How To Make The Translation Process Less Labour Intensive

By Fester Leenstra,
Metamorfose Vertalingen,
Catharijnesingel 85,
3511 GP UTRECHT,
THE NETHERLANDS

metamorfose.vertalingen@gmail.com
www.metamorfosevertalingen.nl

Although in fact it ended only two decades ago, the era of handwritten or typewriter translations is one that most of us are not nostalgic about – if they remember it at all. To any modern-day translator, versed in – and addicted to – the cut-and-paste functionality of the latest word processing software, it is almost unimaginable there was ever a time in which translations were produced with a pencil and an eraser, or with a typewriter and correcting fluid. Having said that, there is no denying that the translation process has remained extremely labour intensive.

PCs are obvious and indispensable tools in the modern translation business. The computerisation of our business has enabled us to become far more productive and to produce more polished texts which, thanks to the immense body of ‘googleable’ reference material, are probably also more sector-authentic than our output of, say, fifteen years ago. Even so, not all business owners are aware that in addition to advanced word processing software, a host of other tools have become available to make the translation process more efficient. Here are a few tips.

1. Make sure to get digital versions of as many reference works as possible. Many dictionaries, encyclopaedias and the like are also available on CD. This will save you the trouble of leafing through weighty tomes, and help you find the term you need with a few clicks on your mouse.

2. Get hold of high-quality terminology database software (TRADOS or another reliable brand). Even though it will take some time to build up your customised databases, once they have reached a critical volume they will help you use customer-specific terminology consistently and retrieve it in no time at all.

3. Ask your client about his lay-out requirements. Especially in the case of documents in exotic formats, it would be a pity and a waste of time if you went to the trouble of copying complex lay-out features while your client would in fact, for editing purposes, have preferred a plain lay-out.

4. Try to find out if your client has already produced documents similar to the one you are translating and, if so, ask if you can have a copy. This will prevent you from reinventing the wheel, and will ensure consistency with the client’s existing terminology.

It is interesting to note, finally, that while all sorts of tools have helped us speed up the process, the actual translation process itself has so far not been computerised to any significant degree. Most of the efforts aimed at automating the translation mechanism are focused on reproduction rather than creation. Translation is, and will probably remain for a long time to come, a purely cognitive skill that is performed inside the translator’s brain and that no amount of software can replace.

About the author

Fester Leenstra is co-owner of Metamorfose Vertalingen, a translation agency in Utrecht (The Netherlands). After having worked for several translation firms in paid employment, he took the plunge in 2004 and incorporated his own company.

For further details about Metamorfose Vertalingen, visit:

http://www.metamorfosevertalingen.nl

http://www.beedigd-vertaalbureau.nl

http://www.vertaalbureau-engels.nl

http://www.vertaalsite.eu

http://www.oost-europavertalingen.nl

http://www.scandinavie-vertalingen.nl

http://www.medisch-vertaalbureau.nl

http://www.technisch-vertaalbureau.nl

http://www.juridisch-vertaalbureau.nl

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Translators' Attitude to Badly Written Texts:

Freedom and Limitations

By Omar Jabak,
Binnish, Idlib, Syria

It stands to reason that translators should be responsible for and faithful to source texts. Sometimes they face badly written texts containing grammatical mistakes such as wrong choice words, misspelled words and the like. Similarly, some other poor texts are crammed with swearwords, misstated facts or misleading overgeneralizations. In such situations, the translator should interfere to improve these texts by setting right what is wrong because it is his/her ethical and professional duty to convey correct information. However, as translators must be faithful and impartial, they are not permitted, under any circumstances, to alter the content of source texts.

Professional translators should be expert linguists who know quite well the correct grammar of both the source language and the target language. Consequently, when they spot any grammatical mistakes in the source written text which they are about to translate, it becomes their ethical and professional duty to correct these mistakes. If they do not do that, they not only distort the meaning of the source text, but they also jeopardize their career in the long run. For example, if a professional translator is to translate an Arabic text into English, and there happens to be a grammatical mistake in the source text, he/she must correct it before translating the text. An invented example of this might be the following Arabic sentence dharaba arrajulu alwalada, which corresponds to the English sentence: the man hit the boy. Let us suppose that in the source Arabic sentence, there is a slight grammatical mistake in the diacritical marks or diacritics, and the Arabic sentence reads dharab arrajula alwaladu, which is equivalent in English to the boy hit the man. We notice that the meaning in both English sentences is quite the opposite. Similarly, spelling mistakes or word choice mistakes in English may completely change the meaning of a given sentence. An invented example of this type of mistake might be in the sentence: he took his usual bath, where the word bath is mistakenly used instead of path. By the same token, mistakes in the choice of words which are either synonyms or closely related words should also be spotted and corrected by the translator. Let us consider these advertisements:

Advertisement for donkey rides, Thailand:

Would you like to ride on your ass?

