strategies and Techniques problems. The sub-category includes problems of Grammar, Vocabulary, Spelling, Rhetorical and stylistic devices, Cohesion, Register and style, Background Knowledge and Culture. The sub-sub categories include forty seven categories such as problems of Word order, Fixed Expressions, Spelling Slips, Irony, Omission and Additions. A tentative ranking of the difficulty of problems is based on three factors: perceived difficulty, error count and error severity. What distinguishes the taxonomy formulated in the present study from existing ones is comprehensiveness, e.g. in combining problems of ST comprehension, TT production and problems of transfer process, or in combining problems of the language system and extra-textual problems; and the ranking adds another dimension. The thesis consists of six chapters: Chapter One outlines the theme of the project and presents the research questions. Chapter Two reviews the relevant literature with an emphasis on translation problems and errors. Chapter Three presents the researcher case-study which sets the ground for the multi-subject main-study in Chapter Four. Chapter Five provides a model of English —* Arabic translation problems as exemplified by the taxonomy of translation problems and discusses the ranking system used and its outcome. Chapter Six, Conclusion, evaluates the outcome of the study, assesses the methodology that has been used to investigate the issues set in the research questions and discusses implications for further research.

The loss in translation between languages has long been debated, and a current issue within Translation Studies is that of the cultural aspect. Using two opposing concepts by Lawrence Venuti; domestication that is used to assimilate the source culture into the target culture, and foreignization that is used to preserve and highlight the foreign culture in the target text, this paper examines how culture is transferred in literary translation between English and Swedish. In order to establish which strategies are used, data consisting of 30 passages from the American novel Dead Until Dark (2001), and the corresponding passages in two different Swedish translations of it, is analysed linguistically. While the first translation is found to show no marked preference for either strategy, the second translation uses domestication thrice as often as foreignization. However, both translations use domestication in 9 out of 10 examples in the category ‘Figurative use of language’, which suggests a marked difficulty in preserving the source culture while translating metaphorical language. The analysis also shows a difference in the way the strategies are employed, suggesting a further division of the strategies into ‘passive’ and ‘active’. The author calls for further research on the effect of such a division.

This thesis is concerned with a particularly problematic area of Arabic-English translation, an activity likely to expand considerably as this century continues, and especially in non-literary domains. The past decade has seen increasing attention being paid by translation and other scholars to such issues as ideology, intervention, the role of narratives and the involvement of translation in global news dissemination. Not surprisingly, translation from Arabic looms large in all these areas. Political speeches and statements, often containing a disconcertingly unfamiliar blend of political and religious discourse, invite or require translation (or summary) into English by various agencies with their own particular ideological stances and agenda. Even with accurate and competent linguistic transfer there are many forms of possible manipulation. Equally, poor quality translation between two such incongruent languages can easily produce material that appears at least partly incomprehensible and may tend to make the source text and its producer(s) seem ridiculous to the target reader. Examples of this abound in the available translations of two of Saddam Hussein's speeches in the months leading up to the 2003 invasion of Iraq. To prepare the ground for an examination of these translations, this study first traces the history of ideas about translation and the development of the modem `interdiscipline' of Translation Studies. It then moves on to consider the problems of equivalence and translatability in Arabic-English translation, not only at the word and sentence level but also at that of whole texts, and extends this enquiry into the area of textuality and especially the phenomenon of intertextuality. Intertextuality is then seen to be carried within languages and cultures by the vehicle of ideology and discourse, and thus to represent a particular challenge to translators. Problems in the translation of the Saddam speeches are subsequently identified and discussed in the context of target reader norms and expectations, and in terms of a still rather hazy notion of `communicative equivalence

