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Source or target first? Comparison of two post-editing strategies with translation students
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In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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Trans-Translation Is an Appealing Target for the Development of New Antimicrobial Compounds
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In: EISSN: 2076-2607 ; Microorganisms ; https://hal.archives-ouvertes.fr/hal-03575603 ; Microorganisms, 2022, 10 (1), ⟨10.3390/microorganisms10010003⟩ (2022)
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Automatic Normalisation of Early Modern French
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In: https://hal.inria.fr/hal-03540226 ; 2022 (2022)
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Offline Corpus Augmentation for English-Amharic Machine Translation
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In: 2022 The 5th International Conference on Information and Computer Technologies ; https://hal.archives-ouvertes.fr/hal-03547539 ; 2022 The 5th International Conference on Information and Computer Technologies, Mar 2022, New York, United States (2022)
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Non-sexist Language in Vacancy Titles: A Proposal for Drafting and Translation in International Organisations
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In: Journal of International Women's Studies (2022)
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Combating the Misrepresentation of Women in Quran Translations: Translational Interventions
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In: Journal of International Women's Studies (2022)
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Towards an empirical evaluation of translated texts and translation quality ; Vers une évaluation empirique des textes traduits et de la qualité en traduction
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In: https://hal.archives-ouvertes.fr/hal-03584752 ; 2022 (2022)
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DeepL et Google Translate face à l'ambiguïté phraséologique
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In: https://hal.archives-ouvertes.fr/hal-03583995 ; 2022 (2022)
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Language Teaching in Higher Education within a Plurilingual Perspective
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In: L2 Journal, vol 14, iss 2 (2022)
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The Future of Translation in Higher Education: Introduction to the Special Issue
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In: L2 Journal, vol 14, iss 2 (2022)
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Tandem and Translation: A bilingual telecollaboration course in social science translation
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In: L2 Journal, vol 14, iss 2 (2022)
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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
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In: L2 Journal, vol 14, iss 1 (2022)
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Do You Speak Translate?: Reflections on the Nature and Role of Translation
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In: L2 Journal, vol 14, iss 1 (2022)
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Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
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In: L2 Journal, vol 14, iss 2 (2022)
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Exploring Foreign Language Students’ Perceptions of the Guided Use of Machine Translation (GUMT) Model for Korean Writing
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In: L2 Journal, vol 14, iss 1 (2022)
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Machine Translation: Friend or Foe in the Language Classroom?
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In: L2 Journal, vol 14, iss 1 (2022)
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Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners
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In: L2 Journal, vol 14, iss 1 (2022)
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20 |
Translation Pedagogy in the Comparative Literature Classroom: Close Reading and the Hermeneutic Model of Translation
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In: L2 Journal, vol 14, iss 2 (2022)
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Abstract:
This paper considers how an increased awareness of translation in the language classroom might impact the instruction of Comparative Literature, and literary studies more broadly. Despite the arguments for translation’s centrality to the study Comparative Literature (Apter, 2006; Bassnett, 2006; Newman 2017) translation pedagogy is still under-studied and under-practiced in the Comparative Literature classroom. Among Comparative Literature instructors, close reading is often given pride of place, an emphasis echoed in commonly-assigned textbooks such as Writing Analytically (Rosenwasser and Stephen, 2014). Yetthe practice of close reading is arguably one of the most challenging concepts for beginning literature students to master, in part due to the resistance of some instructors and other literary professionals in modeling how to close read a translated text (Venuti, 2004; 2017). By outlining specific lessons, this article shows how employing a hermeneutic translation model (Steiner, 1975; Venuti, 2017; 2019; Laviosa 2019) in the literature classroom can help literature students conceptualize this central building block of literary studies. The article closes with a discussion of some of the ways in which a greater awareness of Translation Studies in the Comparative Literature classroom could unite theory with practice.
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Keyword:
Close reading; comparative literature; pedagogy; translation
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URL: https://escholarship.org/uc/item/0893v2jb
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