Absinthe 24 pushes and prods Hellenism beyond its geographic and cultural comfort zones, and sets it tumbling off beyond both internal and external borders of its nation-state, in a wide-ranging but always site-specific and localized itinerary. At each stop along the way, this Greekness finds its plurals—hence the “Hellenisms” of the title. While they present no unified topography, tongue or even topic, these Hellenisms map out the contours of a shared conversation. Today’s Hellenism isn’t limited to Hellas, nor to the Hellenic language. The selected texts in this volume explore Greece from the perspective of visitors, displaced persons, and marginalized people looking in, or, conversely, from the perspective of locals striving to break out.
Picking up where Innovative Practices in Teaching Sign Language Interpreters left off, this new collection presents the best new interpreter teaching techniques proven in action by the eminent contributors assembled here. In the first chapter, Dennis Cokely discusses revising curricula in the new century based upon experiences at Northeastern University. Jeffrey E. Davis delineates how to teach observation techniques to interpreters, while Elizabeth Winston and Christine Monikowski suggest how discourse mapping can be considered the Global Positioning System of translation.
In other chapters, Laurie Swabey proposes ways to handle the challenge of referring expressions for interpreting students, and Melanie Metzger describes how to learn and recognize what interpreters do in interaction. Jemina Napier contributes information on training interpreting students to identify omission potential. Robert G. Lee explains how to make the interpreting process come alive in the classroom. Mieke Van Herreweghe discusses turn-taking and turn-yielding in meetings with Deaf and hearing participants in her contribution. Anna-Lena Nilsson defines “false friends,” or how contextually incorrect use of facial expressions with certain signs in Swedish Sign Language can be detrimental influences on interpreters. The final chapter by Kyra Pollitt and Claire Haddon recommends retraining interpreters in the art of telephone interpreting, completing Advances in Teaching Sign Language Interpreters as the new authoritative volume in this vital communication profession.
One, two! one, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
Un deux, un deux, par le milieu,
Le glaive vorpal fait pat-à-pan!
La bête défaite, avec sa tête,
Il rentre gallomphant.
Eins, Zwei! Eins, Zwei! Und durch und durch
Seins vorpals Schwert zerschniferschnück.
Da blieb es todt! Er, Kopf in Hand,
Geläumfig zog zurück!
The late Victor Proetz was by vocation a visual artist who created many distinguished architectural and decorative designs. His favorite avocation, however, was to explore the possibilities (and impossibilities) of words, especially words in translation, and to share his discoveries. As Alastair Reid says in his foreword, "He turned words over in his head, he listened to them, he unraveled them, he looked them up, he played with them, he passed them on like presents, all with an unjadeable astonishment."
What, Proetz wondered, do some of the familiar and not-so-familiar works of English and American literature sound like in French? In German? "How," he asked, "do you say 'Yankee Doodle' in French—if you can?" And "How do they say 'Hounyhnhnm' and 'Cheshire Cat' and things like that in German?" And, in either language, "How, in God's name, can you possibly say 'There she blows!'?"
This book, unfortunately left incomplete on his death in 1966, contains many of his answers. They are given not only in the assembled texts and translations but also in his wry, curious, sometimes hilarious commentaries. None of it is scholarly in any formal, academic sense—"and yet," Reid reminds us, "his is precisely the kind of enthusiastic curiosity that gives scholarship its pointers."
There is a longstanding need for valid, reliable measurements of interpreting competence. Although rubrics and checklists are commonly used in both academic and employment settings, a review of available rubrics indicates that many do not focus on interpreting performance. Traditional metrics for sign language interpreting often conflate language proficiency with interpreting proficiency. Conflating fundamental aspects of language in use—vocabulary, grammar, and prosody— with fundamental aspects of interpretation—content, intent, and monitoring—compromises the valid assessment of interpreting proficiency. Beyond Equivalence: Reconceptualizing Interpreting Performance Assessment argues for a shift toward more nuanced and evidence-based conceptualizations of interpreting, communication, and meaning to improve the creation and use of rubrics for assessment in interpreter education, certification, and professional development.
