Translation and Interpretation

OS SONETOS COMPLETOS DE ANTERO DE QUENTAL
PREFÁCIO: J. P. Oliveira Martins
NOTA PRÉVIA , TRANSCRIÇÕES E POSFÁCIO: Patricio Ferrari
CAPA: João Botelho
REVISÃO: Susana Tavares Pedro
Impresso na Guide para a Guimarães em Novembro de 2010
Lisboa: Guimarães [Babel], 2010. ISBN: 978-972-665-651-7

This is a short poem by Muḥammad ibn ʿAlī al-Ṣabbān (d. 1206/1791) translated from the original Arabic into English verse. The poem is a concise, technical list of the ten essentials aspects of any science. It is intended to help students memorize the outline of the topic, while a teacher's additional commentary would be needed to really understand the content and meaning of the ten essentials.

Free Translation is a multi-disciplinary exhibition showcasing international works generated from an open call to incarcerated people, ex-convicts, and anyone affected by imprisonment. Through this platform, artist and Free Translation co-developer Arlene Tucker met artist, Carole Alden. Through art practice, mail exchange and dialogue ideas, preconceptions, expectations, false realities, and forms of expressions are explored. From the exhibition, Free Translation Sessions were born. In these gatherings we make art, interpretations, and view and discuss artworks received. The sharing of personal stories, experimenting with art techniques, and listening to subjective views can help guide one’s artistic process and shed light on different walks of life.

Free Translation est une exposition internationale multidisciplinaire de travaux
réalisés à l’issue d’un appel à contributions diffusé auprès de détenu•es, ex-détenu•es et de personnes touchées par l’emprisonnement. C’est par l’intermédiaire de cette plateforme que l’artiste Arlene Tucker a rencontré Carole Alden. Par la pratique artistique,
l’échange de courriers et le dialogue sont explorées différentes idées préconçues, attentes, projections et formes d’expressions. C’est de l’exposition que les « Free Translation Sessions »sont nées. Lors de ces rassemblements, on crée, on interprète, on regarde et on discute les travaux reçus. Le partage d’histoires personnelles, l’expérimentation de techniques artistiques, l’écoute de points de vue subjectifs peut contribuer à guider les démarches artistiques et à mettre en lumière différents
parcours de vie.

Chapter 3 And the Oscar Goes to...: A Study of the Simultaneous Interpretation of Humour at the Academy Awards Ceremony Rachele Antonini 1 ... Three honorary anche eh gli Oscar alla honorary Oscar to Oscars including a lifetime carriera e il memorial a Dino De Laurentiis or ...

Pali word Saddhā (P. saddhā) is usually translated to English as faith in the translation of Buddhist texts. Many scholars have objected to this translation. This paper examines the meanings given to Saddhā in seven Pali-English glossaries and dictionaries. Of these only the Pali-English Dictionary of the Pali Text Society [PED] gives a 'brief etymology'. This paper is a critical reading of the PED entry Saddhā.

The globalization and the fast mobility of today’s markets—aiming to serve as many heterogeneous settings and audiences as possible—have posited a growing need for high quality products and optimal performance in nearly all areas of everyday life. Specialists in communication play an important, albeit often hidden, role in these processes. Translators and other international professional communicators operate as mediators to facilitate understanding across global, international, national and local contexts through diverse communication channels. Translating today often involves several agents with different roles, responsibilities and skills. This entails creative work, various innovative procedures, and collaborative networks in highly technological, distributed environments. All these agents can be seen as text producers with an increasing expertise in the tools and skills of their trades to find, manage, process, and adapt information to target audiences.

This paper investigates the position of the language of conference interpreters along the written-oral cline. The use of demonstratives in a corpus comprising transcriptions of interpretation exams shows how students tend to overexploit those morphological resources in order to ensure consistency and coherence to their texts.

Skrócony zapis panelu dyskusyjnego z udziałem Dominiki Cieśli-Szymańskiej, Rafała Lisowskiego i Adama Pluszki oraz Krzysztofa Fordońskiego w roli moderatora. Dyskusja odbyła się 17 marca 2016 roku na Wydziale Lingwistyki Stosowanej UW podczas konferencji „Przekład literacki dzisiaj i jutro”.
http://stl.org.pl/baza-wiedzy/sytuacja-tlumacza/praktyka-przekladu-literackiego/
Tekst debaty ukazał się w piśmie "Komunikacja Specjalistyczna" numer 12/2016.

