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- Volume 8, Issue 3, 2022
Translation and Translanguaging in Multilingual Contexts - Volume 8, Issue 3, 2022
Volume 8, Issue 3, 2022
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Translation Studies fifty years on
Author(s): Kirsten Malmkjærpp.: 211–231 (21)More LessAbstractThis article summarizes the argument that James Stratton Holmes made fifty years ago for an independent discipline that would deal with translational matters, and which, he suggested, should be named Translation Studies. The article, further, outlines the structure that Holmes proposed for the discipline of Translation Studies before presenting a number of the most significant developments that have occurred and investigations undertaken in the fifty years since Holmes made his prophetic intervention, within sub-disciplinary areas that very closely remain those that he outlined.
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Translatability, modeling, otherness and the intersemiotic spaces of meaning
Author(s): Susan Petrillipp.: 232–259 (28)More LessAbstractWhat comes to the attention immediately in translation is the relationship between the initial text and the destination text. In interlingual translation these two texts belong to two different historical-natural languages, the transition is from the verbal to the verbal. But the interpretive trajectory transits through multiple sign systems, never exclusively verbal. Interlingual translation involves the verbal signs of historical-natural languages, but is also of the semiotic order. Signs call for interpretants. In terms of Ogden and Richard’s meaning triangle, to reach from the sign to what it means without passing through the apex representing the act of interpretation is not possible. Evoking authors who have contributed to understanding the semiotic nature of interpretive work and signifying processes, implied in the simplest act of translation, my task here is to evidence just how semiotically complex the work of translation is even in the case of interlingual translation.
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Tomorrow? Jayaji! (자야지)
Author(s): Jieun Kiaer, Loli Kim, Zhu Hua and Li Weipp.: 260–284 (25)More LessAbstractTranslanguaging refers to the dynamic meaning-making process whereby multilingual language users make full use of their communicative repertoires by crossing the boundaries between named languages and other semiotic and modal resources (García and Li 2014). Director Bong Joon-ho is well-known for utilising such border-crossing practices in his films, specifically, for his strategic and creative use of multiple languages and translation. He also extends this practice to his live interviews where an interpreter is usually present. This article focuses on understanding Director Bong Joon-ho’s translanguaging practices in interviews. It first examines how he communicates through translanguaging and for what purposes, and secondly how he and his interpreter collaboratively and strategically make use of translation as translanguaging. Through the study, we wish to make the case for (a) approaching translation as collaborative translanguaging practices and an act of democratisation, and (b) understanding translanguaging practices in connection with speakers’ positioning and experience in navigating values and ways of speaking which may be culturally and linguistically specific. These translanguaging practices provide powerful arguments against any assertion that named languages exist as separate and discrete systems, challenge the default position of English as the lingua franca in global communication, and offer a corrective to the prestige and power associated with English.
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Translanguaging in CLIL
Author(s): Donata Lisaitė and Tom F. H. Smitspp.: 285–317 (33)More LessAbstractTranslanguaging was a relatively little-known concept 20 years ago, but has now become a ‘household name’ in academic contexts. The body of research on translanguaging is ever-growing and the concept covers a vast field from bilinguals’ everyday language use to a theory of language and education. By means of a scoping literature review this study focuses on translanguaging as a pedagogy within bilingual education and synthesises existing empirical research on the topic that was carried out between 1990 and 2020.
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Integrierte Mehrsprachigkeit fördern
Author(s): Ulrike Simonpp.: 318–341 (24)More LessZusammenfassungDer vorliegende Beitrag basiert auf der in der Forschung zur Mehrsprachigkeitsdidaktik gewonnenen Erkenntnis, dass Lernende im Tertiärsprachenunterricht niemals ‚unbeschriebene Blätter‘ sind, sondern bereits plurilingual, sei es aufgrund von unterschiedlichen Herkunftssprachen, sei es aufgrund von Fremdsprachen, deren Lernprozess sie zuvor begonnen haben. Zur Nutzung der durch die Mehrsprachigkeit bereits vorhandenen Ressourcen, zählt es zu den wesentlichen Aufgaben von Lehrenden im Fremdsprachenunterricht, das Vorwissen der Lernenden zu aktivieren, Transferleistungen anzuregen und damit integriertes, vernetzendes Lernen zu fördern. Anhand einiger ausgewählter Beispiele von weit verbreiteten Idiomen und ihrem Vorkommen in den Kurztextsorten Werbeanzeige, Karikatur und Meme wird im Beitrag skizziert, wie ein Anstoß zu ressourcenorientiertem, sprachenübergreifendem Lernen im Fremdsprachenunterricht gegeben werden kann.
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Review of Mejías-Climent (2021): Enhancing Video Games Localization through Dubbing
Author(s): Masood Khoshsaligheh and Amir Arsalan Zoraqipp.: 342–347 (6)More LessThis article reviews Enhancing Video Games Localization through Dubbing
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Entering the Translab
Author(s): Alexa Alfer
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