Calls for papers

We welcome submissions of abstracts for individual papers, posters, and panels on a broad range of topics within this year’s framework, including but not limited to: Technological advancements in translation and interpreting Culture and society in translation and interpreting Pedagogy and training in translation and interpreting Theoretical and methodological advancements in translation and interpreting Cognition in translation and interpreting Quality assessment in translation and interpreting Professionalisation, ethics and industry trends in translation and interpreting History, literature, and translation Audiovisual translation Abstracts should be no more than 300 words (excluding references) and should be submitted by 20 April 2024. You can submit your abstract by email to sftis2024.paper@polyu.edu.hk. All abstracts will go through a blind peer-review process. Authors will be notified of acceptance by 30 April 2024. If your abstract is accepted, you will have 20 minutes for your presentation during the conference. For more information, click here.

APTIS 2024 is breaking the mould and turning itself into an unconference! An unconference is a primarily discussion-based event that follows a bottom-up approach and allows attendees to engage in active conversations about topics that are pertinent to them. We consider this format particularly pertinent for universities across APTIS and the sector. This new version of the APTIS Conference will be a space to reflect on and respond to present demands, challenges and opportunities in translator and interpreter training. The unconference will centre on discussions about good practice, reflection on challenges and sharing strategies for seizing emerging opportunities. Activities will include engaging keynotes, dedicated poster sessions, rapid-fire presentations and a series of guided parallel discussion rooms. This combination of activities aims to maximise the opportunities for participatory engagement, sharing experiences and collaboration. The 2024 APTIS (Un)conference will start with familiar conference-style sessions allowing participants to come together, connect and reflect on the current state of affairs. This will set the tone and stimulate attendees to respond to pressing challenges and questions in translator and interpreter training and education. Deadline for submissions: 14 June 2024 For more information, click here.

International Journal of Chinese and English Translation & Interpreting (IJCETI) [ISSN: 2753-6149] is the first peer-reviewed international journal devoted to the T&I research, training and practice of Chinese and English language pair. It promotes a cross-fertilization among research, training and professional practice in Chinese/English T&I studies. The journal adopts the open-access policy to promote accessibility and academic impact. It publishes two issues per annum (June and December), plus one guest-edited special issue where there is an interest. Special issue proposals are also welcome. You are invited to submit: Research Article Reflections on Teaching Practice Reflections on Professional Practice Book Review Submission deadline: Full paper submission in the journal system: 30th Apr 2024 For more information, click here.

Special Issue Editor(s) Maya de Wit, Sabine Fries and Irene Strasly Training signed language interpreters and translators Training of signed language interpreters began already in the 1920s in Russia. Nowadays, interpreters in signed languages are generally trained to work in community settings as all-round interpreters in dialogue interpreting. Throughout the last decades we see an increase in the number of signed language interpreter training programs. However, dedicated academic training in translation, rather than interpretation, of signed languages is rare. The urgent need for qualified signed language translations was highlighted during the Covid-19 pandemic, as accessible health care information for signers became crucial. Like the translation of written languages, translation into signed languages requires specific competences, which are different from those required for interpreting. Nevertheless, so far, relatively little has been documented regarding best practices in signed language translation, its essential competences, and best practices on how to train signed language interpreters. The professionalization of the interpreting profession during the last decades has transformed previous ad hoc training into current three- or four-year bachelor university level programs. Students are generally trained to become interpreters between their national sign language and the national spoken language. However, other than with the training of spoken language interpreters, most students entering such programs do not know the national sign language. Consequently, a substantial part of the curriculum is dedicated to signed language acquisition. Additionally, critical discourses in the field, for instance, on power mechanisms in the relationship between future interpreters and their clients, should constitute an integral part of the training in the form of reflective practices. Overall, designing a curriculum to train signed language interpreters based on user demands as well as best practices, has been a continuous discussion among educators, researchers, and practitioners. A pressing issue in the education of signed language translators and interpreters is the continuous inaccessibility of the existing programs. The programs were originally designed for hearing signed language interpreters to work between their spoken and signed language. Inaccessibility persists for deaf individuals in certain countries due to the barriers in accessing tertiary education. In summary, very few of the programs have made the changes to meet the current demand in the field and allow for the joint training of deaf and hearing signed language interpreters. Yet there are compelling reasons to reconsider the feasibility of such joint training programs. The evolution of technology gives opportunities to develop innovative training methods, both for hearing and deaf professionals who work as signed language interpreters/translators, such as distance-mode teaching. The increase in the number of remote events has also increased the demand for interpreters and translators who provide their services from a distance. Distance interpreting asks additional demands from the interpreter/translator, and these demands include cognitive skills as well as technological savviness. These relatively new forms of service have not been extensively researched and are not incorporated in the training of interpreters and translators. In this special issue we seek to present evidence-based practices that could provide further guidance in the training of signed language interpreters and translators. We welcome contributions that describe actual professional as well as teaching practices in an attempt to understand where we are at in terms of training and where we are going. Themes that may be addressed include (but are not restricted to) the following: training deaf translators and/or deaf interpreters (such as curriculum design, teaching methods to mixed deaf-hearing classes or to deaf-only classes) incorporating ethical dimensions in training signed language interpreters and translators (how the subject of ethics is approached in class; how the use of technology is discussed with students; and how the discourses on power dynamics and mechanisms are integrated in the teaching) use and impact of technology in training signed language interpreters and translators (for example, synchronous and asynchronous ways of teaching through online platforms) innovative applications in training the collected best practices in AI tools and technological innovations for interpreting and translation training of trainers: educating practitioners in becoming a trainer or mentor collaborative practices: how to manage and ensure stakeholder representation in sign language interpreting and translating programs Deadline for submission of abstracts: 20 June 2024 For more information, click here.