Doctor's office, Rome:

Specialist in women and other diseases.

(Frankie's ESOL Worksheets, Whoops!, (2005) Available: URL: http://www.geocities.com/frankie_meehan/FunnySigns.htm )

If translators overlook such errors in the source text and decide not to correct them, then they choose to part with both their ethics and professionalism.

Moreover, professional translators sometimes feel they are under moral constraints to use a refined language when they translate passages littered with swearwords or vulgar phrases. Of course, the translator realizes that the target audience or readers will be offended by hearing or seeing too many swearwords. Accordingly, he/she should reduce the number of these words into a somewhat presentable string of polished, formal equivalences that give, more or less, the same effect as the source phrases and sentences. For instance, if the translator is translating an Arabic text, and then he/she comes across some sentences full of swearwords, he/she can put these into one short sentence like the following invented sentence: the speaker here uses a lot of cusswords to show extreme anger. This manipulation on the part of the professional translator shows a greater respect for the target audience and culture. Likewise, the translator may annotate his/her translation of a source text if it includes significant dates and events not recognized as such by the target audience. An interesting example of this strategy is a piece of writing in Thinking Arabic Translation (James Dickins et al 2002, 50). The Arabic text talks about an event with dates that are recognized by most Arabs because of its significance. However, to do justice to the target text and audience, a good translator should add some explanation to his/her translation to make the text clearer. The source sentence is "walaqad harabnahu wantasara alayna, thumma harabnahu wantasarna alayhi fi 6 oktobar." (2002) The English equivalence to this sentence is: he fought and defeated us, and we fought and defeated him in 6 October. Before doing any translation, the translator can add some dates to the original text to make it more intelligible for the target audience. Eventually, he/she may say: walaqad harabnahu wantasara alayna fi (1967), thumma harabnahu wantasarna alayhi fi 6 oktobar (1973).

Another situation where the translator has to interfere to improve a badly written text is when the text presents factual errors either because of a lack of knowledge or because of an oversight. In either case, the translator must correct these errors as it is his/her duty to convey facts as they are, or else the target audience will not forget or forgive that. In this respect, Newmark (1981) observes:

When extra linguistic reality is wrong in the source text, the translator must say so. Misstatements must be either corrected or glossed. This responsibility is more important than monitoring the quality of the writing in the source-language text. (1981, 128-129)

Let us suppose that the source text contradicts a proven scientific fact, and the translator is aware of such an error. He/she should first get this error corrected before he/she embarks on his/her task. An invented example of factual errors might be as follows: no one knows for sure what the hardest natural material is, and the translator knows that this overgeneralization is scientifically untrue because diamond proves to be the hardest material. Such errors must be corrected. Another invented example might be the following: before America was discovered, there were no people living there. A good translator should not translate this sentence before questioning its historical validity and thus correcting it, unless he/she lacks both historical and professional knowledge. Whenever translators are unsure of the accuracy of the ideas expressed in a given text, they have to do a lot of research and set right what is wrong in order to convey only accurate information.

Just as there are specific situations where the translator has to amend a badly written text, there are also limits to the translator's intervention as he/she must be faithful and impartial to the original text. In this respect, translators should not aspire to improve the content of any text, omit or add anything when especially they do legal translation. Catriona Picken (1983) suggests:

At the other end of the scale, there are some types of document which require rigid translation of the original, omitting and adding nothing. Legal texts belong to this group and patents. In such cases the translator has the minimum of freedom. (1983, 93)

To conclude, it can be said that translators should correct grammatical mistakes, wrong word choices and other linguistic defects in a badly written source text. They should also polish the translation of texts which include swearwords and take note of any omission of dates or distortion of facts because it is their moral and professional duty to translate correct information. Yet, translators should not change the content of source texts no matter how they feel about it.

References

Mehan.F 2005 "Frankie's ESOL Worksheets, Whoops! That's what I meant! English Language Errors around the world", Available: URL: http://www.geocities.com/frankie_meehan/FunnySigns.htm/ (Accessed:2006,November21)

Newmark.P 1981/1988 Approaches to Translation, Hemel Hempstead: Prentice Hall, pp128-129

Picken C 1983 The Translator's Handbook, Dorchester: Dorset Press, p 93.

London, quoted in ((newspaperالشرق الأوسط in،فكرة. September1995 6مصطفى،أمين

Dickins J et al 2002 Thinking Arabic Translation: A course in translation method: Arabic to English, Oxon: Routledge, p50

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Immerse Yourself In The Japanese Language

By John Davison,
Director of numerous Internet Companies,
Published Author

mark[at]6nbls25.com

Japanese is a language spoken by more than 120 million people worldwide in countries including Japan, Brazil, Guam, Taiwan, and on the American island of Hawaii. Japanese is a language comprised of characters completely different from the western alphabet that makes up such languages as English, French, Italian, and German. If you are required to learn Japanese for business reasons, or if you are planning a vacation to the Asian island, it might seem intimidating to learn a language so different for your own.

