An international conference hosted by the
Centre for Translation and the Translation Programme,
Hong Kong Baptist University, Hong Kong
In collaboration with the
Genealogies of Knowledge Project, University of Manchester, UK
7-9 April 2020
Genealogies of Knowledge II: Evolving Transnational, Transdisciplinary and Translational Epistemologies will be the concluding event of the AHRC-funded Genealogies of Knowledge Project. The event, to be held in April 2020, will be hosted by the Centre for Translation at Hong Kong Baptist University in collaboration with the Genealogies of Knowledge Project at Manchester’s Centre for Translation and Intercultural Studies.
The Second Call for Papers for the Genealogies of Knowledge II Conference, which features an exciting line-up of plenary speakers, is available below. Please note the extended deadlines for the submission of individual presentation and panel proposals.
This conference builds on and extends the theme of Genealogies of Knowledge I, which was held in Manchester in December 2017 and focused on the role of translation in the production and circulation of political, scientific and other key concepts in social life across time and space. Hosted by the Centre for Translation, Hong Kong Baptist University, Genealogies of Knowledge II will continue to explore how (re)translation, rewriting and other forms of mediation participate in the production and contestation of knowledge and how they renegotiate and/or transform the meaning of key concepts and values at specific historical junctures. This concluding event of the Genealogies of Knowledge project will further seek to widen the platform for enquiry into processes of knowledge construction and circulation by examining how criteria for the recognition and validation of ideas, sources of knowledge, theories and research methods have shifted across cultural spaces, within and across disciplines, and the contribution of translation to effecting such shifts. This event will provide a forum for engaging with questions that address relevant aspects of the emergence of translational, transnational and transdisciplinary epistemologies in various temporal and spatial locations.
Submission of Abstracts for Individual Presentations
Notification of acceptance will be given by 30 June 2019.
Submission of Panel Proposals
Panel proposals should consist of:
· proposed title of panel
· a short outline of the panel/theme (150-200 words)
· name, affiliation and brief resumé of the panel convener
· list of presenters (if known)
Panels should consist of 3 papers of 20 minutes plus 10 minutes for discussion each. Multiple panels on the same theme will also be considered.
Notification of acceptance will be given by 30 June 2019.
· Deadline for Submission of Abstracts for Individual Presentations: 30 April 2019
· Deadline for Submission of Panel Proposals: 31 May 2019
· Notification of acceptance for Individual Presentations: 30 June 2019
· Notification of acceptance for Panel Proposals: 30 June 2019
The UEA is looking to appoint a new External Assessor for our Undergraduate Translation and Interpreting modules. These are a range of modules that support all of our Language and Communication degrees and are open to all languages but particularly those students studying French, Spanish, and Japanese. The External Assessor does not need to specialise in any of these languages but does need to be an expert in Translation and Interpreting.
The External Assessor is expected to comment on the modules they assess in the following areas:
o Academic standards of awards
o Assessment design
o Module design and content
o Student achievement
o Procedural matters relating to the conduct of assessment
The role would be for a 3 year period (with the option to extend for a fourth year) and is paid at the rate of £165 per year. The role is not an External Examiner role and does not involve attending the end of year exam board. It is expected that the role holder will complete all duties and reviews of modules/assessments using Blackboard. The successful candidate must have an affiliation with a UK university. The role will commence in September 2019.
Association of Programmes in Translation and Interpreting Studies,
UK and Ireland
2nd ANNUAL CONFERENCE
Newcastle University, 23–24 November 2019
APTIS 2019 - ‘Inside the Academy/Outside the Academy’
As the UK and Ireland’s Association of Programmes in Translation and Interpreting Studies, our ambition is to improve the quality of learning and teaching as well as research on translation and interpreting programmes at HE institutions. To achieve this ambition, we encourage scholarly research ‘inside the Academy’ while supporting current and future professionals ‘outside the Academy’ by providing a forum where academics, professional organisations and stakeholders can exchange best practice – across and beyond the Academy.