This inaugural volume in the Currents series introduces a rubric and accompanying scale, which can be used to assess both simultaneous and consecutive interpreting performance in terms of both process and product, in both signed and spoken language interpreting, and in a variety of settings. Beyond Equivalence offers an appreciation of the multivarious nature of meaning in the interpreting process and presents a new paradigm for the measurement of interpreting proficiency.
Drawing on more than one hundred hours of taped recordings of Spanish/English court proceedings in federal, state, and municipal courts—along with extensive psycholinguistic research using translated testimony and mock jurors—Susan Berk-Seligson's seminal book presents a systematic study of court interpreters, and raises some alarming, vitally important concerns: contrary to the assumption that interpreters do not affect the contents of court proceedings, they could potentially make the difference between a defendant being found guilty or innocent of a crime.
Jerry Norman’s Comprehensive Manchu-English Dictionary, a substantial revision and enlargement of his Concise Manchu-English Lexicon of 1978, now long out of print, is poised to become the standard English-language resource on the Manchu language. As the dynastic language of the Qing dynasty (1644–1911), Manchu was used in official documents and was also the vehicle for an enormous translation literature, mostly from the Chinese. The new Dictionary, based exclusively on Qing sources, retains all of the information from the earlier Lexicon, but also includes hundreds of additional entries cited from original Manchu texts, enhanced cross-references, and an entirely new introduction on Manchu pronunciation and script. All content from the earlier publication has also been verified.
This final book from the preeminent Manchu linguist in the English-speaking world is a reference work that not only updates Norman’s earlier scholarship but also summarizes his decades of study of the Manchu language. The Dictionary, which represents a significant scholarly contribution to the field of Inner Asian studies and to all students and scholars of Manchu and other Tungusic and related languages around the world, will become a major tool for archival research on Chinese late imperial period history and government.
This incisive book explores the current state of educational interpreting and how it is failing deaf students. The contributors, all renowned experts in their field, include former educational interpreters, teachers of deaf students, interpreter trainers, and deaf recipients of interpreted educations.
Educational Interpreting presents the salient issues in three distinct sections. Part 1 focuses on deaf students—their perspectives on having interpreters in the classroom, the language myths that surround them, the accessibility of language to them, and their cognition. Part 2 raises questions about the support and training that interpreters receive from the school systems, the qualifications that many interpreters bring to an interpreted education, and the accessibility of everyday classrooms for deaf students placed in such environments. Part 3 presents a few of the possible suggestions for addressing the concerns of interpreted educations, and focuses primarily on the interpreter.
The contributors discuss the need to (1) define the core knowledge and skills interpreters must have and (2) develop standards of practice and assessment. They also stress that interpreters cannot effect the necessary changes alone; unless and until administrators, parents, teachers, and students recognize the inherent issues of access to education through mediation, little will change for deaf students.
Students of advanced Spanish share a desire to use and understand the language, even as their backgrounds and goals for the language may vary widely. En otras palabras provides advanced learners of Spanish with hands-on manipulation of grammatical, lexical, and cultural detail through the practice of translation (traducción). This challenging and enjoyable textbook—now in its second edition with up-to-date texts on current events, new exercises, and new and expanded instructions—presents students with incisive grammar explanation, relevant lexical information, and a wide variety of translation texts and exercises in order to increase their mastery of the Spanish language.
En otras palabras contains Spanish texts to be translated into English as well as English texts for translation into Spanish. Translating into English requires students to understand every detail of the Spanish text and decide how these details might best be expressed in English. Translating into Spanish requires students to recognize how Spanish structures and words do—and do not—parallel those of English. Both activities provide advanced students of Spanish with an invigorating linguistic workout and serve as an effective introduction to the practice of translation.
