The
2015 Translatology Competition for Child Translators
is at last open.

Text, rules and instructions can be downloaded from https://independent.academia.edu/BHARRIS/Papers, or by clicking here.

Age limit is 11 years old on 30 June 2015.

First prize is 400 euro.

Deadline is 30 June.

If you encounter any problem, please email translatology@yahoo.com with the subject line "Competition".

The scope of the competition this year is very limited because it's experimental. If it proves to be a success it will be enlarged.

A Professional Awakening

This blog has long contended that teaching translation should capitalise on bilinguals' natural ability by starting young, and has given plenty of examples of it. Young means much younger than the traditional university level. Now the current president of that highly professional organisation, the American Translators Association, has come out in favour of it, at least to some extent. Caitilin Walsh recently addressed academics at the Modern Language Association's annual meeting in Vancouver about the need for increased translating and interpreting offerings in education.

"She then made the case for increasing exposure in education because of significant demand in the industry... She went on to stress that schools would best serve their students with more offerings."

Her motivation is different from ours. She is concerned with the future of her industry, we with child language development. But the conclusion is the same.

Source
Redmond Reporter, 26 January 2015, www.redmond-reporter.com/community/289837911.html

Image
Caitilin Walsh. Source: Twitter.

2015 TRANSLATOLOGY COMPETITION
FOR CHILD TRANSLATORS

The competition announced for January has been postponed to February.

Adaptation versus Translation

A book I've been delving into (see Sources) and an article I'm composing myself both use the terms translation and adaptation. This obliges me to consider what the differences are between the two terms.

Amongst academics, the old study of translation has now been joined by a new branch, adaptation studies:

"In recent years, adaptation studies has established itself as a discipline in its own right, separate from translation studies. [But though] the bulk of its activity to date has been restricted to literature and film departments… it is, however, much more interdisciplinary."

At a superficial level, it can be treated as a matter of English collocation. We generally see, for example, stage adaptation (or version, which is a synonym of adaptation) or screen adaptation, often without a change of language, rather than stage translation or screen translation. (I myself once acted in a stage adaptation of Pride and Prejudice!) But of course there's more behind the words.

To start with, adaptation certainly is the appropriate word when there's a change of medium or genre, irrespective of language. Thus a screen adaptation is

"a cinematographic interpretation of a work from another art form – prose, drama, poetry, song or opera or ballet libretto."

Whereas translation requires a change of language. So the final product can be both a translation and an adaptation: a tradaptation (yes, the word exists!). There are examples of it my article.

An enduring example of genre adaptation is Charles and Mary Lamb's Tales from Shakespeare, written in 1807 and still in print in several editions (see Sources).

"The book reduced the archaic English and complicated storyline of Shakespeare to a level that children could read and understand."

It came to be regarded as a work of literature in itself, but of children's literature.

However there's still more that's important, and the most important of all is that the concept of adaptation allows for changes in the content and style of the original that would be unacceptable in a translation; in other words for a much wider difference between the two that goes beyond the wording, and hence for a far more radical and unchained intervention by the translator/adapters. A glaring example of this is the adaptation of Aladdin for the British Christmas theatre For over two hundred years now, since 1788, Antoine Galland's original French text (itself a translation from Arabic) has been variously translated and adapted for the stage, modern music and topical jokes added, transgender dressing introduced, etc. The pantomime is a mishmash parody of the original Middle Eastern folk tale.

In any case the boundary between translation and adaptation has shifted over the centuries. Chaucer recognised both of them in his famous 14th-century retraction at the end of The Canterbury Tales, where translacions contrasts with enditynges:

"Wherfore I biseke yow mekely, for the mercy Of God, that ye preye for me that crist have Mercy on me and foryeve me my giltes; and Namely of my translacions and enditynges of Worldly vanitees."