Following the success of our 1st Annual Conference in Aston University in November 2018, our 2nd Annual Conference will act as a platform from which to enable translator and interpreter trainers, professionals and academics alike, to exchange ideas about the interaction and, sometimes, the tension between the academy and the world beyond (23-24 November 2019, Newcastle University). We would therefore like to invite proposals for papers, panels and hands-on workshops that look at the ways in which teaching and learning connects, or indeed, might connect, structures and concerns within the university setting with structures and concerns from outside that setting. Can we go beyond the dichotomy “Inside the Academy/Outside the Academy” in the UK and/or Irish contexts? Particular areas of interest include:
This conference is open to non-UK/Irish academics and proposals on general translator and interpreter training practices are welcome too. However, the main focus of the conference remains TIS teaching and training in the UK and Ireland; the scientific committee will take this into consideration when reviewing proposals.
Confirmed Keynote Speakers:
APTIS invites proposals for 20-minute papers, 20-minute hands-on workshops and 2-hour panels for its 2nd Annual Conference. Proposals should be submitted via EasyChair. You should follow this link, create an account attach a document with the following information:
Title, author’s name and affiliation, email address, abstract (300 words max.), 5 keywords, author biodata (100 words max.), audio-visual requirements.
Title of the panel, name of panel coordinator, e-mail and affiliation, and summary of panel.
Title of all individual papers, name, e-mail and affiliation of all the members on the panel, summary (300 words max.), each author’s biodata (100 words max.) and audio-visual requirements.
Title, presenter’s name and affiliation, email address, abstract (400-500 words approximately, including whether any previous working knowledge or experience is expected from participants in advance, if and when applicable), 5 keywords, presenter’s biodata (100 words max.), audiovisual and software requirements.
Deadline: The deadline for sending proposals is 31 May 2019
For more information on how an Irish or UK University can JOIN APTIS (annual institutional membership fee for Universities is currently set at £155 per annum) please contact directly:
BLOOMSBURY HANDBOOK OF ALTERNATIVE TRANSLATION
Proposal for an edited volume prepared by
Department of Linguistics and Language Practice
University of the Free State, Bloemfontein
The well-known, if somewhat notorious, turns in translation studies are indicative of a field of study that is still trying to find its boundaries. In subsequent turns, translation studies has expanded, on the one hand, the ambit of its scholarly view from linguistics to pragmatics to culture to sociology to ideology/power – keeping in mind that some might arrange the list in different order or use different names for the turns. On the other hand, these expanding efforts did not succeed in expanding the notion of translation itself beyond interlinguistic translation. Not much anyway. In a recent monograph (Marais, 2019), I presented an argument for expanding the notion of translation to that of negentropic semiotic work performed on semiotic processes with the aim of imposing constraints on these semiotic processes to create meaning. Many of the implications of such a theoretical expansion still need to be explored. One such exploration would be to study the ‘alternative’ uses of the term translation. By alternative, I mean alternative to interlinguistic translation. The theoretical work I did opened up all aspects of semiotic activity to translational enquiry. Alternative could thus refer to alternative fields of study, alternative times, alternative spaces, alternative cultures, alternative practices, alternative people or alternative conceptualisations. This volume thus aims at exploring translational aspects in contexts in which scholars usually do not think about translation.
While large portions of translation studies have been trying frantically to defend their field of interest in terms of interlinguistic translation, the rest of the world has been using the term ‘translation’ in a variety of contexts. Translation studies often responded to this wider use by calling it a ‘metaphorical’ use of the term translation. However, the theoretical conceptualisation to which I referred in the previous paragraph argues that these uses are not metaphorical at all. Rather, all semiotic work is based on the basic principle of translation, namely, ‘the meaning of a sign is its translation into another, more developed sign’ (CP) (Pym, 1993, pp. 35-42). Thus, what mathematicians, physicists, biologists, engineers, architects, managers, politicians, theologians, anthropologists, sociologists, semioticians, medical specialists, computer scientists, development specialists and others mean when they use the term ‘translation’ might indeed have specific connotations in that field, but they all refer to a meaning-making semiotic process which operates with the imposition of constraints on semiotic process.