Translation is a cultural as well as a linguistic activity; for students, learning how to translate provides invaluable experience of the inseparability of language and culture. En otras palabras addresses the errors made by advanced learners of Spanish while involving students in the pleasurable, problem-solving process of translation. This second edition contains a wide variety of usage-based exercises for both individual and group work. Concise and complete texts feature narrative and description, marketing and publicity materials, medical and legal topics, sports journalism, and internet posts.
En otras palabras is designed for a three-credit semester class; an online Instructor's Manual is provided at no charge to professors who adopt the text in their classrooms.
This volume brings together a cadre of world-renowned interpreting educators and researchers who conduct a rich exploration of paradigms, both old and new, in interpreter education. They review existing research, explicate past and current practices, and call for a fresh look at the roots of interpreter education in anticipation of the future. Expert commentary accompanies each chapter to provide a starting point for reflection on and discussion of the growing needs in this discipline.
Volume coeditor Christine Monikowski begins by considering how interpreter educators can balance their responsibilities of teaching, practice, and research. Her chapter is accompanied by commentary about the capacity to “academize” what has been thought of as a semi-profession. Helen Tebble shares research on medical interpreting from an applied linguistic perspective. Terry Janzen follows with the impact of linguistic theory on interpretation research methodology. Barbara Shaffer discusses how interpreting theory shapes the interpreter’s role. Elizabeth A. Winston, also a volume coeditor, rounds out this innovative collection with her chapter on infusing evidence-based teaching practices into interpreting education. Noted interpreter educators and researchers also provide an international range of insights in this collection, including Rico Peterson, Beppie van den Bogaerde, Karen Bontempo, Ian Mason, Ester Leung, David Quinto-Pozos, Lorraine Leeson, Jemina Napier, Christopher Stone, Debra Russell, and Claudia Angelelli.
"Translation is like a reverse-engineering process—whereby, say, we might take apart a clock made of metal parts in order to build a functioning replica made entirely of plastic. Our final product will not look the same as the original clock, and it would be impossible to simply copy the designs of its inner workings, because plastic and metals have very different properties. For example, we cannot make small plastic springs or very thin gears of plastic. But these changes do not matter; the only thing that matters is that our replica will tell the time correctly.”—From the Introduction
The Georgetown Guide to Arabic-English Translation is an essential step-by-step, practical manual for advanced learners of Arabic interested in how to analyze and accurately translate nonfiction Arabic texts ranging from business correspondence to textbooks.
Mustafa Mughazy, a respected Arabic linguist, presents an innovative, functional approach that de-emphasizes word-for-word translation. Based on the Optimality Theory, it favors remaining faithful to the communicative function of the source material, even if this means adding explanatory text, reconfiguring sentences, paraphrasing expressions, or omitting words.
From how to select a text for translation or maintain tense or idiom, to how to establish translation patterns, The Georgetown Guide to Arabic-English Translation is useful both as a textbook and a reference. An invaluable set of appendices offers shortcuts to translate particularly difficult language like abbreviations, collocations, and common expressions in business correspondence, while authentic annotated texts provide the reader opportunities to practice the strategies presented in the book. A must-read for advanced learners of Arabic, this is a book every scholar and graduate-level student will wish to own.
Nazik Saba Yared’s novel, Improvisations on a Missing String, tells the story of Saada Rayyis, who, after a mastectomy and prior to another operation which she may not survive, considers the course of her life with the purpose of understanding not only where she has been, but also where she is going.
In her attempt to cope with complex feelings of alienation and insecurity, she struggles against traditional expectations in order to secure a sense of belonging and fulfillment—but always on her own terms.
From her childhood in Palestine, through her university studies in Cairo, and finally as a teacher in Beirut, we follow the development of this independent woman as she comes to terms with her feelings about family, lovers, politics, art, and finally her own aspirations for belonging.