Yet all his many borrowings from French, Italian, etc. are adaptations in the modern sense. Indeed Chaucer often combined several sources in his re-tellings. Not that the concept of close translation didn't exist; but in Bible translation or legal documents, not literature. For his sake and for the sake of other adapters, we hope God forgave him.

Sources
Translation, Adaptation and Transformation. A collection of papers edited by Laurence Raw of Baskent University, Ankara. 240 pages. New York, etc.: Bloomsbury Publishing, 2012. Paperback US$43.

Charles and Mary Lamb. Tales from Shakespeare. London, 1807. Still in print.

Brunilda Reichmann Lemos (Universidade Federal do Paraná). Some differences between Boccaccio's and Chaucer's Tales of Griselda. No date.
http://ojs.c3sl.ufpr.br/ojs/index.php/letras/article/viewFile/19378/12656.

Aladdin. Wikipedia. 2014.

My own article, Translation and Adaptation for the British Christmas Theatre, will be available shortly on my academia.edu page.

Image
A stage adaptation from Orwell. Source: www.exurbe.com.

2015 Competition for Child Translators

On Christmas Day I was listening to a concert from Brussels on TV. One of the works was a beautifully performed Bach double violin concerto. Of the soloists, one was a young woman, young but adult. The other was a girl who was just as accomplished as her companion but who looked no older than twelve. A mere child, but gifted; a musical genius. She started me thinking about child translators.

It's not necessary for a child to be 'exceptionally gifted' to learn to play the violin. Thanks to Shinichi Suzuki and other music teachers, thousands of ordinary children do it every year. All they need is ten fingers, a perception of musical pitch and the mysterious delight in melody and rhythm which almost all children are born with worldwide. Music, for all its artificial elaborateness in pieces like the Bach concerto, is basically natural. Most of the chldren give up the violin after a while, but the basics of music that they have acquired on the way stay with them for life. Some of them persist, however; and a select few who really are exceptionally gifted reach the level of the Brussels soloist and we class them as geniuses.

Translating still awaits its Suzuki. But we know, especially from the studies of child language brokers, that child natural translators abound. All they need is to be bilingual. Yet the example of music tells us that if there are so many child translators who are not exceptionally gifted, then there should be a select few geniuses at the top of the pyramid who are, because it's a hierarchy to which all natural abilities conform. Can we find them?

At that point I had an idea for a first step. Here it is.


.........................Preliminary Announcement.....................

2015 Translatology Competition for Child Translators
-------------------------under 12 years old----------------------


First prize 400 euro
Second prize 200 euro
Third prize 100 euro

Language combination for 2015: Spanish to English
Other combinations in future years

The terms and texts of the competition will be announced in January.

.....................................................................................


Now nothing remains for 2014 but to wish my 195 Followers and all my other readers

Young Interpreters: a Terminology Proposal

The December issue of Young Interpreters Newsletter has arrived with its usual roundup of good news from the schools that are members of the Young Interpreters Scheme (YI). YI, in case you don't already know, is a unique organisation sponsored by a British education authority for encouraging bilingual pupils to use their interpreting ability to help fellow students, school staff and other less advantaged members of their communities. Their ability, at least when they start, is largely natural; and it's important to note that they are not 'exceptionally gifted' children. Bilingualism and the translation ability that goes with it are already a fact of everyday life in multicultural Britain. (For more about YI, enter yi in the Search box on the right.)

More important, though, than the current news is the link in the middle of the Newsletter to YI's general list of does and don'ts for using children. The topic has been touched on before on this blog but the YI treatment is more complete and has official backing.

What the YI interpreters do is a form of language brokering. I've never liked the term language broker, because of its commercial connotation (as in insurance broker). But it's been in use now for at least 20 years, so we're stuck with it. However, it became apparent some time ago that it was inadequate with respect to the age of the interpreters. The people who coined it meant it to apply to children. Yet the functions of language broker don't end at such an early age. A great deal of it is done by adults for their families and acquaintances – and even for their children. A child who accompanies an adult family member to the doctor's to interpret is a language broker, but so is an adult who accompanies his or her child. So it has become customary in recent years to qualify the term in order to preserve the original intent, and to speak of child language brokers.