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Most Afrikaans novels that are translated into French are piggyback or relay translations, which means translations of translations. Although piggyback translations have been done since the earliest times and are still being done, they are at best seen as a necessary evil and little research is done on this phenomenon – in fact so little that there is not even a uniform term among scholars to refer to this practice. Translation is the ideal space for different cultures to meet and interact, especially when the translation strategy is to foreignise by retaining cultural elements form the source culture in the translated text. Each translation is however adapted to a certain extent to its own target culture in order for the target public to have a better understanding of the text. When a translator works directly with the source text, he is in control about the way in which cultural references will be conveyed and explained to the target public. In the case of a piggyback translation the translator has to translate a “source text” that has already been adapted, or not, for a specific target public. The piggyback translator has to deal with a text where some cultural references might have been retained and others not. If the piggyback translator has no first-hand knowledge of the source culture, it means that he will not be able to distinguish which references have been adapted, nor to what extent they have been adapted. This study is an investigation into the French translations of two novels by Etienne van Heerden, namely Toorberg and Die swye van Mario Salviati. Le Domaine de Toorberg is a piggyback translation of Toorberg and Un long silence has been translated directly from the Afrikaans source text. The aim is to determine in which of the two French translations cultural transfer was the most successful. In translation studies great emphasis is placed on the fact that translators should not only be bilingual, but also bicultural, which means that the translator should understand both source and target cultures. In the case of the direct translation investigated here, the translator is not only bilingual, but he shows a South African and French biculturality. In the case of the piggyback translation however, the translator’s cultures are French and North American. This means that the piggyback translator has no first-hand knowledge of the source culture with the result that the cultural references are unknown to her. I hope to determine through this study whether piggyback translations are a viable method to present Afrikaans novels to (in this case) French readers and if not, whether alternative methods should be investigated, for example using translators who do not necessarily translate into their first language, as often suggested in translation studies.
AFRIKAANSE OPSOMMING: Die meeste Afrikaanse romans wat in Frans vertaal word, is abbavertalings, dit wil sê, vertalings van vertalings. Alhoewel abbavertalings reeds vanaf die vroegste tye gedoen word en steeds gedoen word, word dit ten beste gesien as ʼn onvermydelike euwel en daar word min navorsing oor hierdie verskynsel gedoen – so min dat daar nie eens onder teoretici ʼn eenvormige term bestaan om daarna te verwys nie. Vertaling is ʼn ideale ruimte waar verskillende kulture mekaar kan leer ken, veral wanneer daar vervreemdend vertaal word en kulturele elemente van die bronkultuur in die vertaling behou word. Elke vertaling word egter tot ʼn mindere of meerdere mate aangepas vir sy eie doelkultuur sodat die teikenpubliek die teks beter kan begryp. Wanneer ʼn vertaler direk met die bronteks self werk, het hy beheer oor die manier waarop kulturele referente oorgedra en verduidelik gaan word aan die teikenpubliek. In die geval van ʼn abbavertaling moet die vertaler egter ʼn “bronteks” vertaal wat reeds aangepas is vir ʼn spesifieke teikenpubliek, wat kulturele ooreenkomste toon met sy eie teikenpubliek, of nie. Die abbavertaler het dus te doen met ʼn reeds aangepaste teks waarin sommige kulturele referente behou is en ander nie. Indien die abbavertaler geen eerstehandse kennis het van die bronkultuur nie, beteken dit dat hy nie kan onderskei watter referente aangepas is nie, en ook nie tot watter mate hierdie referente aangepas is nie. In hierdie studie word ondersoek ingestel na die Franse vertalings van twee romans van Etienne van Heerden, naamlik Toorberg en Die swye van Mario Salviati. Le Domaine de Toorberg is ʼn abbavertaling uit die Engelse vertaling van Toorberg en Un long silence is direk uit die Afrikaanse bronteks vertaal. Die doel is om vas te stel in watter een van die twee Franse vertalings kulturele oordrag die suksesvolste plaasgevind het. In vertaalteorie word daar deesdae klem gelê op die feit dat vertalers nie net tweetalig moet wees nie, maar ook bikultureel, dit wil sê die vertaler moet die bron- sowel as doelkultuur verstaan. In die geval van die direkte vertaling wat in hierdie studie bestudeer is, is die vertaler nie net tweetalig nie, maar hy het ook ʼn Suid-Afrikaanse en Franse bikulturalteit, maar in die geval van die abbavertaling het die vertaler ʼn Franse en Noord-Amerikaanse kultuurkombinasie. Dit beteken dat die abbavertaler geen eerstehandse kennis dra van die bronkultuur nie met die gevolg dat die kulturele referente vir haar vreemd is. Ek hoop om deur hierdie studie vas te stel of abbavertalings wel ʼn lewensvatbare metode is om Afrikaanse romans (in hierdie geval) aan ʼn Franse leserspubliek bekend te stel, en indien nie, daar alternatiewe metodes is wat ondersoek behoort te word, byvoorbeeld deur vertalers te gebruik wat nie noodwendig, soos die vertaalteorie meestal voorskryf, in hulle eerste taal vertaal nie.

Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Traditionally educational interpreting refers to educational interpreting for deaf students using Sign Language. Research that has been done in South Africa in spoken language educational interpreting represents pioneering work in this emerging discipline. One of the most important issues that interests policy makers and educators is the effectiveness of educational interpreting for teaching and learning purposes. This study investigates this issue with reference to contemporary ideas from academic literacy studies. Concepts such as affect, identity, accessibility and participation are investigated in order to describe possible relationships between educational interpreting and teaching and learning. The research is done against a discussion of pertinent concepts in interpreting theory, namely role, quality and professionalism. During a four week period educational interpreting was tested by way of a trial in two modules in the Law Faculty of the Stellenbosch University and with reference to three basic questions, namely: • Do students understand subject content better as a result of educational interpreting? • Do students identify better with the classroom situation because of educational interpreting? • Does educational interpreting help students to save time in the learning process? Data were gathered by way of action research and questionnaires, a focus group discussion, interviews and field observation. The research methodology included both qualitative and quantitative components. The results of the study lead to certain conclusions about the experience of educational interpreting in classrooms in the research context and whether educational interpreting can enhance teaching and learning in this context. Recommendations are made regarding the implementation of educational interpreting and further research in the field of Interpreting Studies.
AFRIKAANSE OPSOMMING: Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik: Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik:Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik: • Kan tolking in klasse studente help om vakinhoud beter te verstaan? • Kan studente hierdeur beter met die klaskamersituasie identifiseer? • Word tyd sodoende in die leerproses bespaar? Deur ’n proses van deelnemende aksienavorsing is data ingewin deur middel van vraelyste, ’n fokusgroepbespreking, onderhoude en waarneming. As navorsingsmetodologie het die navorser van beide kwalitatiewe en kwantitatiewe metodes gebruik gemaak. Na aanleiding van die resultate word afleidings gemaak oor die ervaring van opvoedkundige tolking in klaskamers binne die navorsingskonteks en of opvoedkundige tolking onderrig en leer binne hierdie konteks kan bevorder. Ten slotte word aanbevelings vir die implementering van opvoedkundige tolking en verdere navorsing in Tolkstudie gemaak.