Relational Forms IX Sustainable Objects?: Books, Screens and Creative Transitin the Cultures of the English Language an international conference hosted by theFaculty of Arts and Humanities, University of Porto, Portugaland organised by CETAPS  This conference focuses on the endurance of cultural items (works of literature, themes, symbols and motifs, myths, historical figures, etc.) through a range of transformations, with an emphasis on the technologies that enable and sustain various exchanges and relays: from manuscript to print, from codex to digital and audiobook, the mutualities of words and images, the dynamics proper to adaptation, translation, and transmediation.As indicated by the number in its title, this is the ninth in a series of academic events that reflect the ongoing concerns of the eponymous research group (Relational Forms), based at CETAPS (the Centre for English, Translation and Anglo-Portuguese Studies). The group’s rationale and remit entail that our conferences centrally address the cultures of Ireland and Britain – but we warmly welcome contributions bearing on other literary and artistic cultures.Every year, the Relational Forms conference takes its cue from a memorable event or development. This year, our commemorative prompter is the 550th anniversary of the first printed book in English – the History of Troy, a translation from the French published by William Caxton in Bruges in 1474. Rather than a main object of our conference, this landmark in the history of print culture is invoked to inspire reflections on the manifold transits (across media, languages, national borders, and historical periods) that texts undergo, and on which their survival as living and meaningful items of culture depend. Deadline for submission of abstracts: 11 June 2024 For more information, click here. 