Deaf Americans have identified healthcare as the most difficult setting in which to obtain a qualified interpreter. Yet, relatively little attention has been given to developing evidence-based resources and a standardized body of knowledge to educate healthcare interpreters. In Our Hands: Educating Healthcare Interpreters addresses these concerns by delineating the best practices for preparing interpreters to facilitate full access for deaf people in healthcare settings.
The first section of this volume begins with developing domains and competencies toward a teaching methodology for medical and mental health interpreters. The next chapter describes a discourse approach that relies on analyzing actual transcripts and recordings to train healthcare interpreters. Other chapters feature a model mental health interpreter training program in Alabama; using a Demand-Control Schema for experiential learning; the risk of vicarious trauma to interpreters; online educational opportunities; and interpreting for deaf health care professionals. The second section offers four perspectives on education, including healthcare literacy of the clients; the education of Deaf interpreters; the development of standards for spoken-language healthcare interpreters; and the perspectives of healthcare interpreter educators in Europe. The range and depth of In Our Hands takes significant strides in presenting educational opportunities that can enhance the critical services provided by healthcare interpreters to deaf clients.
Researchers now understand interpreting as an active process between two languages and cultures, with social interaction, sociolinguistics, and discourse analysis as more appropriate theoretical frameworks. Roy’s penetrating new book acts upon these new insights by presenting six dynamic teaching practices to help interpreters achieve the highest level of skill.
Jeffrey Davis illustrates the translation skills that form the basis for teaching consecutive and simultaneous interpreting to help students understand the intended meaning of the source message, and also the manner in which listeners understand it. Rico Peterson demonstrates the use of recall protocols, which can be used to teach metacognitive skills and to assess the student’s sign language comprehension. Finally, Janice Humphrey details the use of graduation portfolios, a valuable assessment tool used by faculty to determine a student’s level of competency. These imaginative techniques in Innovative Practices promise gains in sign language interpreting that will benefit teachers, students, and clients alike in the very near future.
The Fourth Volume in the Interpreter Education Series
From the moment the World Association of Sign Language Interpreters (WASLI) was established in 2005, an overwhelming wave of requests from around the world arrived seeking information and resources for educating and training interpreters. This new collection provides those answers with an international overview on interpreter training from experts in Austria, Australia, Brazil, Canada, Fiji, Finland, Ireland, Japan, Kenya, Kosovo, the Netherlands, New Zealand, Scotland, Sweden, and the United States. Whether from income-rich or income-poor countries, the 31 contributors presented here provide insights on how sign language interpreter training has developed in each nation, and also how trainers have dealt with the difficulties that they encountered.
Many of the contributors relate the movement away from ad hoc short courses sponsored by Deaf communities. They mark the transition from the early struggles of trainers against the stigmatization of sign languages to full-time degree programs in institutions of higher education funded by their governments. Others investigate how culture, religion, politics, and legislation affect the nurturing of professional sign language interpreters, and they address the challenges of extending training opportunities nationally through the use of new technology. Together, these diverse perspectives offer a deeper understanding and comparison of interpreter training issues that could benefit the programs in every nation.
The Seventh Volume in the Studies in Interpretation Series
Nineteen international authorities contribute their research and findings to Interpreting in Multilingual, Multicultural Contexts, probing the complex nature of interpreted interaction involving Deaf and hearing people of diverse linguistic and cultural backgrounds. They also analyze the contextualized interpreting practices and considerations that transpire from this diversity.
In three parts, this trenchant collection shows how Deaf and hearing people use language in fluctuating ways to connect with each other. The chapters in Part 1 — Expanding Frontiers: ASL-English-Spanish Interpreting in the United States — consider sign language interpreting at the border between Baja California and the state; trilingual video relay service (VRS) interpreting; and constructing a valid, reliable trilingual interpreting testing instrument. Part 2 — Mediating Indigenous Voices — explores how to construct roles in a Maori Deaf trilingual context; considerations for interpreting signed languages of American Indian Communities; and interpreting for indigenous Deaf clients in far north Queensland, Australia.