The research work presented here is the result of two interconnected factors: on the one hand the results of a preliminary study on the skills of students of the degree courses “Mediazione Linguistica e Culturale” [Linguistic and Cultural Mediation] and “Lingue, Letterature e Culture Moderne” [Modern Languages, Literature and Cultures] to analyse and assess the translation of audiovisual products and on the other hand the analysis of the most recent literature on language learning and audiovisual material, in particular interlingual subtitling. The first shows that the competences acquired during the three years of study do not always guarantee satisfying language and translation skills – in particular, a rather literal approach to texts persists –; while the second presents encouraging results on the use of subtitling in foreign language teaching, although the studies conducted so far are few and on small samples. Hence, the need for students to abandon their word-for-word approach and the intrinsic characteristics of interlingual subtitling and of audiovisual texts (i.e. the time and space constraints imposed on the text) are the starting point of this dissertation. Although the Common European Framework of Reference (CEFR) acknowledges translation as part of the activities necessary to language learning, its status is not yet clear since it is sometimes included in reception and production skills. The lack of specific descriptors then, makes the role played by translation in language learning still uncertain. To this end a methodology based on the use of two pieces of software was designed and implemented, namely LvS 2.5.2 a subtitling simulator for didactic purposes and Translog 2006 that allows to record all cursor movements and keystrokes. The first was used to analyse the processes and products of the translation of audiovisual texts, while the latter to create subtitles from English to Italian. One of the innovative aspects of this project lies precisely in the combination of these two pieces of software for the survey and development of language and translation competence for English L2 learners. The first stage of this investigation consisted in a pilot study with 18 volunteers of the third year of the degree course “Mediazione Linguistica e Culturale” over three lessons. The main purpose of the pilot study was to test students' reactions to the use of LvS and Translog and improve the methodology, as well as the quality of the learning material. This provided us with positive reactions on the part of students and with preliminary data on translation processes that proved helpful to the trial. The most striking datum found is that around 40% of the students observed do not read the text before translating, with negative consequences on the working speed and quality of their translations. The trial had a larger sample of students (27) and took place over a period of about two months (10 lessons). Students underwent an initial profiling activity, so that their translation style and initial competence and were instructed on how to use LvS and Translog. The activities carried out during the trial were structured according to the main stages of the translation process (orientation, drafting and end-revision). Therefore, every lesson would entail three stages: a group watching of the material and students' comments on the content and possible translation problems, then the translation with Translog and a transposition on LvS, and finally a group discussion with students' proposals. The material was administered on the basis of the learner-centred approach in which the teacher was a mere facilitator and encouraged a critical dialogue among students as much as possible rather than impose her own perspective. The definition of competence the study and the analysis refer to is that proposed by the PACTE group (“the underlying system of knowledge required to translate”). The audiovisual texts propose to students were selected on the basis of a number of “Rich Points”, which were then the specific object of the qualitative and quantitative analysis. Special attention was paid to the three basic stages of the translation process and their evolution, the duration of pauses, number of re-elaborations and the quality of the solutions of Rich Points. Moreover, the trial group's translation performance was compared to that of a control group to allow better data validation. The results of the study have contributed to gather precious information on learners' translation style and techniques and seem to encourage the use of this practice in foreign language teaching through the analysis and translation of audiovisual material. In fact, the trial group outperformed the control group both as far as the general approach to translation is concerned and specific problems considered representative of the most common translation difficulties.
Il progetto di ricerca presentato di seguito è il risultato dell'incontro di due fattori interconnessi: da un lato i risultati di uno studio preliminare sulla capacità degli studenti dei corsi di laurea “Mediazione Linguistica e Culturale” e “Lingue, Letterature e Culture Moderne” di analizzare e valutare la traduzione di prodotti audiovisivi, e dall'altro l'analisi della letteratura più recente in materia di apprendimento linguistico e audiovisivi, in particolare del sottotitolaggio interlinguistico attivo. Dal primo risulta che le competenze acquisite nell'arco del triennio non sono sempre sufficienti a garantire abilità linguistiche e traduttive soddisfacenti, in particolare persiste un approccio quasi letterale al testo, mentre dalla seconda emergono risultati incoraggianti (anche se gli studi condotti finora sono pochi e su campioni limitati) riguardo l'uso del sottotitolaggio nella didattica delle lingue straniere. La necessità quindi di allontanare gli studenti dall'approccio parola per parola da un lato e le caratteristiche intrinseche al sottotitolaggio interlinguistico (cioè le limitazioni di tempo e spazio a cui il testo deve sottostare) nonchè al testo audiovisivo in generale dall'altro sono il punto di partenza di questa tesi. Anche se nel Quadro Comune Europeo di Riferimento (QCER) la traduzione è riconosciuta come parte integrante delle attività necessarie all'apprendimento linguistico, il suo status non appare ancora del tutto chiaro poichè questa viene volte inclusa nelle abilità di ricezione e produzione. La mancanza di specifici descrittori, poi, contribuisce a lasciare nell'incertezza il ruolo della traduzione nell'apprendimento linguistico. A tale scopo è stata elaborata e implementata una metodologia basata sull'utilizzo di due software: LvS 2.5.2, un simulatore di sottotitoli creato a scopi didattici e Translog 2006, che permette di registrare tutti i movimenti effettuati dal cursore e le battute della tastiera di un computer. Il primo è stato utilizzato per l'analisi sia dei processi che dei prodotti risultanti dalla traduzione di testi audiovisivi, mentre il secondo per la creazione di sottotitoli dall'inglese all'italiano. Uno degli aspetti innovativi del progetto sta proprio nella combinazione di questi due software per l'esplorazione e lo sviluppo della competenza linguistico/traduttiva di apprendenti di lingua inglese L2. La prima fase di sperimentazione è consistita in uno studio pilota con 18 volontari frequentanti il terzo anno del corso di laurea “Mediazione Linguistica e Culturale” della durata di 3 lezioni. Lo scopo principale era quello di testare le reazioni degli studenti all'utilizzo dei due software e affinare la metodologia, nonchè la qualità del materiale didattico. Questo ha permesso di ottenere risposte positive da parte degli studenti e anche dati preliminari utili alla sperimentazione successiva riguardanti i processi di traduzione. Il dato più significativo emerso è che circa il 40% degli studenti osservati non legge il testo prima di tradurlo, con conseguenze negative sulla velocità di esecuzione e la qualità delle traduzioni. Lo studio principale si è tenuto con un campione di studenti più ampio (27) su un periodo di circa due mesi (10 lezioni). Gli studenti sono stati sottoposti ad un'attività iniziale di profiling in modo da individuarne lo stile traduttivo e la competenza di partenza e sono stati introdotti all'uso dei software. Le attività proposte durante il corso sono state strutturate in fasi che rispecchiano quelle del processo di traduzione (orientamento, elaborazione e revisione). Perciò ogni lezione consisteva in una fase di visione collettiva del materiale audiovisivo e di commento da parte degli studenti riguardo al contenuto e ai possibili problemi di traduzione, in una fase di traduzione con Translog e di trasposizione su LvS e infine una fase di discussione di gruppo delle soluzioni proposte. Il materiale è stato somministrato sulla base del learner-centred approach, in cui l'insegnante aveva un ruolo di facilitatrice e incoraggiando il più possibile il dialogo critico tra studenti piuttosto che imporre il proprio punto di vista. La definizione di competenza di riferimento per lo studio e l'analisi è quella proposta dal gruppo PACTE (“the underlying system of knowledge required to translate”). I testi audiovisivi proposti agli studenti sono stati selezionati considerando una serie di “Rich Points”, che hanno costituito poi l'oggetto specifico dell'analisi quantitativa e qualitativa. E' stata posta particolare attenzione alla durata delle tre fasi fondamentali del processo traduttivo e la loro evoluzione, alla durata delle pause, al numero di rielaborazioni e alla qualità della resa finale dei Rich Points. Inoltre la performance traduttiva del gruppo sperimentale è stata confrontata con quella di un gruppo di controllo per una migliore validazione dei dati. I risultati ottenuti dallo studio hanno contribuito a fornire preziose informazioni riguardo allo stile e alle tecniche di traduzione degli apprendenti e sembrano incoraggiare l'utilizzo di questa pratica nell'insegnamento delle lingue straniere attraverso l'analisi e la traduzione di materiale audiovisivo. Sono infatti stati riscontrati miglioramenti rispetto al gruppo di controllo sia nell'approccio alla traduzione in generale che a specifici problemi considerati rappresentativi delle difficoltà più diffuse in traduzione.

