Taking a cognitive approach, this book asks what poetry, and in particular Holocaust poetry, does to the reader - and to what extent the translation of this poetry can have the same effects. It is informed by current theoretical discussion and features many practical examples. Holocaust poetry differs from other genres of writing about the Holocaust in that it is not so much concerned to document facts as to document feelings and the sense of an experience. It shares the potential of all poetry to have profound effects on the thoughts and feelings of the reader. This book examines how the openness to engagement that Holocaust poetry can engender, achieved through stylistic means, needs to be preserved in translation if the translated poem is to function as a Holocaust poem in any meaningful sense. This is especially true when historical and cultural distance intervenes. The first book of its kind and by a world-renowned scholar and translator, this is required reading.

This edited book addresses the diversity across time and space of the sites, actors and practices of feminist translation from 1945-2000. The contributors examine what happens when a politically motivated text is translated linguistically and culturally, the translators and their aims, and the strategies employed when adapting texts to locally resonating discourses. The collection aims to answer these questions through case studies and a conceptual rethinking of the process of politically engaged translation, considering not only trained translators and publishers, but also feminist activists and groups, NGOs and writers. The book will be of interest to students and researchers in the fields of translation studies, gender/women's studies, literature and feminist history.

This volume covers descriptions and interpretations of social and cognitive phenomena and processes which emerge at the interface of languages and cultures in educational and translation contexts. It contains eleven papers, divided into two parts, which focus respectively on the issues of language and culture acquisition and a variety of translation practices (general language, literature, music translation) from socio-cultural and cognitive perspectives.

Over the last two decades, interest in translation around the world has increased beyond any predictions. International bestseller lists now contain large numbers of translated works, and writers from Latin America, Africa, India and China have joined the lists of eminent, bestselling European writers and those from the global English-speaking world. Despite this, translators tend to be invisible, as are the processes they follow and the strategies they employ when translating. The Translator as Writer bridges the divide between those who study translation and those who produce translations, through essays written by well-known translators talking about their own work as distinctive creative literary practice. The book emphasises this creativity, arguing that translators are effectively writers, or rewriters who produce works that can be read and enjoyed by an entirely new audience. The aim of the book is to give a proper prominence to the role of translators and in so doing to move attention back to the act of translating, away from more abstract speculation about what translation might involve.

This book examines how translation facilitated the Western conquest of China and how it was in turn employed by the Chinese as a weapon to resist the invasion in the late Qing 1811-1911. It brings out the question on the role of translation as part of the Western conquest of Late Qing China, with special attention drawn to the deceptions and manipulations in the translation of the Sino-foreign unequal treaties signed during 1840-1911. The readers will benefit from the assertion that translation did not remain innocent, but rather became intermingled with power abuses in the Chinese milieu as well.

This book is the first collection of essays dedicated to the work of C. H. Sisson (1915-2003), a major English poet, critic and translator. The collection aims to offer an overall guide to his work for new readers, while also encouraging established readers of one aspect (such as his well-known classical translations) to explore others. It champions in particular the quality of his original poetry. The book brings together contributions from scholars and critics working in a wide range of fields, including classical reception, translation studies and early modern literature as well as modern English poetry, and concludes with a more personal essay on Sisson's work by Michael Schmidt, his publisher.

For the better part of fifteen centuries, Christians read Scripture on two complementary levels, the literal and the spiritual. In the modern period, the spiritual sense gradually became marginalized in favor of the literal sense. The Bible came to be read and interpreted like any other book. This brief, accessible introduction to the history of biblical interpretation examines key turning points and figures and argues for a retrieval of the premodern spiritual habits of reading Scripture.

Those who wish to interpret and understand the Bible face a fundamental question: How do I interpret Scripture faithfully? Theological interpretation is an approach that has received much attention in recent years, and R. R. Reno is a leading practitioner and proponent of this approach. In The End of Interpretation, Reno's first full statement on the topic, he argues that Scripture is interpreted correctly only when it is read through the lens of creedal orthodoxy--that is, through the apostolic faith. The principle of accordance between doctrine and Scripture is of first importance for solid Christian interpretation. Reno provides a simple explanation of this multifaceted approach. He wrestles with what makes interpretation "theological" and provides two historical case studies, discussing Origen and the Reformation debate over justification. He then demonstrates what theological interpretation looks like in practice, reflecting on Genesis 1, John 17, and 1 Corinthians. Reno's insights will benefit serious readers who seek to interpret Scripture faithfully.

National Cultures and Foreign Narratives charts the pathways through which foreign literature in translation has arrived in Italy during the first half of the twentieth century. To show the contribution translations made to shaping an Italian national culture, it draws on a wealth of archival material made available in English for the first time.

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher's background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers' language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers' professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one's identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

Corpus Linguistics for Translation and Contrastive Studies provides a clear and practical introduction to using corpora in these fields. Giving special attention to parallel corpora, which are collections of texts in two or more languages, and demonstrating the potential benefits for multilingual corpus linguistics research to both translators and researchers, this book: explores the different types of parallel corpora available, and shows how to use basic and advanced search procedures to analyse them; explains how to compile a parallel corpus, and discusses their uses for translation purposes and to research linguistic phenomena across languages; demonstrates the use of corpus extracts across a wide range of texts, including dictionaries, novels by authors including Jane Austen and Mikhail Bulgakov, and newspapers such as The Sunday Times; is illustrated with case studies from a range of languages including Finnish, Russian, English and French. Written by two experienced researchers and practitioners, Corpus Linguistics for Translation and Contrastive Studies is essential reading for postgraduate students and researchers working within the area of translation and contrastive studies.

This book presents a map of the application of memory studies concepts to the study of translation. A range of types of memory from personal memory and electronic memory to national and transnational memory are discussed, and links with translation are illustrated by detailed case studies.

This volume revisits Genette's definition of the printed book's liminal devices, or paratexts, as 'thresholds of interpretation' by focussing specifically on translations produced in Britain in the early age of print (1473-1660). At a time when translation played a major role in shaping English and Scottish literary culture, paratexts afforded translators and their printers a privileged space in which to advertise their activities, display their social and ideological affiliations, influence literary tastes, and fashion Britain's representations of the cultural 'other'. Written by an international team of scholars of translation and material culture, the ten essays in the volume examine the various material shapes, textual forms, and cultural uses of paratexts as markers (and makers) of cultural exchange in early modern Britain. The collection will be of interest to scholars of early modern translation, print, and literary culture, and, more broadly, to those studying the material and cultural aspects of text production and circulation in early modern Europe.

This book investigates the political, social, cultural and economic implications of self-translation in multilingual spaces in Europe. Engaging with the 'power turn' in translation studies contexts, it offers innovative perspectives on the role of self-translators as cultural and ideological mediators. The authors explore the unequal power relations and centre-periphery dichotomies of Europe's minorised languages, literatures and cultures. They recognise that the self-translator's double affiliation as author and translator places them in a privileged position to challenge power, to negotiate the experiences of the subaltern and colonised, and to scrutinise conflicting minorised vs. hegemonic cultural identities. Three main themes are explored in relation to self-translation: hegemony and resistance; self-minorisation and self-censorship; and collaboration, hybridisation and invisibility. This edited collection will appeal to scholars and students working on translation, transnational and postcolonial studies, and multilingual and multicultural identities.