In the final section, Part 3 — Globalizing: Interpreting in International Contexts — protocols for interpreting in multilingual international conferences are analyzed. The last chapter describes the arduousness of sign language interpreting in multilingual, international settings. It acts as a fitting conclusion to this examination of the challenges to the sociolinguistic repertoire of interpreters mediating across multiplex combinations of culture and language.
A primer and workbook designed either for classroom use or for individual study. The work concentrates on grammar and syntax in the Latin used by Emanuel Swedenborg (1688-1772). It contains brief Latin-English and English-Latin glossaries.
Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions.
To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises.
Charles Baudelaire, Walter Benjamin, and Sylvia Plath make up the odd trio on which this book is based. It is in the surprising and revealing links between them--links pertaining to troublesome mothers, elusive foreign languages, and professional disappointments--that Barbara Johnson maps the coordinates of her larger claims about the ideal of oneness in every area of life, and about the damage done by this ideal.
The existence of sexual difference precludes an original or ultimate "one" who would represent all of mankind; the plurality of languages makes it impossible to think that one doesn't live in translation; and the plurality of the sexes means that every human being came from a woman's body, and some will reproduce this feat, while others won't. In her most personal and deeply considered book about difference, Johnson asks: Is the mother the guardian of a oneness we have never had? The relations that link mothers, bodies, words, and laws serve as the guiding puzzles as she searches for an answer.
The Fifth Volume in the Studies in Interpretation Series
In interpreting, professionals must be able to convey to their clients the rhythm, stress, and length of phrases used by the communicating parties to indicate their respective emotional states. Such subtleties, which can signal sarcasm and irony or whether a statement is a question or a command, are defined in linguistics as prosody. Brenda Nicodemus’s new volume, the fifth in the Studies in Interpretation series, discusses the prosodic features of spoken and signed languages, and reports the findings of her groundbreaking research on prosodic markers in ASL interpretation.
In her study, Nicodemus videotaped five highly skilled interpreters as they interpreted a spoken English lecture into ASL. Fifty Deaf individuals viewed the videotaped interpretations and indicated perceived boundaries in the interpreted discourse. These identified points were then examined for the presence of prosodic markers that might be responsible for the perception of a boundary. Prosodic Markers and Utterance Boundaries reports on the characteristics of the ASL markers, including their frequency, number, duration, and timing. Among other findings, the results show that interpreters produce an average of seven prosodic markers at each boundary point. The markers are produced both sequentially and simultaneously and under conditions of highly precise timing. Further, the results suggest that the type of prosodic markers used by interpreters are both systematic and stylistic.
Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.
Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.
Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.
The ninth volume in the Studies in Interpretation series offers six succinct chapters on the state of signed language interpreting by Brazil by editors Ronice Müller de Quadros, Earl Fleetwood, Melanie Metzger and ten Brazilian researchers. The first chapter advocates for the affiliation of Brazilian Sign Language (Libras) interpretation research with the field of Translation Studies to generate greater academic power empowerment of Libras. The second chapter outlines how Brazilian sign language interpreters construct a position in discourse. Chapter 3 explores the possibility that bimodal, bilingual interpreters—hearing children of deaf adults—face unique cognitive tasks compared to unimodal bilingual interpreters.
Chapter 4 describes how the systematic expansion and documentation of new academic and technical terms in Brazilian Sign Language, in which fingerspelling is uncommon, resulted in the development of an online glossary. The fifth chapter details the challenges of Libras interpreters in high schools. Chapter 6 concludes this revealing collection with findings on whether gender traits influence the act of interpretation of Brazilian Sign Language.
