scholarly journals Self-Translation in Transcultural Mode: Francesca Duranti on how to Put ‘a Scent of Basil’ into One’s Translations

2021 ◽  
pp. 275-305
Author(s):  
Arianna Dagnino
Keyword(s):  
New York ◽  
Mother Tongue ◽  
Translation Strategies ◽  
Two Cultures ◽  
Left Handed ◽  
Academic Woman ◽  
Depth Interview ◽  
Transcultural Identity ◽  
French And English ◽  
Creative Writer

“Who but he... had ever felt what these words expressed?–these words that thundered and howled through his mind translating himself to himself, with such appalling fitness” (Amélie Louise Rives) Francesca Duranti is a creative writer who grew up with several languages and spent much time abroad. Her mother tongue is German but she writes mainly in Italian and translates mostly from French and English. Her particular transcultural sensibility runs through her body of work but is mostly manifest in her novel Sogni mancini (1996), the story of an Italian academic woman living in New York obsessed with the idea of finding a way to get rid of fixed identities and monological perspectives. Subsequently, Duranti decided to self-translate this novel into English, publishing it with the title Left-handed Dreams (2000). What were her reasons for self- translating this book, what self-translation strategies did she adopt, what did she gain and what did she lose in the process of mediating between two cultures and how did readers receive her target text? In this in-depth interview with Arianna Dagnino, Duranti reveals to what extent her acquired transcultural identity affected not only her way of writing but also of self-translating. As a coda to the interview and in light of what emerges from the writer’s answers, Dagnino analyzes Duranti’s self-translation, looking for those elements that mostly reveal the transcultural identity of a writer who decided to translate herself to herself. The article includes introductory paragraphs on the theory of the transcultural and transcultural identities (Dagnino 2015, Epstein 2009, Welsch 2009) as well as on the most recent studies in the field of literary self-translation (Grosjean 2010, Grutman 2016, Saidero 2011).

LEXICAL AND SEMANTIC CHARACTERISTICS OF ABBREVIATIONS IN MODERN ENGLISH NEWSPAPER DISCOURSE AND TRANSLATION STRATEGIES

2021 ◽  
pp. 131-136
Author(s):  
С.Б. Фомина
Keyword(s):  
New York ◽  
English Language ◽  
New York Times ◽  
The New York Times ◽  
Translation Strategies ◽  
Powerful Means ◽  
Typical Type ◽  
The Subject ◽  
Lexical Composition ◽  
The Guardian

В статье рассматриваются лексико-семантические характеристики сокращений современного англоязычного газетного дискурса на материале англоязычных электронных изданий The New York Times, The Guardian, Forbes, The Independent, The Telegraph, Sunday-Times, особенности их функционирования. Газетный дискурс представлен как сфера функционирования различных сокращений, а именно контракций, усечений, блендинга, аббревиаций. Предметом выступают сокращенные лексические единицы, их функционирование в современной прессе и стратегии их передачи с английского языка на русский. Обработка фактического материала позволяет произвести количественный анализ лексики и определить наиболее характерный тип аббревиаций для текстов СМИ, определить их функции. Анализ материала позволяет фиксировать тот факт, что среди рассмотренных лексических единиц, именно аббревиатуры преобладают в современном газетном дискурсе, что подтверждает влияние событийности на изменение лексического состава языка и является мощным средством его пополнения. Функционирование образно-оценочных и культурно-маркированных сокращений в газетном дискурсе может как облегчать, так и усложнять восприятие информации. Однако сокращенные лексические единицы содержат широкий информационный потенциал, что позволяет фиксировать основное значение текста в памяти получателя и влияет на восприятие информации в нужном автору направлении. Словарь, включенный в текст, приобретает как информативное, так и эмоционально-оценочное значение. ____________________________ © Фомина С.Б., 2021 The article observes the lexical and semantic characteristics of abbreviations of the modern English-language newspaper discourse based on material of the English-language electronic publications from of The New York Times, The Guardian, Forbes, The Independent, The Telegraph, Sunday-Times, discusses the functioning of abbreviations. Newspaper discourse is presented as the sphere of functioning of various abbreviations, such as contractions, clipping, blending, abbreviations. The subject is abbreviated lexical units, their functioning in the modern press and strategies for their transfer from English into Russian. Factual material analysis allows carrying out a quantitative analysis of the vocabulary and determine the most typical type of abbreviations for media texts, their functions. The analysis of the material proves quantitative superiority of abbreviations that prevail in modern newspaper discourse that confirms the influence of eventfulness on the change in the lexical composition of the language and is a powerful means of replenishing it. The functioning of figurative and evaluative and culturally-marked abbreviations in newspaper discourse facilitates and complicates the perception of information at the same time. However, abbreviated lexical units contain a wide information potential, which allows fixing the main meaning of the text in the receiver's memory and affects the perception of information in the direction the author needs. The vocabulary included in the text acquires informative and emotionally evaluative value as well.