Two widely used reference points in Translation Studies are the notions of source and target, indicating a point of departure and a point of arrival in the translating process. This thesis takes the notion of source as a starting point and observes what happens when one introduces a variation in the early stages of the process. Specifically, it argues that by modifying the perception of the source, i.e. the way one sees and consider the source, the resulting translation changes as well. By "perception" one wants to stress that the source in question is a constant and does not actually change; what varies is the way one conceives of it. The framework chosen to verify this hypothesis is the translation of orality into different media, i. e. paper, magnetic, electronic or digital media. Translation is here not merely intended as the act of transferring material from one language into another, but has been expanded to include the intralingual passage from oral to a different form. The source is examined from two different perspectives. One, located in 19th century England and Italy, identifies the source of orality in a collective entity, called "folk" in England and "popolo" in Italy. The other perspective, taking place in current times and drawing inspiration from performance-oriented approaches to orality, focuses on individuals and their personal performances. Taking into account linguistic, historical, political, social and economic factors, the thesis argues that these two perspectives have affected the translations of oral material, giving space alternatively to the voice of a collectivity or that of an individual. Translating orality thus emerges as a process influenced by the attitude of translators, whose "perceptions" underscore their decision-making role.

This thesis examines reader responses to Catalan identity through the reception of two Catalan novels in translation: Stone in a Landslide by Maria Barbal and For a Sack of Bones by Lluís- Anton Baulenas. Drawing on theories from Descriptive Translation Studies and cultural and sociological approaches to translation, it examines how representations of Catalan culture and identity are subject to influence from different agents at each stage of the translation and reception process. The thesis explores three areas: the role of translation within Catalan culture in the promotion of Catalan identity; the way in which this role is relevant to the translation process itself within the target culture; and finally whether the objectives of this role are achieved within the target market. This study offers a new approach to the study of the reader within Translation Studies, using blogs, online reviews and reading groups in order to gain access to real reader responses to translated literature and offers a methodology by which the study of the representation of culture through translation may be explored. The results of this study have relevance not only to translation research and practice, but also to translation policy, particularly for minority cultures.

The aim of this thesis is to provide some sort of insight into how to approach a subtitling project as a complete beginner, focusing in particular on the peculiarities of translating a documentary on fascist Italy: this includes the research and background knowledge that is necessary to approach a translation of this kind, the requirements for doing a subtitling job (software, subtitling theory etc.) and an in-depth commentary on the strategies that were used for the translation and the choices I had to make in order to deliver the final product, focusing in particular on the most problematic bits.

Food is an important part of human cultural expression, and recipes are a way of transmitting the knowledge on its preparation. This dissertation consists in the translation from English into Italian of a sample of recipes belonging to the British and Italian cultural areas and to a mixed “Anglo-Italian” area. The focus is on the rendition and acceptability, for an Italian public, of the cultural elements of the recipes originally thought for a British public . First, the work provides some considerations on the relationship between food and culture. Then, the characteristics of the genre “recipe” are exposed, and useful aspects of translation theory are presented. The recipes included in the dissertation are then translated and each one is presented with a commentary which focusses mainly on their cultural aspects. In conclusion, it is possible to observe that the main problems relate to units of measurement, ingredients’ availability and the need to substitute them or explain their characteristics, implicit traditions in the source culture that need to be explained in the target culture, how Italian recipes and references are treated by the British which need a “re-Italianization” process when presented to the Italian culture, and the need to render the critiques moved to Italian cuisine more acceptable for an Italian public especially in those contexts where they cannot be eliminated.

