Crossing Swords while Crossing Boundaries: Teaching Translation through Intermedial Translation Slams

Yıl 2021, Cilt: 4 Sayı: 1, 1 - 25, 30.06.2021

Katerina Gouletı Vasiliki Mısıou

https://doi.org/10.29228/transLogos.29

Öz

This paper discusses a cross-curricular translation project conducted within the framework of the literary translation and interlingual audiovisual translation (undergraduate) courses taught at the School of English, Aristotle University of Thessaloniki. The project was part of an optional module on literary translation and subtitling where students had to translate and subtitle into Greek some extracts of Margaret Atwood’s The Handmaid’s Tale and the relevant screenplay. The present paper thus explores the outcome of an online intermedial translation slam, a ‘duel,’ between student-translators and student-subtitlers, who were asked to look at translation through another lens. Slamming is, thereby, viewed as a tool that can enhance the skills of literary translation and subtitling students, inviting them to participate in a thought-provoking process sharing and apposing insights, comparing and juxtaposing ideas, while being involved in an exchange of meaning and understanding. How does the interrelationship between different modes and media affect the choices literary translators and subtitlers make? What happens when a novel migrates into another language twice within the discursive spaces of intermedial dialogue? What are the benefits of engaging students in collaborative work and exposing them to simulated/real-life tasks? These are some of the questions that the paper will address and attempt to answer. The overarching goal is to examine the potential and advantages of integrating translation slams in a project-based approach to teaching and training literary translators and subtitlers within an academic framework.

Anahtar Kelimeler

translation slam, literary translation, audiovisual translation, translator/subtitler training, project-based approach