Some analogical methods of teaching English as a second foreign language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Paul Vincent Mirabile
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Morphological Features ◽  
Teaching English ◽  
Pedagogical Approach ◽  
Second Languages ◽  
French And English ◽  
The University

Abstract To teach English as a second foreign language at university levels provides the educator or professor an excellent occasion to compare the first and second languages by a series of analogical activities that not only highlight the similar forms and structures of them, but more important still, oblige students to comprehend these forms and structures without having either to rely on or depend upon their mother tongue or apprehend them through the prism of their own. In this article are compared Turkish, French and Chinese forms and structures with English through sets of analogical activities that I prepared and applied in classrooms with my Russian students studying the aforesaid languages at the University of Academgorodok near Novosibirsk in Siberia. It was my methodical experiment to bring together English/Turkish, English/French and English/Chinese as interrelated objects of study; to put into relief the interpenetrating analogical elements that these languages possess as a pedagogical approach to them in spite of their very different language families and distinctive structural and morphological features.

scholarly journals Pratiche di sottotitolazione non professionale in Cina

2019 ◽  
Author(s):  
Serena Zuccheri
Keyword(s):  
Mother Tongue ◽  
Linguistic Analysis ◽  
Translation Strategies ◽  
Detailed Presentation

The online growth of non-professional subtitling, a phenomenon today internationally known as fansubbing, has allowed Chinese audience to watch Gomorra-La serie. This Italian TV series is linguistically characterised by a great use of jargon, coarseness and swearing that Chinese fansubbers have tried to accurately reproduce using equivalents in their mother tongue, or tabooing them by subjecting some of the most vulgar and irreverent expressions to linguistic interdiction. After a detailed presentation of major translation strategies used by Chinese fansubbers, this works aims to present a preliminary linguistic analysis of the Chinese subtitles of the first season of Gomorra-La Serie.

scholarly journals Turkish Children in Germany Learning Grammatical Categories in Turkish as a Mother Tongue

2017 ◽  
Vol 4 (2) ◽  
pp. 47-57
Author(s):  
Хрісто Кючуков ◽  
Баріш Гірай
Keyword(s):  
New York ◽  
Language Development ◽  
Nursery School ◽  
Mother Tongue ◽  
Early Years ◽  
Intercultural Education ◽  
Childhood Development ◽  
Eine Analyse ◽  
Turkish Children ◽  
Grammatical Categories

