China is vigorously promoting Chinese culture to going global by actively translating Chinese literary works through various translation projects. Now, though, the effect of overseas dissemination of Chinese literature is not significant, readers are still within a limited range of universities, research institutions, etc. The Three-Body Trilogy is an exception, for it is not only the best-selling translation of Chinese literature on Amazon, but also the best in terms of English media attention. Numerous academic studies have examined the direct support of capital advantages of authors, translators and publishers, but limited attention has been given to the indirect capital preponderances of star effects. Framed within a sociological perspective, this study explores the positive role played by the social, cultural and symbolic capital in the dissemination and reception of The Three-Body Trilogy.
{"title":"Star effect and indirect capital preponderance","authors":"Gaosheng Deng, Sang-Seong Goh","doi":"10.1075/ttmc.00091.den","DOIUrl":"https://doi.org/10.1075/ttmc.00091.den","url":null,"abstract":"\u0000China is vigorously promoting Chinese culture to going global by actively translating Chinese literary works through various translation projects. Now, though, the effect of overseas dissemination of Chinese literature is not significant, readers are still within a limited range of universities, research institutions, etc. The Three-Body Trilogy is an exception, for it is not only the best-selling translation of Chinese literature on Amazon, but also the best in terms of English media attention. Numerous academic studies have examined the direct support of capital advantages of authors, translators and publishers, but limited attention has been given to the indirect capital preponderances of star effects. Framed within a sociological perspective, this study explores the positive role played by the social, cultural and symbolic capital in the dissemination and reception of The Three-Body Trilogy.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amidst the demand for multilingual pedagogies that advocate the use of the first language (L1) in Content and Language Integrated Learning (CLIL), this article first investigates the concept of translanguaging as a possible panacea. Translanguaging mainly refers to natural multilingual practices of speakers with multicompetences beyond their dominant language. However, doubts need to be expressed as to whether students without adequate language resources in the foreign language (FL) (henceforth referred to also as L2 intercheangeably) can fully enjoy all the benefits of translanguaging. Thus, the concept of translanguaging was adapted into trans-foreign-languaging (Trans-FL), making its distinctness available for CLIL. During an interventionalist study carried out in a 10th grade CLIL Politics & Economics classroom, where the students’ L2 is English and German, the official school language, is L1, three different models of Trans-FL were designed together with the students as main stakeholders, using triangulated data. The genesis of the three models was reconstructed as thick description in the Appendix, elucidating different intensities of dynamic bilingualism within a natural classroom ecology. Finally, the models were incorporated into one single and comprehensive CLIL teaching model for an affordance-based and differentiated approach that recognizes the needs of various student types. The result is a tangible pedagogy that integrates L1 use into various CLIL contexts as a norm.
{"title":"Translanguaging… or trans-foreign-languaging?","authors":"Subin Nijhawan","doi":"10.1075/ttmc.00087.nij","DOIUrl":"https://doi.org/10.1075/ttmc.00087.nij","url":null,"abstract":"\u0000Amidst the demand for multilingual pedagogies that advocate the use of the first language (L1) in Content and Language Integrated Learning (CLIL), this article first investigates the concept of translanguaging as a possible panacea. Translanguaging mainly refers to natural multilingual practices of speakers with multicompetences beyond their dominant language. However, doubts need to be expressed as to whether students without adequate language resources in the foreign language (FL) (henceforth referred to also as L2 intercheangeably) can fully enjoy all the benefits of translanguaging. Thus, the concept of translanguaging was adapted into trans-foreign-languaging (Trans-FL), making its distinctness available for CLIL. During an interventionalist study carried out in a 10th grade CLIL Politics & Economics classroom, where the students’ L2 is English and German, the official school language, is L1, three different models of Trans-FL were designed together with the students as main stakeholders, using triangulated data. The genesis of the three models was reconstructed as thick description in the Appendix, elucidating different intensities of dynamic bilingualism within a natural classroom ecology. Finally, the models were incorporated into one single and comprehensive CLIL teaching model for an affordance-based and differentiated approach that recognizes the needs of various student types. The result is a tangible pedagogy that integrates L1 use into various CLIL contexts as a norm.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.