Reading is considered as an essential skill in a modern society is a crucial skill for academic achievement and success for all students. Consequently, the teaching of reading has become one of the primary objectives for schools and teachers all over the world. An enormous amount of work has been done to assist learners who struggle with their reading skills. A tool that has been considered is the use of information technologies; namely computers. Research has been conducted to examine the impact of computers, across elementary, secondary, and college curricula in order to improve student`s reading comprehension. This paper reviews a body of literature that synthesizes the effects of computer-assisted reading instruction to enhance reading comprehension of students. It also addresses research that investigates the impact on comprehension when students are presented with computerized versus printed reading material. Findings suggest that computer assisted-instruction hold a great promise as an instructional tool, suggesting that the conductive learning environment provided by computer-assisted instruction should be used effectively.

Throughout the history, all civilizations have transferred knowledge from either a previous civilization or from a contemporary civilization. The translation activities have an important channel of this transferring knowledge. We knew the most important translation activities started at the time of the Prophet Muhammad and was expanded during Abbasid Caliphate. Now, we will be stressing on the development of translation works with regards to Andalusia. As a result of the eagerness of Muslim to seek knowledge, institutions such as madrasah, libraries, elementary schools, research institutions grew rapidly in the 10th century and mosque schools had been upgraded into local universities. Andalusia became a famous translation centre in the region and it has known as the multilingual centre of learning and translation, gathering all people from different cultures and ethnicities who loved wisdom and knowledge. The light age of intellectual development of Islamic Civilization has reached its peak with beautiful cities of Almeria, Malaga, Cadiz, Hielva, Cordoba, Jean and Granada during 10th century. At the end of these developments, the translation became an art where it was dealing with languages, texts, and words. On the other hand, after a long period of time, it became a science. Translation also one of the school of science as it had become more systematic through time and the translated books must have undergone several tests of validity and precision in terms of its languages. In this article, translation activities in Andalus period which had a great influence on formation of Islamic philosophy were discussed.

Der vorliegende Artikel behandelt den Begriff des kommunikativen Wertes, welcher von der Leipziger Schule, namentlich von Otto Kade, Gert Jäger und Albrecht Neubert, geprägt und weiterentwickelt wurde. Unter ihnen wird es schließlich Jäger sein, der in seinem Bestreben, die kommunikative Äquivalenzbeziehung zu erklären, das Grundtheorem zur Klassifizierung der binären intertextuellen Entsprechungstypen entwickelte. Es liegt uns fern, diese Beziehung zu begründen. Vielmehr ist uns daran gelegen, die Intuition zu beleuchten, die der Definition des
kommunikativen Wertes als hybrides Element und als Vehikel linguistisch strukturierter Gedanken zugrunde liegt. Ferner soll der ästhetischen Funktion – als Grundmerkmal des Textes verstanden – ein Raum zur Befragung und Emergenz neuer kognitiver und emotiver Eigenschaften eröffnet werden. Hierbei folgen wir der grundlegenden Intuition, es existiere ein intentionales Element, das sprachlich nicht strukturiert ist und dass ein Bestandteil des kommunikativen Sinnes ist.
Dies veranlasst uns unter anderem dazu, den kommunikativen Wert als
historisches Element zu erklären und zwar als Kernbestandteil eines intellektuellen Vermächtnisses, das sich von den Denkern der Frühromantik bis hin zu den Autoren der Moderne erstreckt und diese verbindet (Siever 2013). In einem weiteren Unterkapitel wird schließlich dargelegt, zu welchem Zweck ein Begriff wie der des kommunikativen Wertes geschaffen wird. Erkennbar wird, dass über die Grenzen der Debatte zur kommunikativen Äquivalenz hinaus, eine textinhärente Komponente existiert, die dank des Übersetzers und einzig seinetwegen besteht. Daher kommt es, dass der Begriff des kommunikativen Wertes im Rahmen einer umfassenden Translationstheorie erneut überprüft und wiedergewonnen werden kann. Hierfür wird zunächst der Begriff in
seinem frühesten Stadium analysiert, so wie er von Kade (1965) vorgetragen wurde. Darauf folgt die Analyse des Begriffs, wie er von Jäger bis zu seinem 1975 veröffentlichten Werk weiterentwickelt und 1986 überarbeitet wurde.