The paper presents and discusses findings from a recent empirical study involving 40 Turkish children aged between 4 and 6 years attending two kindergartens in Berlin in the districts of Wedding and Neukölln. They were tested for their knowledge and comprehension of different grammatical categories in Turkish. Children from Wedding were found to be much better in their knowledge of the grammatical categories in their mother tongue. The differences are statistically significant F (1, 32) = 6. 6258, p = 0. 01488 (p< 0.05). The children from the kindergarten in Neukölln demonstrated lower results in Turkish grammar comprehension and thus their achieved literacy in L1. References Bagdoshvili, S. (2010) Turkish Migrants in Germany. Unpublished MA Thesis. Tbilisi: Institute of European Studies. Barac, R., Bialystok, E. (2012) Bilingual effects on cognitive and linguistic development: role of language, cultural background, and education. Child Development, 83(2), 413-422. Çakir, M. (2002) The use of Turkish as the mother tongue in multicultural settings in Germany. Anadolu University Journal of Social Sciences, 2(1), 39-58 Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education? Rights and responsibilities of educators of bilingual-bicultural children. In: Making a Difference in the Lives of Bilingual-Bicultural Learners, (pp. 15-20). L.D. Soto, ed. New York: Peter Lang. Cummins, J. (2016) Intercultural education and academic achievement: a fraimwork for school based policies in multilingual schools. Intercultural Education, 26(6), 455-468. Haug, S. et al. (2009) Muslimisches Leben in Deutschland. Nurnberg. Horrocks, D. and Kolinsky, E. (1996) Turkish Culture in German Society Today. Oxford: Berghahn Books. Johnston, J. (2015) Factors that influence language development. In: Encyclopedia of Early childhood development [online], Tremblay, R. E., Boivin, M., Peters R. De V., (eds.). Retrieved from: http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/factors-influence-language-development. Schmitz, Anke and Olfert Helena (2013): Minderheitssprachen im deutschen Schulwesen – Eine Analyse der Implementierung allochthoner und autochthoner Sprachen. Zeitschrift für Fremdsprachenforschung, 24(2), 203-227. Skutnabb-Kangas (2005) Skutnabb-Kangas, Tove (2005). Linguistic Genocide. In: Encyclopedia of Genocide and Crimes Against Humanity, 3 Volumes, (pp. 653-654). Shelton, D. (ed.). New York: Macmillan Reference, USA. Treffers-Daller J., Sumru Özsoy, A., Roeland van Houtet, R. (2007) (In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: An analysis of complex embeddings in narratives. The International Journal of Bilingual Education and Bilingualism, 10(3), 248-276. Yazıcı, Z. (1999). Almanya ve Turkiye’de Anaokuluna Devam Eden 60-76 Aylar Arasındaki Turk Cocuklarının Dil Geli’imi ile Okuma Olgunlugˇu Arasındakiıliskinin Incelenmesi [Investigation of connections between language development and reading readiness ofTurkish nursery school children aged 60-76 months in Germany and Turkey]. Ph.D. thesis, Gazi University. Yazıcı, Z., İlter, B., & Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18(3), 259-268.

The Challenges, Advantages, and Consequences of Writing Prose in a Second Language

LOGOS ◽  
2021 ◽  
Vol 32 (1) ◽  
pp. 25-36
Author(s):  
Brigita Orel
Keyword(s):  
Second Language ◽  
Subject Matter ◽  
Mother Tongue ◽  
Writing Process ◽  
Third Space ◽  
Two Cultures ◽  
Homi Bhabha

Abstract According to Homi Bhabha, hybridity in the context of identity where two cultures or languages collide is a third space where new views and stances can emerge. I explored the concept of this third space by writing a novel in English, which is my second language, instead of in my mother tongue, Slovenian. I investigated the effects of language switch on my choice of subject matter, my writing process, and my perception of my work and myself as a writer and as a person. I examined language-related challenges of writing in my second language, the benefits of a new insight a second language offers, and how multilingualism leads to a more fluid identity and a change in perspective.

John Edwards (ed.), Language in Canada. Cambridge & New York: Cambridge University Press, 1998. Pp. xvi, 504.

2000 ◽  
Vol 29 (2) ◽  
pp. 297-299
Author(s):  
Monica Heller
Keyword(s):  
New York ◽  
The United States ◽  
Cambridge University ◽  
First Languages ◽  
French And English ◽  
Official Languages ◽  
English Speaking ◽  
English Speaking World ◽  
Language Profiles ◽  
Aboriginal Languages

This volume is meant as a companion piece to three previous volumes published by Cambridge on language in various parts of the English-speaking world (the volume on the United States, edited by Charles Ferguson and Shirley Brice Heath, appeared in 1981, followed in 1984 by one on the British Isles edited by Peter Trudgill, and in 1991 by a volume on Australia edited by Suzanne Romaine). This collection contains 26 short articles, divided into three sets. The first set attempts to provide an overview of sociolinguistic issues in Canada from historical, demographic, and policy perspectives. The second set treats aboriginal languages and the two official languages, French and English; this set includes two articles on language teaching – restricted, however, to the teaching of international languages, mainly as first languages, and to the teaching of French as a second language through immersion methods. The third set offers language profiles of each of Canada's ten provinces, as well as of its two (now three) territories. The organization of the book is meant to provide different angles on sociolinguistic issues in Canada, but unfortunately the result too often is that material is either repeated or consistently left out.

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