Guest editors: Anna Marzà & Joaquim Dolz Societies nowadays are multilingual, that is, composed of groups speaking different languages. From a social point of view, multilingualism is conceived as the set of language practices and varieties, with diverse economic and symbolic status, that coexist in a social and cultural context. Population movements, especially internal and international migration and tourism have amplified the coexistence of languages within the same territory. Hence multilingualism can be considered as a universal phenomenon that develops in various ways according to the situations, the status and the representations about the languages that coexist, and the language policies of the countries and institutions. In this context, the terms bilingual or plurilingual are used to describe individuals who know and practice more than one language, as well as educational systems that aim at the simultaneous development of several languages or a holistic treatment of the languages present in schools (Coste, Moore & Zarate [1997] 2009; Béacco & Byram 2007). The distribution of linguistic resources both from a social point of view and in educational systems is not always fair (Leglisse 2017). This is manifested most notably in the so-called Global South, decolonized countries where people's epistemic rights are racially devalued (Mignolo 2009). Glottophobia and discrimination are more general phenomena and are present in various situations of linguistic minorisation around the world (Blanchet 2005; 2016; Monzó-Nebot & Jiménez-Salcedo 2017) and prompt an ethical and legal reflection on linguistic uses, in particular on their application in the educational field. It is for this purpose that we propose a thematic issue that revolves simultaneously around the following three areas: the linguistic rights of linguistic minorities, their implementation in educational systems, the pedagogical and didactic innovations that characterize them. Language rights and especially the rights of linguistic minorities have become an object of study (de Varennes 1996; Henrard 2000; Patrick & Freeland 2004; May (2001) 2012). Likewise, they have received attention from international institutions (Ramón i Mimó 1997), as in the European Charter for Regional or Minority Languages (Council of Europe 1992). The report presented by the UN special rapporteur on minority issues (Izsák-Ndiaye 2012) mentions nine concerns regarding the rights of linguistic minorities, three of which seem particularly relevant for this thematic issue: first, the recognition of minority languages and linguistic rights; second, the use of languages in public life; and finally, the position that languages occupy in education. Educational systems. Faced with the challenge of unequal multilingualism, countries respond with language policies that can be very varied within the educational field. This special issue focuses on the proposals for linguistic organization within educational systems in different contexts. Comparative analyses on the application of the linguistic rights of minorities related to the specific sociolinguistic contexts are particularly relevant. Comparison allows different solutions to emerge as linked to particular situations, revealing the necessary adaptations to the phenomenon of minorisation and their relevance and effectiveness to specific contexts. We are specifically interested in bringing together research that analyses the impacts of the implementation of educational policies catering for the linguistic rights of minorities (Milian i Massana 1992; Kontra et al. 1999; Flors-Mas & Manterola 2021). Practical experiences promoting minority languages in education present great diversity (Rispail 2017): immersion programs (Artigal 1997; Björklund, Mård-Miettinen & Savijärvi 2017), the incorporation of minority and heritage languages in the classrooms (Maynard, Armand & Brissaud 2020; Sales, Marzà i Ibàñez & Torralba 2023; Prasad & Bettney Heidt 2023), intercomprehension (Bonvino 2015; Carrasco Perea & de Carlo 2019), or mother tongue-based multilingual education (Tupas 2015), among others. Nowadays there is a didactic engineering trend towards the integrated treatment of languages focusing on minority languages, either present in the territories or brought by migration (Perregaux et al. 2003; Pascual 2006; Dolz & Idiazabal 2013; García Azkoaga & Idiazabal 2015; Candelier 2016). The analysis of educational experiences considers the particular teaching strategies, the type of interactions between languages and the dilemmas that occur in educational practices (de Pietro 2004; 2021). Didactic devices can delve into language attitudes and the learning of these languages to limit their minorisation or even to avoid their assimilation or disappearance (Cummins 2000; Candelier 2003; 2008). Based on the three thematic areas described above, the following questions may guide the preparation of contributions for this special issue: What are the fundamental language rights related to education? How has the history of language rights influenced multilingual education? What linguistic minorisation and discrimination phenomena can be found in the different sociolinguistic contexts? How do contexts (population movements, historical events, current legislation) affect children's language rights? How are linguistic rights applied in educational systems? How do educational systems, educational policies, and curriculum designs in different countries or contexts deal with the language rights of minorities? How are language policies in education assessed? What is the impact of educational measures on linguistic rights? What are the current experiences and dilemmas of educational practices based on language rights? What educational innovations foster the development of positive BAK (beliefs, assumptions, and knowledge) systems about language justice at school? What are the characteristics of the didactic engineering devices that favour the treatment of minority languages? How does the work on language rights impact language learning? Deadline for abstracts: 15 May 2024 For more information, click here.

This multi- and interdisciplinary conference explores cinematic adaptation as atransnational practice between the area formerly known as Mitteleuropa and the US over the last century from different angles and perspectives, with particular emphasis on German-American relations. The conference will examine Hollywood films by expatriate directors, German films based on American literary works, and American films based on Germanliterary works, including remakes and international co-productions from the early twentiethto the twenty-first century. Particular attention will be given to émigré and exiled directors,stars, and crews of the Pre- and Post-World-War years, to the Junger/Neuer Deutscher Filmof the 1960s, 1970s and 1980s, but also to contemporary co-productions and internationalblockbusters. We welcome proposals addressing the manifold forms that adaptation can takein order to reflect on its discursive effects on both sides of the Atlantic. Possible topics include, but are not limited to, the following:- The “literary canon” of US-Mitteleuropean cinematic adaptation (Eric MariaRemarque, Patricia Highsmith, Vera Caspary, James L. Cain, etc.)- Adaptation and expatriate directors (Michael Curtiz, Fritz Lang, Ernst Lubitsch,Otto Preminger, Robert Siodmark, Douglas Sirk, Erich von Stroheim, Josef vonSternberg, Billy Wilder, Fred Zinnemann, etc.)- Adaptation and the Junger/Neuer Deutscher Film (Schlöndorff, Fassbinder,Wenders, etc.)- Audiovisual translation as adaptation- Post-adaptation effects: paratexts (book packaging: retitling, book covers, etc.)and reception (book reviews, etc.)- The mediating role of authors/scriptwriters/producers/actors in the adaptationprocess- Adaptation and film genres- Adaptation and film remakes- Adaptation and film scores- Adaptation and place: the double careers of expatriate/international stars- International co-productions (Wes Anderson, Wolfgang Petersen, Tom Tykwer,etc.) Deadline for submissions: 25 February 2024 For more information, click here.