Kaynakça

• Amador Moreno, Carolina P., and Ana Nunes, eds. 2009. The Representation of the Spoken Mode in Fiction: How Authors Write How People Talk. Lewiston, New York: Edwin Mellen Press.
• Amador Moreno, Carolina P., and Kevin McCafferty. 2011. “Fictionalising Orality: Introduction.” In “Fictionalising Orality,” edited by Carolina P. Amador Moreno and Kevin McCafferty. Special Issue, Sociolinguistic Studies 5 (1): 1–13. doi:10.1558/sols.v5i1.1.
• Arnold, Jane, ed. 1999. Affect in Language Learning. Cambridge: Cambridge University Press.
• Atwood, Margaret. 1985. The Handmaid’s Tale. Toronto, Canada: McClelland and Stewart.
• Baig, Mehroz. 2014. “Slam Poetry: A History.” HuffPost. March 12. https://www.huffpost.com/entry/slam-poetry-a-history_b_4944799.
• Bal, Mieke, and Joanne Morra. 2007. “Editorial: Acts of Translation.” Journal of Visual Culture 6 (1): 5–11. https://journals.sagepub.com/doi/pdf/10.1177/1470412907076198.
• Bassano, Sharron, and Mary Ann Christison. 1994. Community Spirit: A Practical Guide to Collaborative Language Learning. Burlingame, CA: Alta.
• Bennett, Barrie, Carol Rolheiser-Bennett, and Laurie Stevahn. 1991. Cooperative Learning: Where Heart Meets Mind. Toronto: Educational Issues.
• Benson, Phil, and Peter Voller, eds. 1997. Autonomy and Independence in Language Learning. New York: Longman.
• Brown, George Isaac. 1971. Human Teaching for Human Learning: An Introduction to Confluent Education. New York: Viking Press.
• Brumfit, Christopher J., and Keith Johnson, eds. 1979. The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
• Bühler, Karl. 1934. Sprachtheorie [Theory of language]. Oxford: Fischer.
• Candlin, Christopher N. 1981. The Communicative Teaching of English: Principles and an Exercise Typology. Edited and translated by Christopher N. Candlin. Harlow, Essex: Longman.
• Damon, Maria. 1998. “Was That ‘Different,’ ‘Dissident’ or ‘Dissonant’? Poetry (n) the Public Spear: Slams, Open Readings, and Dissident Traditions.” In Close Listening: Poetry and the Performed Word, edited by Charles Bernstein, 324–342. Oxford: Oxford University Press.
• Díaz Cintas, Jorge, and Aline Remael. 2007. Audiovisual Translation: Subtitling. Manchester: St. Jerome.
• Dicerto, Sara. 2018. Multimodal Pragmatics and Translation: A New Model for Source Text Analysis. Cham: Palgrave Macmillan.
• Genette, Gérard. 1997. Paratexts: Thresholds of Interpretation. Translated by Jane E. Lewin. Cambridge: Cambridge University Press.
• González Davies, Maria. 2002. “Humanising Translation Activities: Tackling a Secret Practice.” Humanising Language Teaching 4 (4). http://old.hltmag.co.uk/jul02/mart2.htm.
• González Davies, Maria. 2004. Multiple Voices in the Translation Classroom: Activities, Tasks and Projects. Amsterdam: John Benjamins.
• González-Davies, Maria, and Vanessa Enríquez-Raído. 2016. “Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice.” The Interpreter and Translator Trainer 10 (1): 1–11. doi:10.1080/1750399X.2016.1154339.
• Gutteridge, Tim. 2018. “Ingredients for a Perfect Translation Slam.” Tim Gutteridge. October 9. http://timgutteridge.co.uk/ingredients-for-a-perfect-translation-slam/.
• Hanvey, Robert. 1992. “Culture.” In The Tapestry of Language Learning: The Individual in the Communicative Classroom, edited by Robin C. Scarcella and Rebecca L. Oxford, 182–192. Boston: Heinle and Heinle.
• Holt, Daniel D., ed. 1993. Cooperative Learning: A Response to Linguistic and Cultural Diversity. McHenry, IL: Center for Applied Linguistics and Delta Systems.
• House, Juliane. 2015. Translation Quality Assessment: Past and Present. London: Routledge.
• Hurtado Albir, Amparo. 1995. “La didáctica de la traducción: Evolución y estado actual.” [Translation teaching: Development and current situation.] In Perspectivas de la traducción inglés/español [Perspectives of English/Spanish translation], edited by Purificación Fernández Nistal and José María Bravo Gozalo, 49–74. Valladolid: ICE, Universidad de Valladolid.
• Jakobson, Roman. 1959. “On Linguistic Aspects of Translation.” In On Translation, edited by Reuben Arthur Brower, 232–239. Cambridge, MA: Harvard University Press.
• Jay, Timothy. 1992. Cursing in America: A Psycholinguistic Study of Dirty Language in the Courts, in the Movies, in the Schoolyards and on the Streets. Philadelphia: John Benjamins.
• Kaindl, Klaus. 2012. “Multimodality and Translation.” In The Routledge Handbook of Translation Studies, edited by Carmen Millán and Francesca Bartrina, 257–269. London: Routledge. Kelly, Dorothy. 2005. A Handbook for Translator Trainers: A Guide to Reflective Practice. Manchester: St. Jerome.
• Kiraly, Don. 2000. A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St. Jerome.
• Kiraly, Don. 2005. “Project-Based Learning: A Case for Situated Translation.” Meta 50 (4): 1098–1111. doi:10.7202/012063ar.
• Kiraly, Don. 2012a. “Growing a Project-Based Translation Pedagogy: A Fractal Perspective.” Meta 57 (1): 82–95. doi:10.7202/1012742ar.
• Kiraly, Don. 2012b. “Skopos Theory Goes to Paris: Purposeful Translation and Emergent Translation Projects.” In “sed sensum exprimere de sensu: In Memoriam Hans J. Vermeer,” edited by Hanna Risku, Christina Schäffner, and Jürgen F. Schopp. Special Issue, mTm 4:119–144. http://www.mtmjournal.gr/datafiles/files/MTM_4.pdf.
• Kress, Gunther. 2003. Literacy in the New Media Age. London: Routledge.
• Kress, Gunther, and Theo van Leeuwen. (1996) 2006. Reading Images: The Grammar of Visual Design. London: Routledge.
• Kress, Gunther, and Theo van Leeuwen. 2001. Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
• Kussmaul, Paul. 1995. Training the Translator. Amsterdam: John Benjamins.
• Marco, Josep. 2016. “On the Margins of the Profession: The Work Placement as a Site for the Literary Translator Trainee’s Legitimate Peripheral Participation.” The Interpreter and Translator Trainer 10 (1): 29–43. doi:10.1080/1750399X.2016.1154341.
• McEnery, Tony. 2006. Swearing in English: Bad Language, Purity and Power from 1586 to the Present. London: Routledge.
• Misiou, Vasiliki. 2020. “Navigating a Multisemiotic Labyrinth: Reflections on the Translation of Mark Z. Danielewski’s House of Leaves.” Punctum. International Journal of Semiotics 6 (1): 243–264. doi:10.18680/hss.2020.0012.
• Moskowitz, Gertrude. 1978. Caring and Sharing in the Language Class: A Sourcebook on Humanistic Techniques. Rowley, Mass.: Newbury House.
• Nord, Christiane. 1991. Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Amsterdam: Rodopi.
• Nunan, David. 1993. Syllabus Design. Oxford: Oxford University Press.
• Olohan, Maeve. 2020. Translation and Practice Theory. London: Routledge. O’Sullivan, Carol, and Caterina Jeffcote, eds. 2013. “Translating Multimodalities.” Special issue, JoSTrans The Journal of Specialised Translation, no. 20. https://www.jostrans.org/issue20/issue20_toc.php.
• Parks, Tim. 2017. “Gained in Translation.” December 9. The New York Review. https://www.nybooks.com/daily/2017/12/09/gained-in-translation/.
• Peter, Constantine. 2020. “Literary Translation Pedagogy in the United States: New Trends.” Translation Review 106 (1): 10–14. doi:10.1080/07374836.2019.1625833.
• Prince, Michael J., and Richard M. Felder. 2006. “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases.” Journal of Engineering Education 95 (2): 123–138. doi:10.1002/j.2168-9830.2006.tb00884.x.
• Reiss, Katharina. (1977) 1989. “Text Types, Translation Types and Translation Assessment.” Translated by Andrew Chesterman. In Readings in Translation Theory, edited by Andrew Chesterman, 105–115. Helsinki: Finn Lectura.
• Richards, Jack C., and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
• Scott, Clive. 2010. “Intermediality and Synesthesia: Literary Translation as Centrifugal Practice.” Art in Translation 2 (2): 153–169. doi:10.2752/175613110X12706508989415.
• Slavin, Robert E. 1990. Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs: Prentice Hall.
• Spears, Richard A. 1998. NTC’s Super-Mini Forbidden American English. Chicago: NTC Publishing Group.
• Thomas, Jenny. 1995. Meaning in Interaction: An Introduction to Pragmatics. London: Longman.
• Van Leeuwen, Theo. 2005. Introducing Social Semiotics. London: Routledge.
• Varney, Jennifer. 2009. “From Hermeneutics to the Translation Classroom: A Social Constructivist Approach to Effective Learning.” Translation & Interpreting 1 (1): 27–43. http://www.trans-int.org/index.php/transint/article/view/24/39.
• Williams, Marion. 1999. “Learning Teaching: A Social Constructivist Approach.” In Theory in Language Teacher Education, edited by Hugh Trappes-Lomax and Ian McGrath, 11–20. Harlow: Longman.