As is well known in translation studies, in interlingual translation, translators and their practices and products differ widely, depending on the space and time under consideration. For instance, relatively little is known about pre-colonial translation practices in Africa or other colonized contexts. Furthermore, new technology allows for new practices.
The aim of this volume is thus to get together as many alternative views as possible on the notion of translation to explore and illustrate the breadth of the notion of translation. Authors are invited to submit papers that present theoretical work or data from their fields that illustrate the unique use of the term ‘translation’. They are furthermore invited to reflect on this uniqueness and to compare the use of ‘translation’ in their field/context with its use in other fields/contexts.
To fit into the category of ‘handbook’, potential authors should consider the following:
· Provide a substantial review of the main ideas and debates in the subject through a review of the literature, outlining the historical development of ideas in the field.
· Assess the main methodologies/paradigms in the field today, outline the main questions which the subject has sought or seeks to address, describe the current research agendas, analyze how the subject does or does not draw on related disciplines (or practices/professions if appropriate), and how it has or can explore key concerns (ethical, epistemological, etc.).
· Outline the likely future of the field, possible developments and new research directions.
· Limit chapters to 8000 words.
I suggest this volume be structured in a number of sections:
· Alternative fields of study, such as
o Computer science
o Development studies
· Alternative practices, such as
o Animal-animal communication
o Animal-human communication
§ Animal psychology
§ Human psychology
§ Animal welfare
§ Guide animals, rescue animals, police animals, etc.
· Alternative technology, such as
o Computer translation
· Alternative spaces, such as
o Rural areas
o Extreme climates
o Inner cities
· Alternative times, such as
o Precolonial times
o The Anthropocene
o Post-apocalyptic times
· Alternative people, such
o People with neurological, psychiatric or psychological disabilities
§ Autism spectrum
o Cultures or languages that have had no exposure in the translation studies literature
1 April 2019 – Call for papers
1 September 2019 – Submission of abstracts
1 |December 2019 – Authors notified of review process
1 June 2020 – First drafts submitted and peer review starts
1 September 2020 – Reworking of drafts starts
1 November 2020 – Final drafts submitted
1 March 2021 – Final manuscript submitted to publisher
For the purposes of this special issue, the term ‘language of low diffusion’ is understood to include not only vulnerable or endangered languages but also those, usually but not necessarily small in the number of native speakers, that are rarely learned by non-native speakers. On the other hand, ‘low-resource languages’ are those that, regardless of their diffusion, have scarce resources for the development of language technology. The two conditions, overlapping or otherwise, create many specific challenges when it comes to translation and interpreting training.
In settings involving a language of low diffusion, people have traditionally invested considerable effort in learning foreign languages and translation has played a crucial role in cultural, social, technological and economic growth. Such cultures, in which translation remains a necessity when communicating with the world, are therefore ‘translation cultures par excellence’ (Cronin 2003). In such settings, a large amount of translation and interpreting for international purposes is done into the translator’s foreign language (L2 or B language), most frequently, but not exclusively, English. This makes L2 translation – and translation directionality in general – a burning issue for research and training, despite its apparently controversial status. Another issue is indirect translation between low-diffusion languages, that is, translation that is done via a third, usually major, language. Although often stigmatized, it is far from rare in practice and deserves further research and new training approaches. The role of translation and localization with regard to vulnerable and endangered languages is equally under-researched. Regardless of its motivation, localization may prove helpful in preserving an endangered language by allowing it to enter into electronic communication (Pym 2010: 137). The availability of resources necessary for the development of language technology may play an important role in determining on which side of the digital divide the speakers of a language end up. Many translator training programmes in low-diffusion and low-resource settings are still inadequately equipped to benefit from translation technology or tackle the challenges new technologies bring forth.
In this special issue we want to bring to the fore these and other translation-related issues resulting from the imbalance in the status and prestige of languages that need to be addressed by translation trainers, translation researchers and technology providers. We are particularly interested in the way in which they impact on the future of translator (and interpreter) research-informed education.