In Strange Tales from Edo, William Fleming paints a sweeping picture of Japan’s engagement with Chinese fiction in the early modern period (1600–1868). Large-scale analyses of the full historical and bibliographical record—the first of their kind—document in detail the wholesale importation of Chinese fiction, the market for imported books and domestic reprint editions, and the critical role of manuscript practices—the ascendance of print culture notwithstanding—in the circulation of Chinese texts among Japanese readers and writers.
Bringing this big picture to life, Fleming also traces the journey of a text rarely mentioned in studies of early modern Japanese literature: Pu Songling’s Liaozhai zhiyi (Strange Tales from Liaozhai Studio). An immediate favorite of readers on the continent, Liaozhai was long thought to have been virtually unknown in Japan until the modern period. Copies were imported in vanishingly small numbers, and the collection was never reprinted domestically. Yet beneath this surface of apparent neglect lies a rich hidden history of engagement and rewriting—hand-copying, annotation, criticism, translation, and adaptation—that opens up new perspectives on both the Chinese strange tale and its Japanese counterparts.
Contributors. Jianhua Chen, Nancy Chen, Alexis Dudden Eastwood, Roger Hart, Larissa Heinrich, James Hevia, Andrew F. Jones, Wan Shun Eva Lam, Lydia H. Liu, Deborah T. L. Sang, Haun Saussy, Q. S. Tong, Qiong Zhang
As access to deaf people grows around the world, a new profession has begun to emerge as well, that of Deaf translators and interpreters (T/Is). In his new study Toward a Deaf Translation Norm, Christopher Stone explores this innovation, including its antecedents and how it is manifested in public places. Most importantly, Stone investigates whether or not a translation norm has evolved for Deaf T/Is as increasing numbers of them work in the mainstream translating for websites, public services, government literature, and television media.
For his study, the sixth volume in the Studies in Interpretation series, Stone concentrated his research in the United Kingdom. Specifically, he examined the rendering of English broadcast television news into British Sign Language (BSL) by both Deaf and hearing T/Is. Segments of the data feature simultaneous Deaf and hearing in-vision T/I broadcasts. Recording these broadcasts produced a controlled product that enabled direct comparison of the Deaf and hearing T/Is. Close analysis of these examples revealed to Stone that Deaf T/s not only employ a Deaf translation norm, they take labors to shape their BSL text into a stand-alone product rather than a translation. Ultimately, Toward a Deaf Translation Norm opens up engrossing new vistas on current deliberation about neutrality in translation and interpretation.
The Third Volume in the Studies in Interpretation Series
This new volume focuses on scholarship over a refined spectrum of issues that confront interpreters internationally. Editors Melanie Metzger and Earl Fleetwood call upon researchers from the United States, Ireland, Australia, and the Philippines to share their findings in six chapters.
In the first chapter, Roberto R. Santiago and Lisa A. Frey Barrick reveal how interpreters deal with translating source language idioms into American Sign Language (ASL). In Chapter 2, Lorraine Neeson and Susan Foley-Cave review the particular demands for decision-making that face interpreters on several levels in a class on semantics and pragmatics. Liza B. Martinez explains in Chapter 3 the complicated, multilingual process of code switching by Filipino interpreters when voice-interpreting Filipino Sign Language.
Chapter 4 offers a deconstruction by Daniel Roush of the stereotype that Deaf ASL-users are direct or blunt, based on his analysis of two speech/social activities of requests and refusals. Jemina Napier investigates interpreting from the perspective of deaf consumers in Australia in Chapter 5 to explore their agenda for quality interpreting services. In the final chapter, Amy Frasu evaluates methods for incorporating visual aids into interpretations from spoken English to American Sign Language and the potential cognitive dissonance for deaf persons that could result.
“Signed language interpreting is about access,” states author Jeremy L. Brunson at the outset of his new book, and no manifestation of access for deaf people can be considered more complex than video relay services (VRS). In Video Relay Service Interpreters: Intricacies of Sign Language Access, Brunson delineates exactly how complicated the service can be, first by analyzing sign language interpreting as a profession and its relation to both hearing and deaf clients. He describes how sign language interpreters function in Deaf communities and how regulatory processes imposed by VRS providers can constrain communication access based on each individual’s needs.