{"title":"Audio description and subtitling for the deaf and hard of hearing","authors":"Noa Talaván, J. Lertola, A. I. Moreno","doi":"10.1075/ttmc.00082.tal","DOIUrl":"https://doi.org/10.1075/ttmc.00082.tal","url":null,"abstract":"\u0000This paper presents the teaching innovation project AUDIOSUB, which aimed at assessing the didactic potential of audio description (AD) and subtitling for the deaf and hard of hearing (SDH) in foreign language education. Within an online setting, 25 undergraduates of English Studies in a Spanish university worked collaboratively for two months and a half, in groups of five, so as to provide accessibility to complete short films. To that end, they were provided with a number of ad hoc tutorials and guidelines on technical issues related to AD and SDH, the two media accessibility modes used for this proposal. A pre-experiment was designed for data collection: pre- and post- writing and oral production tests, as well as general translation pre- and post- tests, were administered, and quantitative data were exploited using SPSS; pre-and post- questionnaires and observation were also used to triangulate and complement the analysis. The results show evidence of improvement both in written production and in general translation skills thanks to the pedagogical application of media accessibility and point towards a more systematic exploitation of didactic SDH and AD in the foreign language learning context.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41592199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Altarabin (2020): The Routledge Course on Media, Legal and Technical Translation: English-Arabic-English","authors":"Mamnunah, Marjai Afan, Nurhabibah","doi":"10.1075/ttmc.00084.mam","DOIUrl":"https://doi.org/10.1075/ttmc.00084.mam","url":null,"abstract":"","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41550324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Kusters, Spotti & Swanwick (2017): Translanguaging and Repertoires across Signed and Spoken Languages: Insights from Linguistic Ethnographies in Semiotically Diverse Contexts","authors":"Sara Laviosa","doi":"10.1075/ttmc.00086.lav","DOIUrl":"https://doi.org/10.1075/ttmc.00086.lav","url":null,"abstract":"","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the turn of the century there has been an increase in the use of translanguaging in multilingual learning contexts. Many researchers have shown how translanguaging enhances multilingual students’ ability to understand academic content. This experimental study provides empirical evidence that translanguaging can enhance reading comprehension. An experimental group and a control group were used to establish whether there was a significant difference between the performances of the two groups after reading an academic text. Using the t-test analysis, the results show a significant difference in the performance of the control group and the experimental group. These findings prompt us to conclude that translanguaging is an effective strategy that enhances reading comprehension.
{"title":"Translanguaging to enhance reading comprehension among first-year medical students","authors":"Vimbai Mbirimi-Hungwe","doi":"10.1075/ttmc.00081.mbi","DOIUrl":"https://doi.org/10.1075/ttmc.00081.mbi","url":null,"abstract":"\u0000 Since the turn of the century there has been an increase in the use of translanguaging in multilingual learning\u0000 contexts. Many researchers have shown how translanguaging enhances multilingual students’ ability to understand academic content.\u0000 This experimental study provides empirical evidence that translanguaging can enhance reading comprehension. An experimental group\u0000 and a control group were used to establish whether there was a significant difference between the performances of the two groups\u0000 after reading an academic text. Using the t-test analysis, the results show a significant difference in the performance of the\u0000 control group and the experimental group. These findings prompt us to conclude that translanguaging is an effective strategy that\u0000 enhances reading comprehension.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47016763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Translanguaging refers to the way in which multilingual individuals draw on their full linguistic repertoires, rather than adhering to narrow use of one named language. This concept has important sociolinguistic significance because it enables individuals to move beyond colonial structures of power and liberates the language practices of multilinguals. The purpose of this research is to investigate the phenomenon of translanguaging in Indian writing in English, using two anthologies, She Speaks (Ray et al. 2019) and She Celebrates (Choudhury et al. 2020), as data sources. Focusing on stories contained in these anthologies as case studies, the research describes linguistic, cultural and stylistic effects of translanguaging used in these works, in which Indian writers portray their characters engaging in translanguaging as a way of ‘Indianising’ the English language. In line with accounts of the process of translanguaging as culture-specific, the study reveals that often authors and their characters use translanguaging because forms of usage can be difficult to translate – or at least to translate in a way that conveys the meaning those forms have in the original, vernacular context. The study demonstrates how work at the intersection of literary studies and linguistics can illuminate cross-cultural aspects of fiction writing.
