scholarly journals La traducción del dialecto en las narraciones de esclavos: el caso de "The Good Lord Bird"

2017 ◽  
Vol 43 ◽  
pp. 209
Author(s):  
Miguel Sanz Jiménez
Keyword(s):  
Black English ◽  
James Mcbride

Este artículo explora la posibilidad de traducir al español la tercera novela de James McBride, The Good Lord Bird, y plantea una propuesta de traducción. Con el fin de ofrecer un texto en la lengua meta que reproduzca la variación lingüística del original y sus connotaciones, se estudian las estrategias para la traducción del dialecto en literatura y sus implicaciones sociales e ideológicas, que se aplican al caso particular del Black English y las narraciones de esclavos. También se consideran las posturas de varios traductólogos al respecto de la traducción del dialecto, así como las prácticas más extendidas en las versiones en español de las novelas pertenecientes a este género.

scholarly journals TRANSLATING AFRICAN-AMERICAN NEO-SLAVE NARRATIVES: BLACK ENGLISH IN THE GOOD LORD BIRD AND THE UNDERGROUND RAILROAD.

2020 ◽  
pp. 203-226
Author(s):  
Miguel Sanz Jiménez
Keyword(s):  
African American ◽  
Slave Narratives ◽  
Black English ◽  
African American Vernacular English ◽  
Underground Railroad ◽  
Vernacular English ◽  
American Vernacular ◽  
James Mcbride

This paper studies how two recent neo-slave narratives have been translated into Spanish: The Good Lord Bird, by James McBride, and The Underground Railroad, by Colson Whitehead. Since they were both published simultaneously in Spain in September 2017, special attention is paid to the strategies used to render Black English, which marks slaves’ otherness, in the target polysystem. An overview of the origin, rise, and evolution of neo-slave narratives precedes the features of African-American Vernacular English portrayed in the novels that belong to this sub-genre. After some insights into the issue of translating literary dialect, the risks it entails, and the different strategies that can be used, the Spanish versions of McBride’s and Whitehead’s works are analyzed accordingly and contrasted.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

Para uma sociolinguística do texto literário traduzido: um olhar sobre ‘The Color Purple’ e sua tradução

Gragoatá ◽  
2016 ◽  
Vol 7 (13) ◽  
Author(s):  
Maristela Cury Sarian
Keyword(s):  
Alice Walker ◽  
Black English ◽  
The Color Purple ◽  
Color Purple

Este trabalho tem por objetivo estabelecer uma relação entre a tradução e a sociolinguística, a partir da análise da tradução do romance epistolar The Color Purple, da afro-americana Alice Walker, A cor púrpura, realizada por Peg Bodelson, Betúlia Machado e Maria José Silveira, a fim de investigar como a heterogeneidade linguística da obra original, associada, sobretudo, à maior ou menor frequência de uso de inglês padrão e de Black English Vernacular pelas personagens, foi construída na tradução. Nessa análise, verifico quais foram os recursos utilizados na caracterização da linguagem das personagens e como estes podem ser associados aos diferentes graus de escolaridade e de letramento de Celie e Nettie, valendo-me, como instrumental para essa análise, de descrições da variação sociolinguística, das teorias do letramento e dos processos de aquisição de língua escrita.

The Influence of Three Phonological Rules of Black English on the Discrimination of Minimal Word Pairs

1976 ◽  
Vol 19 (3) ◽  
pp. 467-474 ◽  
Author(s):  
Jane Baran ◽  
Harry N. Seymour
Keyword(s):  
Word Pair ◽  
Black Children ◽  
Black English ◽  
English Speakers ◽  
Minimal Word ◽  
Blacks And Whites ◽  
Phonological Rules

Minimal word pairs that are presumed to be perceptually difficult to differentiate when spoken in black English were examined relative to (1) black children’s performance in differentiating the meanings of their own word pair productions and those of other blacks and whites and (2) white children’s performance in differentiating the meanings of word pairs produced by black children. Perceptual errors were significantly greater for whites listening to word pairs produced by blacks than for blacks listening to themselves, other blacks, or whites. No significant differences were found among blacks listening to themselves, other blacks, and whites. Perceptual errors followed predictable patterns that were influenced by three phonological rules of black English. Also, the data suggest that there are phonemic cues that are imperceptible to non-black-English speakers which allow black-English speakers to differentiate word pairs.

When is English 'Black English Vernacular'?

1984 ◽  
Vol 17 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Ronald R. Butters
Keyword(s):  
Black English

“To Not be a Traitor of Black English”: Youth Perceptions of Language Rights in an Urban Context

2010 ◽  
Vol 112 (1) ◽  
pp. 103-141
Author(s):  
Valerie Kinloch
Keyword(s):  
New York ◽  
Academic Success ◽  
Lived Experiences ◽  
Black English ◽  
Policy Statement ◽  
College Composition ◽  
Language Rights ◽  
Academic English ◽  
Youth Perceptions ◽  
College Composition And Communication

Background/Context Although progress has been made since members of the Conference on College Composition and Communication passed the Students’ Right to Their Own Language resolution (1974), there still remains a demand to examine youth perceptions of language. Such examinations can help teachers and researchers improve curricular choices, honor the lived experiences of students in classrooms, and address a systemic problem within a larger sociopolitical context: the continued failure of American public schooling to adequately educate Black students and other students of color. Purpose/Objective/Research Questions/Focus of Study The primary purpose of this article is to detail how youth perceive language rights in their academic and community lives, particularly in relation to what they name “Black English” and “Academic English.” To understand youth language perceptions, this article is guided by the following inquiry: Given the historically dichotomous relationship between Black English and Academic English, how do youth perceive language in their struggle to acquire academic success? Setting Data for this ethnographic project, which derive from a larger ongoing multiyear study on youth representations of community and literacy, were collected from two African American teenage males who reside in or near New York City's Harlem community and who graduated from the Harlem High School of New York City and currently attend local colleges in the area. Research Design The article uses a case study design to examine youth perceptions of language in their struggle to acquire academic success. Data for this study were collected from the following sources: researcher field notes, classroom observations, audio- and videotaped “rap” sessions, formal and informal interview meetings, participants’ written responses to and verbal conversations on a series of 10 questions that we collaboratively designed over a 3-month period, and data member checking sessions. Conclusions/Recommendations The findings presented in this article highlight the potential for additional research on youth perceptions of language in relation to success and survival. Given current debates in educational research on student achievement, multiple perspectives, and the intersections of students’ lived experiences with pedagogical practices and teacher training, teachers and researchers should continue to identify the ways in which student voices, writings, and experiences are oftentimes excluded from schools. Students’ Right to Their Own Language is an important policy statement that questions U.S. mono-lingualism in multicultural, multilingual contexts. “It's who we are. It's like telling me I gotta take off my culture and identity when I leave my hood and go to a place that don't care about me. Like schools. How can I leave me and my Black English home? I'm nobody's traitor.” —Phillip, youth participant 2007 “We affirm the students’ right to their own patterns and varieties of language—the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects. We affirm strongly that teachers must have the experiences and training that will enable them to respect diversity and uphold the right of students to their own language.” —Passed by the Conference on College Composition and Communication, Fall 19741

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