This dissertation is divided into two parts. Part Two contains my translations of Japanese texts by Nishiwaki Junzaburō (1894-1982): three essays from Chōgenjitsushugi shiron (Surrealist Poetics) (1929), his first and second collections of poems written in Japanese, Ambarvalia (1933) and Tabibito kaerazu (No Traveller Returns) (1947), as well as a long poem from his "middle period," entitled "Eterunitas" (1962). Part One, consisting of three chapters, attempts to expose various theoretical issues that these translations bring forth. Through this "exposé," several major issues surface, namely, the concepts of Language, Poetry, and Translation. Further, these concepts are interrelated by a "paradisal" centre—the notion of "non-meaning." Chapter One presents a deconstructive examination of the notion of translation. Two opposing manifestations of Language, writing and reading, are set forth by way of Roland Barthes's textual concepts, "le scriptible" and "le lisible." "Writing" is here defined as a language-movement of production that opposes "knowledge," while "reading" is regarded as the consumption of codes, that is, "knowing." The question posed at this point is: what status does "translation" possess in terms of these two opposing language-movements? Is it writing or reading? Through Walter Benjamin's essay on translation, "Die Aufgabe des Übersetzers" (The Task of the Translator), as well as through Jacques Derrida's reading of it in his "Des Tours de Babel," translation is revealed to hold an essentially paradoxical function: a translation is secondary to the original in its status, yet it deconstructs the original and triggers the survival movement of Language towards its paradisal state of non-meaning. Thus translation is seen as partaking of an originary movement of writing, which Derrida elsewhere names "différance." In Chapter Two, Nishiwaki's notion of Poetry presented in his Surrealist Poetics is discussed along with Georges Bataille's notions of "dépense" and "non-savoir," as well as with Derrida's grammatology. Nishiwaki proposes a negative evolution of poetry whose ultimate end is the (self-)extinction of poetry. Similarly, Bataille locates Poetry in the self-sacrificial "jouissance," beyond identity, beyond knowledge. Derrida's notion of "arche-writing" in turn exposes the "always-already" existence of the essentially transgressive movement of "writing" everywhere in our logocentric universe. Through these discourses, then, Poetry is envisioned as the death of writing, located outside of Language, in the paradise of non-meaning. Every writing strives towards this paradisal goal. At the same time, for Nishiwaki, this paradise includes an origin (the origin of poetry) which he names "tsumaranasa (boredom, insignificance) of reality." Poetry thus begins and ends in this fundamental loss of language, meaning, and knowledge. In Chapter Three, the translated poems of Nishiwaki are discussed as representing not "reality" but a certain movement of Language, be it Benjamin's "translation" or Derrida's "arche-writing." The text of Ambarvalia essentially presents fissures in the Japanese language caused by the invasion of foreign tongues. Thus it is Nishiwaki's translatory textual strategy that produces a "new" poetic language. In No Traveller Returns, Nishiwaki's willful appropriation of past traditions is brought forth. In "Eterunitas," we witness the failure of silence, Language's failure to attain Poetry, initiating the incessant flow of writing, poetry, and translation, beyond reading.
Arts, Faculty of
English, Department of
Graduate

CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A proposta desta pesquisa, informada pelo paradigma teórico dos Descriptive Translation Studies, foi examinar três traduções para o inglês de romances brasileiros contemporâneos feitas pelo professor e tradutor norte- americano Clifford Landers, tendo em vista os seguintes objetivos: (i) verificar, mediante uma análise contrastiva das estratégias utilizadas por Landers na tradução de itens especificamente culturais, se essas traduções têm como efeito resultante um apagamento ou uma acentuação dos elementos culturais brasileiros a partir do ponto de vista da cultura receptora, e (ii) investigar qual é a imagem do Brasil projetada no pólo receptor norte-americano por meio dessas obras traduzidas, buscando avaliar se tais traduções desmentem, perpetuam ou geram representações culturais estereotipadas do Brasil. Além disso, sempre que pertinente aos objetivos da pesquisa, analisei a prática tradutória de Landers a fim de avaliar, dentre outras questões, em que medida sua prática se coaduna com suas próprias teorizações, divulgadas em livros, artigos e comunicações pessoais.
Having the Descriptive Translation Studies as a theoretical framework, in this research I analysed the English translations of three Brazilian contemporary novels, all made by the American translator Clifford Landers. The purpose of it was to (i) analyse the strategies employed by Landers in translating textual elements known as culture-specific items, so as to infer if such strategies resulted either in the detachment or in the approximation, from the point of view of the target culture, of Brazilian culture as signaled by these kind of textual elements and (ii) to investigate the resulting representation of Brazilian culture by these translations, trying to infer if such texts create, deny or confirm stereotyped representations of Brazilian culture. Besides, whenever pertinent to the objectives of this research, I reviewed Lander`s translational practice, taking into account, amongt other issues, if his practice matches with his own theorization, published in books, papers or personal communications.

Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: South African author Linda Rode‘s book In die Nimmer-Immer Bos (2009a) and Elsa Silke‘s English translation thereof In the Never-Ever Wood (2009b) have won a number of prizes in South Africa, which is evidence both of the quality of the anthology and its translation, as well as of the continued significance of the folktale genre in today‘s fast-paced, modern society. People continue to make sense of the world through telling stories and, although the stories told today might be marked by life in the 21st century, our ancestors‘ stories are still appreciated by many. Although Rode‘s tales are not unlike other folktales, her collection differs in that it is a mosaic of cultures and their folklore spanning the globe, a book that appeals to the whole family, and to young readers and listeners in particular. Through a practical translation into German of selected tales from Silke‘s English version of Rode‘s book, the present thesis investigates ways and means of translating folktales for children. A functional approach was suggested, taking into account the European audience as well as the original intention of the author. As such, the author‘s style was naturalised and an attempt was made to replicate it in the target language, whereas culture-specific items relevant to the setting of the individual tales were retained. Hans J. Vermeer‘s skopos theory, as enhanced by Christiane Nord, as well as Lawrence Venuti‘s concepts of foreignisation and domestication were discussed, amongst other relevant theories. Many of the challenges discussed in the annotations to the practical translation typically occur in the translation of literature for children, and the study thus hopes to make a contribution to research on the translation of literature for children. Interviews conducted for the purpose of the present study furthermore proved the positive impact of good cooperation between the people involved in a translation project on the final translation product. The resulting translation, meant to impart knowledge and pleasure to the audience, furthermore serves as a translation sample that is intended to entice German publishers to commission a translation of Rode‘s anthology for the German book market.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skrywer Linda Rode se boek In die Nimmer-Immer Bos (2009a), sowel as die Engelse vertaling daarvan deur Elsa Silke, getiteld In the Never-Ever Wood (2009b), is in Suid-Afrika met verskeie pryse bekroon. Hierdie erkenning is ‘n bevestiging van die gehalte van die antologie en van die vertaling, sowel as van die voortgesette belangrikheid van volksoorleweringe as genre in die gejaagde, moderne samelewing van vandag. Mense maak steeds sin van die wêreld deur stories te vertel, en hoewel die stories wat vandag vertel word meestal handel oor die lewe in die 21ste eeu, word die stories van ons voorouers steeds deur baie mense waardeer. Hoewel Rode se verhale nie besonder anders as ander volksverhale is nie, verskil haar versameling in dié opsig dat dit ‘n mosaïek van kulture en volksoorleweringe van regoor die wêreld is. Die boek is dus een waarby die hele gesin, maar veral jong lesers en luisteraars, aanklank kan vind. Hierdie tesis ondersoek, deur ‘n praktiese vertaling van enkele verhale uit die Engelse weergawe van Rode se boek in Duits, strategieë vir die vertaling van volksverhale vir kinders. ‘n Funksionalistiese benadering is gevolg, wat die Europese gehoor sowel as die oorspronklike bedoeling van die skrywer in ag neem. In die lig hiervan is die styl van die skrywer genaturaliseer en, waar moontlik, na die doeltaal oorgedra, terwyl kultuurspesifieke items behou is wat relevant is vir die agtergrond waarteen die individuele verhale afspeel. Hans J. Vermeer se skoposteorie, soos aangepas deur Christiane Nord, sowel as Lawrence Venuti se konsepte vervreemding en domestikering is bespreek, saam met ander relevante teorieë. Baie van die uitdagings wat in die annotasies by die praktiese vertaling bespreek word, kom dikwels in die vertaling van kinderliteratuur voor. Hierdie studie hoop dus om ‘n bydrae tot navorsing oor die vertaling van verhale vir kinders te lewer. Onderhoude wat vir die doel van die studie gevoer is, het verder bewys gelewer van die positiewe impak wat goeie samewerking tussen die rolspelers in ‘n vertaalprojek op die finale vertaalproduk kan hê. Die uiteindelike vertaling, wat bedoel is om kennis oor te dra en genot aan die gehoor te verskaf, dien verder as ‘n vertaalvoorbeeld wat Duitse uitgewers hopelik sal aanmoedig om Rode se antologie vir die Duitse boekemark te laat vertaal.

Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study investigates the feasibility of translating the Arabic Qur’an into isiXhosa. The Qur’an has not yet been translated into isiXhosa and Xhosa-speaking Muslims who are unable to read and understand Arabic are facing a void in practising their faith. Xhosa-speaking Muslims also pray in a language that they do not understand and this robs them of close contact with the Almighty and as a result, the number of Muslims who speak isiXhosa does not increase. Through literature reviews and interviews it has been found that there is a great need for Muslims, who are target language speakers, to be able to communicate with Allah in their mother tongue, isiXhosa. Furthermore the study indicated that isiXhosa-speaking Muslims who, years ago, have converted to Islam are still struggling with the Arabic language. This study also investigates the view that the Arabic Qur’an cannot be translated into other languages because the Qur’an is the word of God delivered in Arabic to Prophet Muhammad (PBUH). This view is not based upon the assumption that an Arabic Qur’an is untranslatable, but rather on the views of some Arabic scholars. There are also fears that meaning will be lost when the Qur’an is translated. However, the study showed that when translating the Qur’an, one is not seeking to translate only the meaning but also the message of the Qur’an. A conclusion was reached that all human beings, thus all nations and languages, are created by Allah. Therefore, it is acceptable for human beings to communicate and listen to Allah’s message in their own language. This study suggests that culture and language are inseparable and that both must be taken into consideration when translating. The Qur’an has already been translated into other languages and the translations are used without any problems, for example into English and KiSwahili. The Qur’an is available in other African languages as well. Therefore, this study suggests that the Qur’an can be translated into isiXhosa. The linguistic challenges can be addressed in the target language by a body consisting of translators of laypersons, translation experts and linguists specialising in both Xhosa and Arabic. However, the study shows that the title of the Xhosa Qur’an should indicate that the Qur’an is a translated text.
AFRIKAANSE OPSOMMING: Die studie ondersoek die vertaling van die Arabiese Koran na Xhosa. Die Koran is nie tans in Xhosa beskikbaar nie en Xhosa-sprekende Moslems wat nie Arabies magtig is nie, ervaar dit as ’n struikelblok in die beoefening van hul geloof. Xhosa-sprekende Moslems bid ook in Arabies, selfs al verstaan hulle nie die taal nie. Dit beroof hulle van noue kontak met die Almagtige en veroorsaak dat die Moslem-geloof nie by Xhosa-sprekers in townships inslag vind nie. Aan die hand van ’n literatuurstudie en onderhoude is bevind dat daar ’n groot behoefte onder Xhosa-sprekende Moslems is om in hul moedertaal met Allah te kommunikeer. Die studie het ook getoon dat Xhosa-sprekende Moslems wat hulle reeds jare gelede tot die Islam bekeer het, steeds met die Arabiese taal worstel. Die studie ondersoek ook die siening dat die Koran nie vertaal mag word nie, omdat die Woord van God in Arabies aan die profeet Mohammed (mag vrede oor hom heers) geopenbaar is. Dié siening berus nie op die aanname dat die Koran onvertaalbaar is nie, maar eerder op die uitsprake van Arabiese geleerdes. Daar word ook gevrees dat die Koran se betekenis verlore sal gaan tydens die vertaalproses. Die studie toon egter dat die vertaling van die Koran sal fokus op die oordrag van die boodskap en nie net die betekenis van woorde nie. Die gevolgtrekking van die ondersoek is dat alle mense, en dus alle volke en tale, deur Allah geskep is. Dit is dus aanvaarbaar vir mense om Allah se boodskap in hul eie taal te kommunikeer en aan te hoor. Die studie kom tot die gevolgtrekking dat taal en kultuur onskeidbaar is en dat albei in ag geneem moet word tydens die vertaalproses. Die Koran is reeds in ander tale vertaal en word sonder enige probleme gebruik, byvoorbeeld in Engels en Swahili. Die Koran is ook in ander Afrika-tale beskikbaar. Die studie bevind dus dat die Koran ook in Xhosa vertaal kan word. Die taalkundige uitdagings kan in die doeltaal hanteer word deur ’n vertaalspan wat bestaan uit leke, opgeleide vertalers en taalkundiges wat spesialiseer in Xhosa en Arabies. Die studie toon egter dat die titel van die Xhosa Koran moet aandui dat dit ’n vertaalde teks is.
I-ABSTRAKTHI: Olu phando luphande ukuba nako kokuguqulelwa esiXhoseni kweKurani yesi-Arabhu. Uphando lubangelwe kukuba kungekho Kurani iguqulelwe esiXhoseni okwangoku kwaye kuqwalaseleke ukuba aMaslamsi athetha isiXhosa, angayiqondiyo nangaluvayo ulwimi lwesi-Arabhu, nokuba afundile okanye awafundanga, ajongene nomngeni wokuba nokungoneliseki kwinkolo yabo. Inyaniso yokuba kufuneka athandaze ngolwimi angaluqondiyo, ibenza bangakwazi ukufikelela kuQamata kwaye ngenxa yoko, inani laMaslamsi alandi kwiilokishi apho aMaslamsi athetha isiXhosa. Uphando, ngokuphonononga iincwadi nangokubamba udliwano-ndlebe, lufumanise ukuba kukhona isikhalo esikhulu esisuka kuMaslamsi athetha ulwimi okujoliswe kulo ukuze akwazi ukunxibelelana noQamata ngolwimi aluqonda ngcono, olusisiXhosa. Uphando lubonise ukuba aMaslamsi athetha isiXhosa awaguqukelanga kwinkolo ye-Islamu kutsha nje kwaye umzabalazo wolwimi kudala uqhubeka. Uphando luxoxe ngoluvo lokuba iKurani yolwimi lwesi-Arabhu ayinakuze iguqulelwe kwezinye iilwimi njengoko iKurani ililizwi likaQamata eladluliswa ngolwimi lwesi-Arabhu kuMprofeti uMuhammada (uxolo malube naye). Uphando lungqine ukuba uluvo lokuba iKurani yolwimi lwesi-Arabhu ayinakuguqulelwa kwezinye iilwimi alusekelwanga ekungaguqulweni kombhalo kodwa kwizimvo zezifundiswa zama-Arabhu. Uphando kananjalo luxoxe ngomba wokuba uloyiko lokuguqulela iKurani yolwimi lwesi-Arabhu kwezinye iilwimi lubangelwa yinyaniso yokuba xa kuguqulelwa, kuye kubekho ukulahleka nokulahlekwa kwentsingiselo pha naphaya. Uphando slubonise ukuba xa kuguqulelwa iKurani, ubani akasobe efuna ukuguqulela intsingiselo kodwa umyalezo weKurani. Uphando lufikelele kwisigqibo sokuba abantu bazizidalwa zikaQamata kwaye badalwe bazizizwe ngezizwe nokuba bathethe iilwimi ngeelwimi. Ngoko ke, kwamkelekile ukuba abantu banxibelelane ze bamamele umyalelo kaQamata kulwimi olulolwabo. Uphando lufikelela esigqibeni sokuba inkcubeko nolwimi azohlukani kwaye ngexesha lokuguqulela, zombini (inkcubeko nolwimi) kufuneka zibe ziyaqwalaselwa. Uphando lubonise ukuba iKurani yaguqulelwa kwezinye iilwimi kwaye iinguqulelo zisetyenziswa ngaphandle kwengxaki. Imizekelo yeenguqulelo ziiKurani kwisiNgesi nakwisiSwahili. Uphando lubonise kananjalo ukuba zikhona ezinye iinguqulelo zeKurani kwiilwimi zase-Afrika. Ngoko ke, uphando lufikelele kwisigqibo sokuba iKurani ingaguqulelwa kulwmi lwesiXhosa kwaye nayiphina imingeni yenzululwazi yolwimi engathi ivele ingasonjululwa kulwimi ekujoliswe kulo luphando, ukuba kunokuthi umntu ongathi aguqulele ingabi nguye nawuphi na umntu ontetho isisiXhosa owazi ulwimi lwesi-Arabhu kwaye eliSlamsi, koko ibe yibhodi yokuguqulela eya kuthi ibe nabantu abohlukeneyo ngokwamanqanaba abo, ukusuka kulowo ungafundanga, iincutshe zokuguqulela, iingcali zolwimi kwiilwimi zombini. Nangona kunjalo, kuphando kuye kwaqwalaselwa ukuba iKurani eguqulelweyo ayinakubizwa ngokuba yiKurani kodwa mayibizwe ngegama elibonisa nelicebisa ukuba umbhalo lowo yinguqulelo.

This paper focuses on English non-finite clauses and their equivalences in a Swedish translation. The aim of the paper is to analyze non-finite clauses in an English cookbook and the methods that can be used for translating them into Swedish. Based on a theoretical background provided mainly by Huddleston and Pullum (2002) and Svartvik and Sager (1996), the non-finite clauses in the source text were identified and categorized according to which one of the three non-finite verb forms they were based on; infinitives, gerund-participles, or past-participles. They were then analyzed from a qualitative perspective in the analysis section, where various examples were discussed. The result shows that the need to restructure the sentences in the translation depends largely on the verb form in the source text. Infinitivals can often be translated directly, retaining the infinitival structure, whereas gerund-participials rarely remain gerund-participials in the translation. When the translation is not a non-finite clause, by necessity or for other reasons, it is commonly translated to a finite clause. When making a non-finite clause finite, it is often necessary to add a subject that has been implicit in the source text. This, however, seldom poses any difficulties.