{"title":"Translanguaging in Indian fiction","authors":"Munmun Gupta","doi":"10.1075/ttmc.00076.gup","DOIUrl":"https://doi.org/10.1075/ttmc.00076.gup","url":null,"abstract":"\u0000 Translanguaging refers to the way in which multilingual individuals draw on their full linguistic repertoires,\u0000 rather than adhering to narrow use of one named language. This concept has important sociolinguistic significance because it\u0000 enables individuals to move beyond colonial structures of power and liberates the language practices of multilinguals. The purpose\u0000 of this research is to investigate the phenomenon of translanguaging in Indian writing in English, using two anthologies,\u0000 She Speaks (Ray et al. 2019) and She Celebrates\u0000 (Choudhury et al. 2020), as data sources. Focusing on stories contained in these\u0000 anthologies as case studies, the research describes linguistic, cultural and stylistic effects of translanguaging used in these\u0000 works, in which Indian writers portray their characters engaging in translanguaging as a way of ‘Indianising’ the English\u0000 language. In line with accounts of the process of translanguaging as culture-specific, the study reveals that often authors and\u0000 their characters use translanguaging because forms of usage can be difficult to translate – or at least to translate in a way that\u0000 conveys the meaning those forms have in the original, vernacular context. The study demonstrates how work at the intersection of\u0000 literary studies and linguistics can illuminate cross-cultural aspects of fiction writing.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44695205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Building on the framework of translanguaging both as individuals’ flexible language practices and classroom pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on pedagogical translanguaging.
{"title":"Teachers’ perceptions and practices of translanguaging for emergent bilinguals in U.S. multilingual\u0000 classrooms","authors":"Sujin Kim, Sun Choi","doi":"10.1075/ttmc.00079.kim","DOIUrl":"https://doi.org/10.1075/ttmc.00079.kim","url":null,"abstract":"\u0000 Building on the framework of translanguaging both as individuals’ flexible language practices and classroom\u0000 pedagogy, this article reports on a case study that examined perceptions and practices of pedagogical translanguaging among a\u0000 group of teachers from elementary school classrooms with emergent bilingual learners in a Mid-Atlantic U.S. school district. The\u0000 analysis shows a range of transformations in the teachers’ perceptions and practices as well as their perceived and structural\u0000 challenges in implementing pedagogical translanguaging for content-integrated literacy instruction. The findings point towards the\u0000 complexity of pedagogical translanguaging in superdiverse classrooms and address the need for expanded empirical research on\u0000 pedagogical translanguaging.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on a study of English subtitles of Persian Ostensible Offer of Money (POOM). The first stage of this study involved identifying instances of POOM in Iranian films on the basis of their locutions (forms) and culture-specific contextual features and underlying concepts. At this stage we highlighted the potential problems that may be encountered when relaying the meaning of POOMs in English, and described the translation strategies used by the subtitlers. In order to corroborate our findings, we also conducted a survey of the perceptions of non-Iranian viewers. On the basis of our analysis, we conclude that, owing to subtitling restrictions such as space and time, subtitlers can rely on information provided in the preceding and following scenes of instances of POOM as well as dialogues, audiences’ familiarity with Persian culture, and similarities with other cultures in order to avoid mistranslations or misunderstandings.