Themes that may be addressed include (but are not restricted to) the following:
Translator and/or interpreter training for languages of low diffusion;
Training for bidirectional translation and other kinds of versatility required in small translation markets;
Transfer of research findings regarding the impact of translation direction on the translation process and product into translator and/or interpreter training;
Incorporating insights from other disciplines (e.g. bilingualism research, intercultural studies, SLA studies) to prepare future translators to cope with the asymmetrical language proficiency in their working languages;
Training for translation and/or localization as a tool for revitalization of endangered languages;
Indirect translation in practice and in training;
Curriculum and syllabus design for the future: good practices in training and research collaboration among translation scholars/trainers, computational linguists and IT experts in low-resource settings.
We invite original, up-to-date, research-based contributions that do not exceed 8000 words (tables, captions, references, footnotes and endnotes included) and that reach out to an international readership. Although there is room for exploratory research, contributions that report on completed research will be given priority. All papers will be subject to double-blind peer review. The focus of all submissions should be in line with the ITT aims and scope:
For more information, visit https://www.tandfonline.com/doi/full/10.1080/1750399X.2019.1572991
Institute of Translation Studies
Faculty of Arts, Charles University, Prague, Czech Republic
in co-operation with Directorate General for Translation of European Commission (DGT)
is pleased to invite you to the international conference
L2 Translation: Getting Out of the Grey Zone
Prague, 20–21 September 2019
Despite being a common practice in most parts of the world, L2 translation (also referred to as non-native translation or inverse translation) remains a relatively under-explored area. Existing research suggests that L2 translation, and directionality in general, is a complex issue, with key factors including the text type, the client’s expectations and, perhaps most importantly, the translator’s individual skills. At the same time, however, many questions related to L2 translation as a process, product, service and object of training are yet to be answered.
Our intention is to create an arena for multiple voices to help further demystify L2 translation by presenting research-based facts, sharing practical experience, and asking relevant questions. Therefore, this two-day conference aims to bring together translation scholars, researchers, trainers and representatives of the translation industry to discuss, through papers and a panel discussion, the current status, future opportunities and challenges related to L2 translation.
Nataša Pavlović (University of Zagreb)
Catherine Way (University of Granada)
We invite papers relevant to the conference theme, on topics including but not limited to:
qualitative aspects of L2 translationsociological aspects of L2 translationL2 translation competenceL2 translation and corporaL2 translation and MT & CATL2 translation in the legal contextmethodology of L2 translation researchpedagogical aspects of L2 translationrevision of L2 translation
The conference language is English.
The conference fee of EUR 50 / CZK 1300 covers conference materials, refreshments, lunches and a conference dinner.
Univeristy of Nottingham - 5 July 2019
Automated translation services such as Google Translate have become widely available at no cost. Due to their ease of access and improving quality, they have become a tool that enables access to expression of ideas that may otherwise remain closed to readers who are not conversant in the language they are written in. Given the technology’s capacity, to some it may be a shortcut to circumvent language acquisition, while to others it may be a facilitator to learning.
For universities, in particular with growing internationalisation, one important question is what role translation technology may play in Higher Education, for instance in research activities or in the production of assessed work. Equally, for secondary education it could play a role in the interaction between pupils whose first language is not English and teachers or in the engagement of students with the learning materials.
In that light, this event is of relevance to students, teachers, assessors, policy makers, ethics officers in secondary and tertiary education.
This conference is hosted by the Centre for Translation and Comparative Cultural Studies.
We are accepting proposals for individual presentations, panels and workshops that address the role of automated translation technology in education. We aim to include a range of topics, possibly from, but not limited to the following areas of translation technology:
For individual papers, each contribution will consist of a 20-minute presentation and a 10-minute Q&A session. Proposals should include:
TitleAbstract of up to 300 wordsSpeaker bio of up to 50 words for each speaker
Panels/workshops will be 90 minutes in length. Proposals should include:
Abstract of up to 300 words
Organisers: names and affiliations of moderator and participants (if known)
Proposed format, including a draft schedule and summary of how the session would run/engage with the audience
Participant information: expected number of and information about participants, if known
Special requests or needs for equipment
Submission deadline: 31 March 2019
Please submit your proposals to:
Article originally appear on The Conversation.