Edited by Gianluca Pontrandolfo, University of Trieste and Carla Quinci, University of Padua Many myths and deep concerns surround neural machine translation (NMT) and the role specialised translators play in the age of artificial intelligence (AI). The scary idea of ‘human parity’, i.e. the belief that NMT can achieve human quality, sparks off heated debates about the implications of the recent outstanding technological advancement for the translation profession. The alleged threats posed by the results achieved by AI in combination with the gaps in the academic literature about the functioning of (N)MT and its influence on the translation process and product have caused widespread scepticism and mistrust, when not an a priori rejection of NMT. Scholars worldwide have attempted to debunk these myths by studying the actual advantages and disadvantages of using automation. For instance, do Carmo (2023) recently proposed the term “artificial translation” – rather than “machine translation” – to stress that MT does not perform a complete translation process, which would take into account not just the meaning of the source and the target sentences but also extratextual elements e.g. the voice of the author, the intended readers, the purpose of the target texts, which are crucial in any (legal) translation brief (Scott 2019: 81-102). These concerns are particularly serious in the legal field, where the legal and ethical risks (Canfora & Ottmann 2020, Kenny, Moorkens & do Carmo 2020, Moorkens 2022) related to privacy and confidentiality, together with low risk tolerance and liability, contribute to that feeling of scepticism and mistrust. Thus, legal translation has generally been considered unsuitable for automation (Sánchez-Gijón & Kenny 2022, 85-86), especially due to its inherent challenges. While other specialised fields tend towards conceptual universality and univocity, legal notions and procedures are largely system-bound and historically rooted, which naturally reflects on individual legal languages and culture-bound legal references (cf. Biel 2022). This results in incongruities and asymmetries, which represent the typical challenges faced by legal translators (see Biel 2014, Pontrandolfo 2019). Another distinctive feature of this specialisation is the high variability of the texts and legal conditions that determine the role of translation itself in each communicative situation, i.e. its communicative priorities between or within legal systems, according to the conventions of specific branches of law and legal genres at the national and international levels (Cao 2007, Biel 2014, Biel et al. 2019, Prieto Ramos 2022). Legal translation involves negotiating not only between legal languages/discourses but also – and most importantly – between legal systems and legal genres (see Scott 2019: 31-55). However, the evolution of AI and MT is changing the legal professional landscape, where the ‘triangle of MT’ (quality, price and speed) still plays a pivotal role. Legal translation service providers as well as law firms are increasingly betting on AI and NMT worldwide. Thanks to the growing quality of MT outputs and the development of custom engines (Martínez Domínguez et al. 2020), NMT and machine translation post-editing (MTPE) are now also used in the legal sector. The most recent version of the EMT Competence Framework “acknowledges that [it] represents a growing part of translation workflows, and that MT literacy and awareness of the possibilities and limitations of MT is an integral part of professional translation competence” (EMT Expert Group 2022, 7). Then, the question is not so much if machine translation and post-editing (PE) should be implemented in legal translator training but when, and how they are and will be used by professional translators (Quinci, forthcoming; Quinci & Pontrandolfo 2023). Against this background, this Special Issue aims at mapping the new opportunities and risks related to fast technological advancement and the rapidly changing landscape of legal translation in training and professional settings by exploring a wide array of issues including, but not limited to, the following: Implications of translation modality (human translation, post-editing, etc.) on the translation process Quality evaluation of AI/MT/MTPE outputs in the legal field Effects of MT, MTPE and/or AI on the translation product from end-users’ perspective MT/AI performance across legal genres and languages Implementation and implications of AI and MT in legal translator training and/or the professional practice Impact of AI/MT/MTPE on legal translators’ creativity Training of MT engines for legal translation purposes Legal Machine Translationese and Post-editese Ethics & legal MT/AI Potential, drawbacks, development, applications and assessment of Large Language Models in legal translation Gender bias in legal MT/AI Deadline for submissions: 30 April 2024 For more information, click here.