{"title":"Qābeli nadāre (It is not worthy of you)","authors":"Mojde Yaqubi, Wan Rose Eliza Abdul Rahman","doi":"10.1075/ttmc.00078.yaq","DOIUrl":"https://doi.org/10.1075/ttmc.00078.yaq","url":null,"abstract":"\u0000 This article reports on a study of English subtitles of Persian Ostensible Offer of Money (POOM). The first stage of\u0000 this study involved identifying instances of POOM in Iranian films on the basis of their locutions (forms) and culture-specific\u0000 contextual features and underlying concepts. At this stage we highlighted the potential problems that may be encountered when\u0000 relaying the meaning of POOMs in English, and described the translation strategies used by the subtitlers. In order to corroborate\u0000 our findings, we also conducted a survey of the perceptions of non-Iranian viewers. On the basis of our analysis, we conclude\u0000 that, owing to subtitling restrictions such as space and time, subtitlers can rely on information provided in the preceding and\u0000 following scenes of instances of POOM as well as dialogues, audiences’ familiarity with Persian culture, and similarities with\u0000 other cultures in order to avoid mistranslations or misunderstandings.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The translation policy model by González Núñez (2013, 475) comprises three elements, namely “translation management”, “translation practices”, and “translation beliefs”. While the first two elements of this model are straightforward and easy to study in top-down approaches, translation beliefs can relate both to policymakers and policy receivers. However, the distinction has not been clearly made in this model and the element of translation beliefs has been chiefly treated in the literature as though it comes from the top levels of policymaking, hence overlooking the bottom-up aspects of it (see González Núñez 2014, 2016; Li et al. 2017). In order to improve this model, the present paper draws on the audience reception theory (Hall 1973), and shows that the current translation policy model requires a fourth element that I would call ‘translation reception’. The paper draws on the findings of a reception-oriented case study on translation policies in provincial broadcasting in Iran. This study argues that a more inclusive model of translation policy should not only include the authority-level elements of translation management, translation practices, and translation beliefs, but also the element of translation reception on the part of policy receivers. This way, I hope, the end users’ involvement in and contribution to the translation policy network will not be overlooked in subsequent research.
González Núñez(2013, 475)的翻译政策模型包括三个要素，即“翻译管理”、“翻译实践”和“翻译信念”。虽然该模型的前两个要素在自上而下的方法中是直接且易于研究的，但翻译信念可以与政策制定者和政策接受者相关。然而，在这个模型中并没有明确区分，翻译信念的因素在文献中主要被视为来自决策的最高层，因此忽略了它的自下而上方面(见González Núñez 2014, 2016;Li et al. 2017)。为了改进这一模型，本文借鉴了受众接受理论(Hall 1973)，并表明当前的翻译政策模型需要第四个要素，我将其称为“翻译接受”。本文借鉴了一项针对伊朗省级广播翻译政策的以接收为导向的案例研究的结果。本研究认为，一个更具包容性的翻译政策模式不仅应该包括翻译管理、翻译实践和翻译信念等权威层面的因素，还应该包括政策接受者的翻译接受因素。通过这种方式，我希望最终用户对翻译政策网络的参与和贡献不会在后续的研究中被忽视。
{"title":"Translation policy","authors":"A. Jazini","doi":"10.1075/ttmc.00077.jaz","DOIUrl":"https://doi.org/10.1075/ttmc.00077.jaz","url":null,"abstract":"\u0000The translation policy model by González Núñez (2013, 475) comprises three elements, namely “translation management”, “translation practices”, and “translation beliefs”. While the first two elements of this model are straightforward and easy to study in top-down approaches, translation beliefs can relate both to policymakers and policy receivers. However, the distinction has not been clearly made in this model and the element of translation beliefs has been chiefly treated in the literature as though it comes from the top levels of policymaking, hence overlooking the bottom-up aspects of it (see González Núñez 2014, 2016; Li et al. 2017). In order to improve this model, the present paper draws on the audience reception theory (Hall 1973), and shows that the current translation policy model requires a fourth element that I would call ‘translation reception’. The paper draws on the findings of a reception-oriented case study on translation policies in provincial broadcasting in Iran. This study argues that a more inclusive model of translation policy should not only include the authority-level elements of translation management, translation practices, and translation beliefs, but also the element of translation reception on the part of policy receivers. This way, I hope, the end users’ involvement in and contribution to the translation policy network will not be overlooked in subsequent research.","PeriodicalId":36928,"journal":{"name":"Translation and Translanguaging in Multilingual Contexts","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59140183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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