Authors: Loradana Polezzi, Jo Angouri, Rita Wilson
Within a week of the Salzburg Global Seminar’s Statement for a Multilingual Worldlaunching in February 2018, the document – which calls for policies and practices that support multilingualism – had received 1.5m social media impressions.
The statement opens with some striking facts, including that “all 193 UN member states and most people are multilingual”. It also points out that 7,097 languages are currently spoken across the world but 2,464 of these are endangered. Just 23 languages dominate among these 7,097, and are spoken by over half of the world’s population.
As these statistics show, the soundtrack of our lives and the visual landscapes of our cities are multilingual. Languages, in their plurality, enrich our experience of the world and our creative potential. Multilingualism opens up new ways of being and of doing, it connects us with others and provides a window into the diversity of our societies. And yet, despite the more positive statistics above, we are currently witnessing a deep divide.
On the one hand, multilingualism is associated with mobility, productivity and knowledge creation (see, for instance, the EU’s objective for all citizens to speak two languages in addition to their first one). On the other, monolingualism (speaking only one language) is still perceived as both the norm and the ideal for an allegedly well-functioning society. Linguistic diversity is seen as both suspicious and costly.
This is particularly visible in relation to the most vulnerable groups seeking a new home: refugees and asylum seekers. Newcomers are often required to prove they can read, write and speak the national language/s to be given the right to remain. Fluency, however, goes beyond technical ability in the majority languages. In the 1980s, researchers showed that language is more than just a code by which we communicate, it is related to social and political knowledge, and access to power structures.
Standing out from the crowd. Nat.photo/ShutterstockLanguage skills are critically important for engagement with a host society and lacking those skills can be an insurmountable barrier for accessing opportunities in education, work, and other areas of social life. Success in finding one’s place in a new social context, however, requires more than instrumental use of language.
Research has shown that refugees pay a “linguistic penalty” when transitioning to a new socioeconomic environment. That penalty refers to the consequences of being categorised as “different” or not “one of us” on the basis of language performance that does not follow established societal norms.
Speakers who inadvertently break societal rules of expected behaviour are assessed as “not having enough language”, which becomes a proxy for an inability to “fit in”. That inability, in turn, is interpreted as a moral deficiency: lack of fluency becomes a sign of insufficient desire to become “one of us” and marks the migrant as both a “failed” and a “bad” citizen.
Language, held up as a sign of belonging, becomes a gatekeeper for inclusion/exclusion, regulating access to citizenship and education, health and legal protection. The responsibility for success or failure falls firmly on the shoulders of the “other” – the migrant, the minority member, the one who “does not fit in”. This process is clearly visible in citizenship and language tests. The tests blur language assessment with reproducing and assessing abstract values about the home society. They take a narrow approach to cultural diversity and represent one hegemonic set of “ways of doing things around here”.
The myth of one nation, one (national) language, one (national) culture – which was at the heart of the ideal of the nation state in the 19th and 20th centuries – perpetuates the master narrative of national homogeneity. The consistent and robust evidence that “native speakers” (a political term in its own right) fail citizenship tests and that the evaluation process is deeply political has not yet produced an alternative narrative.
By projecting a deficit approach onto refugees and asylum seekers, their contribution to society is dismissed and both their presence and the linguistic diversity attached to it are perceived as problems or costs. This mechanism of exclusion relies on a hierarchy in which not all languages are equal or desirable.
“Their” language(s) are low on the pecking order that the majority perceive as needed or wanted. Monolingual models insist on a “subtractive” principle in which one dominant language replaces another less “desirable” one, rather than recognising and valuing how multilingualism, by adding the ability to communicate in more than one language, can benefit everyone in our increasingly connected world.