Brunson proceeds by acclimating readers to the environment of VRS and how the layout of the typical physical plant alters the practice of interpreting. The focus then falls upon intended VRS users, providing insights into their expectations. Interpreters shared their experiences with Brunson in 21 formal interviews and discussions. Many remarked on the differences between face-to-face interpreting and VRS training, which often runs counter to the concept of relating informally with deaf clients as a way to expand access. This thoughtful, sociological study outlines texts that originate between users and interpreters and how they can be used to develop VRS access. Video Relay Service Interpreters concludes with the implications of VRS interpreting for sign language interpreting in general and suggests where scholarship will lead in the future.
Ergun’s comparative framework reveals translation’s potential to facilitate cross-border flows of feminist theories, empower feminist interventions, connect feminist activists across differences and divides, and forge transnational feminist solidarities. As she considers hopeful and woeful pictures of border crossings, Ergun invites readers to revise their views of translation’s role in transnational feminism and examine their own potential as ethically and politically responsible agents willing to search for new meanings.
Sophisticated and compelling, Virgin Crossing Borders reveals translation’s vital role in exchanges of feminist theories, stories, and knowledge.
Women as Translators in Early Modern England offers a feminist theory of translation that considers both the practice and representation of translation in works penned by early modern women. It argues for the importance of such a theory in changing how we value women’s work. Because of England’s formal split from the Catholic Church and the concomitant elevation of the written vernacular, the early modern period presents a rich case study for such a theory. This era witnessed not only a keen interest in reviving the literary glories of the past, but also a growing commitment to humanist education, increasing literacy rates among women and laypeople, and emerging articulations of national sentiment. Moreover, the period saw a shift in views of authorship, in what it might mean for individuals to seek fame or profit through writing. Until relatively recently in early modern scholarship, women were understood as excluded from achieving authorial status for a number of reasons—their limited education, the belief that public writing was particularly scandalous for women, and the implicit rule that they should adhere to the holy trinity of “chastity, silence, and obedience.”
While this view has changed significantly, women writers are still understood, however grudgingly, as marginal to the literary culture of the time. Fewer women than men wrote, they wrote less, and their “choice” of genres seems somewhat impoverished; add to this the debate over translation as a potential vehicle of literary expression and we can see why early modern women’s writings are still undervalued. This book looks at how female translators represent themselves and their work, revealing a general pattern in which translation reflects the limitations women faced as writers while simultaneously giving them the opportunity to transcend these limitations. Indeed, translation gave women the chance to assume an authorial role, a role that by legal and cultural standards should have been denied to them, a role that gave them ownership of their words and the chance to achieve profit, fame, status and influence.
Published by University of Delaware Press. Distributed worldwide by Rutgers University Press.
Such words as security in Brazil, responsibility in Japan, community in Thailand, and hijāb in France changed the societies in which they moved even as the words were changed by them. Some words threatened to launch wars, as injury did in imperial Britain’s relations with China in the nineteenth century. Others, such as secularism, worked in silence to agitate for political change in twentieth-century Morocco. Words imposed or imported from abroad could be transformed by those who wielded them to oppose the very powers that first introduced them, as happened in Turkey, Indonesia, and the Philippines. Taken together, this selection of fourteen essays reveals commonality as well as distinctiveness across modern societies, making the world look different from the interdisciplinary and transnational perspective of “words in motion.”
Contributors. Mona Abaza, Itty Abraham, Partha Chatterjee, Carol Gluck, Huri Islamoglu, Claudia Koonz, Lydia H. Liu, Driss Maghraoui, Vicente L. Rafael, Craig J. Reynolds, Seteney Shami, Alan Tansman, Kasian Tejapira, Anna Lowenhaupt Tsing
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