ABSTRACT
Can the field of simultaneous interpretation be a window to understanding the underlying mechanisms of the brain? By investigating the process of making decisions in the production of speech, more specifically, the production of self-corrections, and by identifying the different assigned variables which underlie different types of self-corrections, we are probably reflecting the mechanisms of the brain. This research will focus on linguistic utterances which are produced in the process of simultaneous interpretation and which indicate the activation of a self-correction by the interpreter. The underlying objective of this research paper is to identify common patterns of self-corrections, acknowledge the factors which cause them and analyze their linguistic attributes thus enabling a better view on the mechanisms of the brain.

In a globalized world healthcare professionals will inevitably find themselves caring for patients whose first language differs from their own. Drawing on experiences in Australia, this paper examines a specific problem that can arise in medical consultations using professional interpreters: whether the moral objections of interpreters should be accommodated as conscientious objections if and when their services are required in contexts where healthcare professionals have such entitlements, most notably in relation to consultations concerning termination of pregnancy and voluntary assisted dying. We argue that existing statements of professional ethics suggests that interpreters should not be accorded such rights. The social organization of healthcare and interpreting services in Australia may mean those who have serious objections to particular medical practices could provide their services in restricted healthcare contexts. Nevertheless as a general rule, interpreters who have such objections should avoid working within healthcare.

This article seeks to bring the often-invisible labor of interpreters and language assistants at the International Criminal Court and the ad hoc International Criminal Tribunals for Rwanda and the former Yugoslavia into sharper focus. I highlight the far-reaching and extensive tasks of language workers, paying particular attention to their efforts to negotiate and mediate witnesses’ accounts of atrocity, including sexualized violence, inside and outside international courtrooms. In doing so, I illustrate how language work is central to the life of an international court and the vision of international criminal accountability. I argue that attention to the dynamics of language work provides opportunities to consider the project of international criminal justice in new and important ways, focusing on its practical work, its social encounters and its complex engagement with relations of difference.

This case study documents a pilot where situated-learning was used to train students at level 6 (final year) of the BA (hons.) BSL/English interpreting programme, in medical/healthcare interpreting. The learning experience was situated within the clinical simulation suite at the University of Wolverhampton and student interpreters had the opportunity to interpret for a real healthcare practitioner and a deaf patient in a series of carefully constructed roleplays, designed to provide as authentic an experience as possible.

Seit ihrem Erscheinen 2010 ist Holger Sievers
Habilitationsschrift fester Bestandteil der deutschsprachigen
übersetzungswissenschaftlichen Diskussion. Man trifft sie oft zitiert
und in der Bibliographie neuerer Publikationen angeführt. Die
Quintessenz dieser Arbeit lässt sich auch anhand des Titels wie folgt
zusammenfassen: Sie bietet in einem ersten historiographischen Teil
einen Überblick über die Entwicklung der Disziplin in einem Zeitraum
von 40 Jahren seit ihrer Entstehung bis zur Jahrtausendwende und
mündet im zweiten Teil in den Entwurf einer integrativen
Übersetzungstheorie auf der Grundlage der Semiotik und der
Interpretationsphilosophie.

Uredniško vodilo pri izdelovanju te knjige je bilo posredovati bralcem Hribovškov prevod Sofoklove Antigone v obliki, ki bo kolikor mogoče skladna z rokopisom in s prevajalčevim namenom. Prevajalec, ki je rokopis sam oblikoval tako rekoč kot knjigo in ga opremil z najnujnejšim komentarjem, se je namreč zavestno odločil za prepesnitev, za pesniški in ne za filološki prevod; to je očitno tako iz njegovih »Pripomb k prevodu« kot tudi iz prve – in doslej edine – kritike prevoda, pisma njegovega mentorja Janeza Remica. Vzporedno s slovenskim je objavljeno tudi besedilo grškega izvirnika, rekonstruirano s pomočjo standardne Dain-Mazonove izdaje v zbirki Les Belles Lettres, kar bralcu omogoča boljši vpogled v Hribovškovo prevajalsko metodo.