Book translation involves border crossings of many kinds: between languages, cultures, geographies, historical periods, genres, etc. In this conference we want to focus on how literature crosses language borders within states, foregrounding in particular the actors, institutions and dynamics that shape translation in multilingual states. Large-scale histories of (literary) translation are most often written in and about countries whose territorial borders equal language borders (e.g. Frank & Turk 2004; Schögler 2023; Sapiro 2008; Schoenaers 2021). But monolingual states are rather the exception than the rule in the international system, and many officially monolingual states sustain multilingual literary cultures, whether via officially recognized regional and local languages, or non-recognized variants. How can the state of the art of translation research be enriched by singling out “those situations in which nation state and linguistic unity do not overlap” (Leperlier 2022: 130; Leperlier 2021)? Within any given state, books are indeed often produced in ‘plurilingual spaces’ and in different (variants of) languages (Leperlier 2021). Do these books reach the citizens of the other linguistic community(ies) within that state, and if so, how? How is multilingual book production organised in a single-state context and what are its implications for nation-building and transnational relations? These questions can be addressed by drawing inspiration from recent work on multilingual spaces and national (literary) translation histories (e.g. Riikonen e.a. 2007; Kahn 2017), literary and cultural historiography (e.g. Chapman 2003; Schreiber 2016; Vanacker & Verschaffel 2022), cultural transfer and reception studies (e.g. D’hulst e.a. 2014; D’hulst & Koskinen 2021), sociology of translation (e.g. Sapiro 2008, Heilbron 2010), cultural policy and translation policy research (e.g. Meylaerts 2011 & 2018, Schreiber & D’hulst 2017, Maumevi?ien? e.a. 2019, Paquette 2019, McMartin 2019, Schögler 2023), transcultural studies (Bachmann-Medick 2019), memory studies (Erll 2011, Deane-Cox & Spiessens 2022) and big translation history (Roig-Sanz & Folica 2021). Call for papers In this conference, we encourage contributors to explore how books circulate through translation in multilingual states. We seek original conference papers that address the relationship between a state’s multilingualism and its intra-state translation flows. In relation to this central question, a number of sub-questions can be raised, including but not limited to: What are the flows of book translation in a multilingual state (direction, evolution)? How can we collect and map data on intra-state translation flows? What databases and sources are available for this purpose and what are their advantages and disadvantages? What role do branding and positioning play in translation flows in multilingual states, particularly as it relates to different genres, themes, authors and mediators? Do hierarchies or other kinds of relationships between languages play a role in intra-state book translation flows? What is the relationship between book translation in a multilingual state and language proficiency? What is the relationship between book translation and (cultural) policy in multilingual states? Which institutions play a role and to what political ends? What is the role of third actors (such as other regions, linguistic or cultural communities, or states) in shaping the translation flows of a multilingual state? Can translation flows be isolated in the context of a single state or should a transnational context be taken into account? What is the relationship between book translation and identity formation or cultural memory creation in multilingual states? Does it make sense to speak of national literatures in multilingual states? What are the usefulness and limits of a ‘national bibliography’ and national ‘legal deposit’? Do translated books that emerge in multilingual states or circulate via intra-state translation flows exhibit specific paratextual features? What kinds of intra-state translation flows typify the (literary) cultures of multilingual states besides book translations? Do more translations take place outside the medium of the book, e.g. in theatre, magazines, websites,…? Proposals (ca. 300 words) for 20-minute conference papers and a biographical note should be sent to beltrans@kbr.be by 1 April 2024. We encourage submissions from researchers around the world and in all career stages. Proposals and papers should be written in English. The committee will announce its decisions by 2 May 2024. Selected contributions will be considered for inclusion in a peer-reviewed volume. Accepted papers and presentations will be made openly available with a DOI identifier to promote Open Science. For more information, click here.