These attitudes silence the contributions that new multilingual citizens make to economic growth, social cohesion or artistic production. A different approach is urgently needed, one that moves away from multilingualism as deficit and towards a recognition of linguistic and cultural diversity as a creative engine of civic participation and social well-being.
School of Applied Language and Intercultural Studies are delighted announce that call for SALIS PhD Scholarship 2019 is now open.
How to Apply:
We are particularly interested in receiving research proposals in the following areas:
Applied Linguistics; Cultural Studies; Intercultural Studies, Migration Studies; Literary Studies; Sexuality Studies; and Translation Studies.
Read more at https://www.dcu.ie/salis/Scholarship-2019.shtml?fbclid=IwAR0tnP78iWJwPUZO9YAqLD1kuT2NahlFR8K400nOI3pQl2kKmVwoLnP7Beg
About the award
The RusTrans project explores the role played by Russian-to-English literary translation in constructing national identity. It includes four case studies of translators of Russian literature and their networks, in Ireland, the UK, and the USA.
Applications are invited for three ERC-funded PhD studentships in the Department of Modern Languages at the University of Exeter to work with the lead researchers on the “RusTrans: Dark Side of Translation” project. This project investigates the ideology underlying the practice of Russian-to-English literary translation in the 20th and 21st centuries. The fully funded studentships, beginning in September 2019, are hosted at the University of Exeter’s Streatham Campus. The studentships are for 3.5 years and are open to students of any nationality. Each studentship will cover University tuition fees with a stipend equivalent to the Research Councils UK national minimum stipend (£14,777 in 2018/19). Candidates will be expected to have completed a Master’s degree by the time of starting the studentship; they should not yet have formally commenced a doctoral project.
Each candidate is expected to develop their own research question within one of three areas of investigation linked to the project, while assisting the PI and Postdoctoral fellow with project-related research and administration.
One candidate will contribute to the research on the “Publishing Translations from Russian Today” case study, while developing a PhD dissertation on a related issue in the history or practice of contemporary (post-2000) Russian-to-English literary translation.
The second candidate will work with the project’s Postdoctoral Fellow, Dr McAteer, on the “David Magarshack and Penguin Books” case study, while preparing a PhD dissertation on a topic relevant to the twentieth-century history or practice of Russian-to-English literary translation.
The third candidate will be expected to develop a PhD topic addressing the literary translation of Russian into the language of a nation where Russian culture exerts or has exerted a strong influence (e.g. Poland, Finland, or Estonia) in the twentieth or twenty-first centuries. This candidate will receive additional limited funding to carry out research in the nation of his or her research focus.
All three candidates will assist the PI and Postdoctoral Fellow with conference organization, website management (including writing regular blog posts and contributing to the project’s social media accounts), and other project administration. Some funding will be provided for research-related travel. Candidates will have opportunities to present their research at the project’s two international conferences in 2020 and 2022, and to co-write articles on the project case studies with Dr Maguire and Dr McAteer.
More information about the project can be found at http://rustrans.exeter.ac.uk/.
Key research questions include (within the context of Russian-to English literary translation): Why do translators select the texts that they do? Who funds the translation process, and with what aim? How do target audiences, critics, and national governments react to the translated texts (and do their perceptions of the source culture change as a result)? Which Russian authors, classified in terms of their political views and potential for literary or popular appeal, are currently being translated for the Anglophone market? What kind of writers have been supported by Russian-state-funded organizations, since the 2000’s? How many translators advocate for Russian-language authors, and what networks of contacts, grant agencies, etc. do they employ to this end? Is literary translation still viable as a career?
The successful candidates will benefit from joining the dynamic and supportive postgraduate research community in the College of Humanities at the University of Exeter, including the Centre for Translating Cultures at the Department of Modern Languages and our expanding programme of Translation Studies. You can expect to gain expertise in a wide range of transferable research skills, including interviewing, archival research, data analysis and management. Supervision will be shared between Dr Muireann Maguire and Dr Cathy McAteer.
The RusTrans project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No 802437).
For more information about the project and informal enquiries, please contact the primary supervisor, Dr Muireann Maguire
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