Rokopisna oblika besedila je v natisu spremenjena v tem, da so imena govorečih oseb pomaknjena z levega roba med tekoče besedilo, dvopičja za njimi, ki uvajajo replike, pa so opuščena. Oštevilčenje, ki ga v rokopisu ni, je dodano za večjo preglednost besedila in za lažjo uporabo spremne študije. Številke strani so pomaknjene z vrha strani na dno. Ohranjene so oblike grških imen iz rokopisa (Zeus; Haimon; Polineikes; Teiresias; nominativi Antigone, Ismene, Evridike, Kreon), ki so odraz tedanjih pravopisnih norm, pa tudi nedorečenosti (npr. Dionizos, Pallada), a niso samo jezikovni in kulturni dokument časa, temveč dajejo besedilu značilen kolorit. V skrajno redkih primerih so bili potrebni lektorski popravki pri postavljanju ločil, pri čemer so bila upoštevana pravila iz časa, ko je prevod nastal. Prevajalčeve (redke) napake in lastne popravke »tehničnega« besedila (oštevilčenja strani) ta izdaja izpušča.

Prevajalec sam opozarja na posebnost zborskih partij in liričnih vložkov, ki jih je prevajal v rimah. Ti deli besedila (v Antigoni je to šest zborskih pesmi in dva komosa, žalostinki, ki ju izvajata izmenoma zbor in posamezen dramski lik) so bili izvorno namenjeni petju: po zgledu nekaterih uveljavljenih izdaj grških tragedij so v tej knjigi natisnjeni ležeče. Če so besede, ki jih je vodja zbora prvotno govoril (npr. verzi 178–181), prevedene v rimanih verzih, so v skladu s prevajalčevo predstavo prav tako natisnjene ležeče.

V knjigi je reproduciran odlomek iz Hribovškovega rokopisa, ki naj bralcu odkrije vidno sled pesnikovega največjega prevajalskega dela in mu tudi na ta način približa njegov svet.

¿Se está haciendo lo que se debe por el español, como se debe y por quien se debe? ¿Hay realmente una voluntad política hispánica a favor de la lengua común, esto es, traducida en organización, cuidado, respeto, estructura, presupuestos? ¿Se coloca  favorablemente el español en el mapa de las nuevas tecnologías, se gestiona bien ese aspecto, se sacan los réditos oportunos a todas las actividades que se adjetivan como electrónicas: banca, comercio, correo, publicidad, relación con el ciudadano, servicios? ¿La empresa privada acude coordinadamente a cooperar, es consciente de la necesidad de su participación? ¿Las organizaciones internacionales son fiel reflejo lingüístico de la importancia que, se supone, tiene la lengua que expresa la cultura hispanoamericana? ¿Está bien organizada y gestionada la relación que se produce entre la lengua que recibe a los inmigrantes y la que estos llevan consigo? ¿Será el destino del español permanecer exclusivamente al servicio de su comunidad cultural, sin proyección externa, como el árabe sólo sirve a la comunidad religiosa islámica?
Si la respuesta a estas y similares preguntas fuera claramente afirmativa o rotundamente negativa, las páginas siguientes sobrarían, en el primer caso, y serían insuficientes, en el segundo: la lengua española no enfrentaría ningún reto. Tampoco basta con una cómoda contestación, del tipo “no lo necesario,” igualmente imprecisa e inexacta. Su intención es presentar un panorama lo suficientemente amplio y lo bastante profundo de los retos de la lengua española y las márgenes entre las que se mueve este idioma, para que el siempre hipotético lector se haga su composición de lugar. Se invita a la meditación, desde una reflexión personal que se inició a finales de los años sesenta, en los albores de esta impresionante transformación de la sociedad. Hay soluciones, pero no recetas, lo cual es políticamente poco conveniente, porque la tendencia fácil es buscar al taumaturgo de las recetas, aunque nunca hayan funcionado, y no al técnico de las soluciones, generalmente más lentas y trabajosas.