The following two plays were originally written in Spanish by Professor Ana Perches. They focus on historical and contemporary issues in Mexican-American society and contain interesting perspectives into events such as the Mexican Revolution and the Vietnam War. These works, which initially were available only to Spanish-speaking audiences, have been translated so that monolingual English speakers can now better understand and appreciate the culture of our neighbors to the south. In addition to the two plays, this thesis includes a reflection upon the theory of translation involved while completing this project and a presentation of the challenges confronted.

This thesis explores the identity of translation as its power of reference through an analysis of transformations of biblical narrative from their written form to audio-visual versions made for television. The central problematic of translatability between word and image is examined through the "translation strategies" used by producers and translators. These strategies reveal the philosophical binarisms that underpin an assumption of source and target texts as autonomous entities. The polarities of binary thinking are implicit in a perception of translation as a representation of a prior text The language of representation that is central to theories of representational equivalence raises the question to what does representation refer. This question forms the focus for a critique of the epistemology and ontology of representation and its artificial separation of language and vision, or word and image in our perceptual experience of the world. The criticism is essential to an exploration of the referential power of translation understood in semiotic and narrative terms as its ground of interpretation. This exploration describes the symbolic or semiotic value of translations, or the contexts in which they acquire contemporary coherence and significance. The central descriptive part of the thesis employs three conceptions of context: the context of texts themselves as narratively and semantically coherent units; their cultural contexts, or the irreducible intertexuality on which they depend for the recognition and interpretation of their significant features; and the social and economic conditions which underpin the work of production and provide the social contexts within such works circulate. In rejecting the notion that translations are an image, however impure, of an antecedent text, my thesis excludes a notion of conventional limits to translation based on structuralist conceptions of semantic or narrative form as the principal carriers of meaning. It concludes that the limits of translation are defined by its possibilities.

Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study investigates the mechanics behind the translation of children’s literature through a practical translation from Dutch into English and an introspective commentary thereof. It also examines the cultural disparity and Anglo-American dominance within (translated) children’s literature. Through this translation and study, this thesis would like to contribute to the one-sided literary traffic and point out the cultural consequences this imbalance in trade will hold. Not only for a world library of children’s literature, but also for English speaking children who are increasingly oblivious of foreign literature. This thesis especially addresses the British reluctance towards translated foreign children’s literature due to the strong position of English as a language and the quality of the British national children’s literature. Furthermore, it challenges translation studies to consider the different needs and strategies for the translation of children’s literature. The approach this translator proposed for the translation of De zusjes Kriegel was a functional dialogic approach. This thesis therefore touches upon the developments that have led to the rise and wide applicability of functionalism in the practice of translation. Some of the most salient theorists in translation of children’s literature will also be discussed, specifically focusing on Riitta Oittinen’s ideas on Bakhtinian dialogue and carnivalism in relation to the translation of children’s literature. A functional dialogic approach to the practical translation of De zusjes Kriegel has led to an overall naturalised and domesticated translation in which the source text was adapted to a British target text cultural setting. This strategy was chosen to guarantee positive reception of the translation in the target text culture. A small-scale empirical reception survey has asserted this positive reception and reinforced some of this thesis’ presuppositions, among others that English-speaking children have no access to and no knowledge of foreign literature. Through the success of the practical translation and the positive reception of the target text this study has emphasised the importance and cultural necessity of translating foreign children’s literature into English.
AFRIKAANSE OPSOMMING: In hierdie studie word ondersoek ingestel na die meganismes vir die vertaling van kinderliteratuur, deur middel van ’n praktiese vertaling uit Nederlands in Engels en introspektiewe kommentaar daarop. Die kulturele wanverhoudinge asook Anglo-Amerikaanse dominansie binne (vertaalde) kinderliteratuur word ook ondersoek. Deur middel van hierdie vertaling en studie poog hierdie tesis om by te dra tot die eensydige literêre verkeer van vertaalde werke uit Engels en benadruk die kulturele gevolge wat hierdie wanbalans sal inhou. Dit is nie slegs vir ’n wêreldbiblioteek van kinderliteratuur nie, maar ook vir Engelssprekende kinders, wat toenemend meer onbewus raak van vertaalde letterkunde. In hierdie tesis word die Britse teensinnigheid vir vertaalde vreemde kinderliteratuur, as gevolg van die sterk posisie van die Engelse taal en die hoë gehalte van Britse nasionale kinderliteratuur, in die besonder, bespreek. Verder word die vertaalwetenskap uitgedaag om die behoefte aan en strategieë vir die vertaling van kinderliteratuur in aanmerking te neem. Hierdie vertaler het besluit om ’n funksionalisties dialogiese benadering tot die vertaling van De zusjes Kriegel te volg. Daarom word die ontwikkelings wat gelei het tot die ontstaan en wye toepassing van die funksionalisme in die vertaalpraktyk, bespreek. Verder word van die mees prominente teoretici binne die veld van kinderliteratuurvertaling bespreek en daar word spesifiek gefokus op Riitta Oittinen se idees oor die Bakhtiniaanse dialoog en karnavalisme met betrekking tot die vertaling van kinderliteratuur. ’n Funksionalisties dialogiese benadering tot die praktiese vertaling van De zusjes Kriegel het gelei tot ’n oorwegend geneutraliseerde en gedomestikeerde vertaling waarin die bronteks vir ’n Britse doeltekskultuurkonteks aangepas is. Hierdie strategie is gekies om te verseker dat die doelteksleser die vertaling positief in sy/haar doeltekskultuur sal ontvang. ’n Kleinskaalse empiriese resepsieondersoek het hierdie positiewe resepsie, asook van die tesis se voorveronderstellings bevestig. Dit is onder andere dat Engelssprekende kinders nie toegang tot en kennis van ’n vreemde letterkunde het nie. Deur die geslaagdheid van die praktiese vertaling en die positiewe resepsie van die doelteks beklemtoon hierdie tesis die belangrikheid van, asook kulturele noodsaaklikheid vir die vertaling van kinderliteratuur in Engels.

Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xvi, 306 p.; includes graphics. Includes abstract and vita. Advisor: Chris Brew, Dept. of Linguistics. Includes indexes. Includes bibliographical references (p. 284-293).