So far so good. But child is still a vague age indicator and certainly doesn't cover all the YI interpreters, the older ones of whom – the ones in the secondary schools – could reasonably object to being called children. It's in order to be more precise therefore, though not overly so, that I propose the following scale of terms. They can be applied not only to language brokers but to child translators in general.

1. Infant translators / language brokers. Under five years old. There are certainly children who can do some translating at that age, but language brokering is unlikely. This isn't because of language but because of the knowledge of the world around that language brokers need. Nevertheless, we should allow for it.

2. Child translators / language brokers. From five to ten years old. This corresponds to the period of primary education in most education systems.

3. Adolescent (or ado-) translators / language brokers. From 11 to 18, corresponding to secondary education.

4. Adult translators / language brokers. 18 and over. This takes us beyond the originally intended scope of language broker, but it must, for the reason given above, be allowed for.

So now what to do do about the YI interpreters, whose ages span both 2 and 3 above? We might make up a compound like child and adolescent translators. But that's a mouthful. Instead I propose to take advantage of the correspondences with the school systems and speak of

5. School-age translators / language brokers, ie, from five to 17 years old, to cover both categories.

We'll see if it catches on.

Sources
Hampshire Count Council, EMTAS. Young Interpreters Newsletter, December 2014. To receive or contribute, contact Astrid Dinneen at astrid.dinneen@hants.gov.uk.

Lucy Tse (University of Southern California). Language brokering among Latino adolescents…. Hispanic Journal of Behavioral Sciences, 1995.

J. McQuillan and L. Tse. Child language brokering in linguistic minority communities. Language and Education, 1995.

Infant translators was used as early as 1978 by Harris and Sherwood in Translating as an innate skill, which is avaialable on academia.edu.

School age language brokering has been used, but only with limiting qualifiers such as high school age language brokers, as in:

Sarah Louise Telford. Language Brokering Among Latino Middle School Students…, PhD dissertation, University of Texas at Austin, 2010, which also uses adult language brokering.

The same is true of school age translating.

Yet Another Bilingual Advantage

Ever since the explosive studies by Wallace Lambert and his collaborators at Montreal's McGill University in the 1960s, the tide has been turning in favour of bilingual education from childhood. (For an obit of Lambert, enter lambert in the Search box on the right.) Where I live, the discussion is no longer about whether children should learn two languages (half of them are Natural Bilinguals anyway in Spanish and Valencian) but whether they should be taught a third or even a fourth. It's true that in an officially bilingual jurisdiction like Canada or the Valencian Community we need to be on guard against research that fits too neatly into the current social and political agenda, but even so the trend is IMHO convincing. Bilingalism means more language and cultural flexibility, etc. From this year foreign languages are part of the primary school curriculum even in recalcitrant Britain.

Now comes a new twist.

"Researchers have found that bilingual children are able to concentrate better in the busy classroom environment than their monolingual peers. The research from Anglia Ruskin University [in the UK] found that 7- to 10-year olds who speak only one language were more negatively affected bu noise and were less able to keep their attention on a task when there other noises nearby. Published in Bilingualism, Language and Cognition, the study shows that the heightened performance of bilingual children is dependent on how well they know the two languages."

Sources
The Linguist, December 2014/January 2015, p. 5.

E. Peale and W. E. Lambert. The relation of bilingualism to intelligence. Psychological Monographs, General and Applied, vol. 76, no. 27, pp. 1-23. 1962.

Amanda Barton. Primary problem: how is compulsory language education shaping up on the ground? The Linguist, December 2014/January 2015, pp. 20-21.

Image
Anglia Ruskin University. It sprang from a school of art founded at Cambridge by the 19th-century artist and critic John Ruskin.