Tabla de contenido ...... 2
Prólogo: retos y márgenes... 4
Agradecimientos ...... 6
I. EN BUSCA DE LA IDENTIDAD ..... 7
De quinientos en quinientos años...... 7
Identidad y forma de la lengua  8
Vivir en la diversidad. 13
Desde la normalidad del bilingüismo ........... 13
Lengua y cultura ... 14
Se puede decir más... 14
Otros y nos-otros..... 15
Conceptos.. 15
Lengua, historia y educación ........ 16
La máquina cultural ...18
El español, lengua internacional ... 19
Una lengua internacional ...... 20
Recapitulación histórica 21
Español, lenguas españolas y lenguas hispánicas 23
La internacionalidad económica......... 24
Lengua y tecnología en el mercado internacional 27
Perspectiva comunitaria......... 28
Perspectiva española ..... 29
Identidad, estereotipo e imagen internacional .... 30
II. La Lengua Española en Internet.. 38
Planteamiento... 38
Presencia en la red ..... 40
Mitos y ritos ......... 42
Las cifras también bailan ...... 51
Los ciudadanos y la técnica .............. 58
El español de Internet.. 59
Incrementar la presencia de la lengua española .. 64
El área de Lenguas y Lingüística de EducaRed...... 68
Tecnología y enseñanza de la lengua......... 69
La adscripción de la tecnología a la enseñanza de las lenguas .... 70
La enseñanza de lenguas con la ayuda de la computadora (ELAC) y la adquisición de segundas lenguas 71
La integración de la tecnología en el aula .... 72
ELAC ......  72
ELAC y la Teoría Sociocultural de Vygotski ...... 72
Los instrumentos, su selección y sus ventajas .... 74
Ventajas e inconvenientes .......... 76
Reflexiones ........... 76
III. Los dos sentidos de la frontera norteamericana ........ 78
Pluralidad del español en los Estados Unidos de América .... 78
La periodización del español norteamericano....... 79
Descripción general de los Estados Unidos ..... 84
Datos de los hispanos y el español.... 87
La identidad social  90
Algunas reflexiones sobre la norma y la norma hispánica en los EUA.... 94
La dimensión de la frontera ........ 100
Libros y productos editoriales..102
De rasquachis, gonzos y zoot-suiters ...... 104
El spanglish inventado 107
El español de los EUA en tres líneas léxicas ... 110
Español y Lengua Hispana en la educación norteamericana .. 113
Evaluación..........................................................................................121
La amenaza hispánica .... 122
La recuperación patrimonial en los EUA..... 127
Canarios en Tejas y Luisiana 128
Algunas líneas concluyentes ........... 132
IV. Cultura al margen: inmigración y lengua .... 135
El otro y el mismo ........ 136
La invención de la historia 138
La cultura lingüística139
El fenómeno de la inmigración 141
La lengua y cultura de origen y su mantenimiento 144
El proceso del aprendizaje 147
Aptitud y actitud en el aprendizaje de la lengua ..... 148
El temor al enfrentamiento 149
Bibliografía 153

In this paper I compare two English translations of Wu Ming’s Italian short story American Parmigiano (2008). I seek to demonstrate that the translators can be made visible in their work. My premise is: while a careful analysis of any translation can render the translator visible, a comparison of two translators’ work is able to provide a particular insight into an individual translator’s style. N.S. Thompson’s translation, American Parmesan (2013) and my own translation, American Parmigiano (2016) are discussed through a lens of the translation strategies foreignization, domestication and explicitation. They are then further explored via a detailed analysis of some components of style – the translator’s style, not the style of the original author. In this case the components examined are swear words, contrasting word choices and degree of formality. I argue that the translators are visible because of their translation choices and this comparison has made that identification possible.

Contrat de travail and umowa o pracę. Translation of the French document into Polish.

Differences between two text models can influence the translation quality. The juxtaposition of the French and Polish labour contract reveals the existing discrepancies between the two models of documents. Translation difficulties appear at the microstructure level: they are caused mostly by culture-bound terms.

"Teringettét!" - mondja Jourdain úr Molière Úrhatnám polgárában. "Negyven esztendeje beszélek prózában, de azt se tudtam, mi az!" Ugyanígy járhat a tolmács a hangidentitásával. Merthogy szükségszerűen van hangidentitása, csak esetleg nem tud róla. Sőt, a helyzet bonyolultabb: több hangidentitást is cserélgethet öntudatlanul. Hangilag át-átvedlik. Furcsa jelenség, ugye? Lehet a fonetika és a prozódia nézőpontjából szemlélni, de a pszichológiáéból is. Ez utóbbit ritkán teszik, mert kevés mű foglalkozik behatóan a tolmácsolás pszichológiájával. A jelen könyv éppen ezt a hiányt pótolja. A hangon kívül a tolmácsolás sok más releváns és érdekes vonását is elemzi a pszichológia nézőpontjából.