Dear Esteemed Authors and Editors, I hope this message finds you well. We are thrilled to share some exciting news regarding TRANS-KATA journal's recent accreditation by the Indonesian Ministry of Education, Culture, Research, and Technology, attaining outstanding results. This achievement is a testament to the hard work, dedication, and invaluable contributions of each one of you. As we celebrate this milestone, we are excited to announce the upcoming release of Volume 4, Issue 2, scheduled for May 2024. We invite you to submit your latest research papers and manuscripts to be considered for publication in this upcoming issue. Your expertise and unique perspectives are crucial in maintaining the high standards of TRANS-KATA . Submission Deadline: 2 February 2024 To submit your papers or inquire about the submission process, please visit our online submission portal [insert link] or contact our editorial team at https://ejournal.transbahasa.co.id/index.php/jllce/about/submissions Kindly circulate this Call for Papers to your colleagues and students who may be interested in submitting their research.   Once again, thank you for your unwavering support and commitment to TRANS-KATA. We look forward to receiving your valuable contributions for the upcoming issue and continuing our journey of scholarly excellence together.  For more information, click here.

Guest Editor: Monika Zabrocka, Jagiellonian University in Krakow ANGLICA: AN INTERNATIONAL JOURNAL OF ENGLISH STUDIES is an open-access, annual, peer-reviewed journal in literary, cultural, and linguistic studies published both in print and online under the auspices of the Institute of English Studies, University of Warsaw, Poland. The journal is indexed in SCOPUS, DOAJ, CEEOL, MLA, BazHum, EBSCO, MIAR, Index Copernicus, ERIHPLUS, Sherpa Romeo, and included in the Norwegian Register for Scientific Journals, Series and Publishers. The editors encourage scholars from across the academy to explore and provide their unique insight within the suggested thematic focus of Navigating New Frontiers: New Paradigms in Audiovisual Translation and Media Accessibility.  Deadline for submissions: 15 April 2024 For more information, click here.

Co-Editors of the issue: Prof. Sherry Simon, PhD Dr. Krzysztof Majer With this volume, we aim to stimulate an interdisciplinary discussion of translation—its nature, processes, and capacities—in the context of urban space and various attendant modes of mobility. As Siri Nergaard reminds us, translation always implies a spatial dimension: inevitably “conditioned by space,” it can also “promote or provoke changes in the perception and the use of spaces and places” (9). This necessitates a different conceptualization of space as “a site where production and interpretation are intermingled, where translations occur and where identity is reinterpreted” (Simon, “Introduction” 11). We are interested not only in how cultural transfer is enabled and negotiated, but also in actions that may limit or impede transmissibility. After all, the central figure invoked in Sherry Simon’s Cities in Translation is that of Hermes: “the god of both separation and connection [who] protects boundaries but through his magical powers also provides safe passage for travellers” (xv–xvii). This highly unstable entity—“messenger and trickster, trader and thief” (Simon, Cities xvii)—can also be seen as “a hermeneut: an inquiring mind, an interpreter of texts and a mediator across languages” (xvii–xviii). The prospective volume is designed to continue, and expand on, various strands of scholarly discussion initiated by Sherry Simon’s publications (e.g., Translation Sites: A Field Guide, 2019; Cities in Translation: Intersections of Language and Memory, 2012; Translating Montreal: Episodes in the Life of a Divided City, 2006), The Routledge Handbook of Translation and the City (edited by Tong King Lee, 2021), the “Space” issue of Translation: A Transdisciplinary Journal (vol. 7, edited by Sherry Simon and Siri Nergaard, 2018), and the “The City as Translation Zone” issue of Translation Studies (vol. 7, no. 2, edited by Michael Cronin and Sherry Simon, 2014), among others. We invite researchers in all fields related to translation to submit papers that will engage with the histories and contemporary lives of cities across the globe, not only Europe and North America, but also cities in Africa, Asia, Latin America. Former colonial cities are of particular interest as they develop new relationships across histories. Also of interest are symbolic sites in cities that bring together languages in specific ways: markets, hotels, bridges, opera houses. Translation and language relations can be approached through a great variety of methods—whether it be sociolinguistics, literature, communication theory, or artistic practices, including cinema. Researchers are invited to engage with the following (the list is not exhaustive): relationships between language and urban space; translational/dual cities; urban zones of translational resistance; cultural meanings shaped through language interaction within the city; urban forces impeding the transfer of language and memory; dialogues between cities; the city as translational palimpsest; contested memories; postcoloniality and translation spaces; literary accounts of the multilingual city; symbolic sites of language encounter; artistic practices of language encounter, including avant-garde and experimental forms; translators as city dwellers and cultural agents; cities translated through violence, occupation, appropriation; neighbours, strangers, immigrants, foreigners: translating otherness in the city. Deadline for submissions: 31 Jan 2024 For more information, click here.