If you are required to learn the Japanese language for your job, consider jumping into an immersion program. There are immersion programs that are available for enrollment that do not require you to travel to Japan, but are held in the United States. Master instructors who are native Japanese speakers will provide a short and highly intensive program in which you will live and breathe Japanese. Do not be intimidated. Immersion programs are known to be highly effective in very short periods of time. You might surprise yourself with how much you learn in such a short period of time. Not only will you come away with a firm grasp of conversational Japanese, but you will also understand the alphabet, and gain a little insight into Japanese culture. At the end of your course, you might be tested on your newly acquired knowledge. The Japanese government provides standardized tests that measure written and conversational understanding, the most common known as the Japanese Language Proficiency Test (JLPT). There is also a test available that measures comprehension of the language in business situations. It is known as the Business Japanese Proficiency Test (BJPT).

Learning the Japanese language will certainly help to enhance your career. If your organization has offices in Japan, or you do business with other Japanese firms, you will not only will be able to communicate with your Japanese business associates, but you will also be able to better represent your organization in your business travels there.

If you want to learn Japanese in order to vacation on the island, and if you have the time and the financial resources, you might opt to learn the Japanese language through an immersion program where you travel to Japan. This way, you will not only learn the Japanese language, but you will also experience the fascinating Japanese culture. Learning Japanese where the language has its origins, you will plunge yourself into the life and culture, and you will learn the language quickly. You will learn the conversational and colloquial styles of the language. You will interact on a daily basis with indigenous Japanese people, who probably won’t be willing or able to communicate with you in English. You will be immersed into the everyday life of the island nation. You will grow to understand and appreciate the Japanese culture, including the history, the art, the architecture, the food, and the people. You will attend courses in which you will learn the alphabet, how to write it and read it. Learning the Japanese language through immersion is a fun and ideal way to go.

Whether you want to learn the Japanese language for pleasure, or you are inclined to do so for work, learning to speak, read, and write Japanese gives you the potential to further develop you career by working abroad and make a good impression with overseas associates. Learning Japanese will also enhance your travels in that you will be able to appreciate the lives and culture of the Japanese people. Learning the Japanese language is an intellectually and personally enriching pursuit that will provide you with career opportunities as well as an awareness of a culture other than your own.

Find the essential information on where and how to learn a new or second language at http://www.foreign-languages-school.com/the-japanese-language.html

About the Author: John is a director of numerous Internet companies and is a published author. Many articles have been produced on a variety of subjects with excellent content and depth. All his articles may be reproduced provided that an active link is included to http://www.foreign-languages-school.com

Source: www.isnare.com

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

How To Find The Meaning Of Words As You Read

By Frank Gerace, Ph.D,
New York, U.S.A.

fg[at]leerespoder.com
http://www.GoodAccent.com

Vocabulary Building and Reading Comprehension

The meaning of unknown words which you come across in your reading sometimes can be known by their surroundings, that is, their contexts. The context of the sentence can tell us the part of speech of the unknown word. Using the context of the paragraph to define unknown words can also helpful.

Although it takes practice, it is the easiest and most efficient way to identify words. Often, using the context is the only way to figure out the meaning of the word as it is used in the sentence, passage, or chapter.

Consider the word "bar". Bar is a common word. But without surrounding words, you don't know if it describes soap, a place that serves beer, a sand formation at the beach, a way to lock the door, or...

Readers often have trouble because they identify the literal but incorrect meaning of a word when they should identify the way it was used in the passage. The following sections will give you more explanation and some exercises on how to get help on the meaning of unknown words by checking their part of speech and their place in context.

A. Using The Part of Speech of the unknown word as a help in reading.

One consideration in using the context is to determine the unknown word's part of speech. The words around the unknown word give you clues. Once you know if the word is a noun or if it is an adjective, it often is enough for you to continue reading intelligently without having to stop to look up the meaning of the word. After coming across the word a few more times, you will know its meaning more firmly than if you had just looked it up.

In the following sentences, identify the part of speech of the italicized words by writing N if the word is a noun, V if the italicized word is a verb, Adj if the italicized word is an adjective, or Adv if the italicized word is an adverb.

Example: She liked to wear red and always wore jewelry made of carnelian. Ans. N

1. The dirty old man gave the young woman a salacious look.
2. The president prayed for the sagacity to make the right decision in the face of many alternatives.
3. The man looked at the rusty old gadget and wondered how its mechanism worked.
4. The dying man designated his son to receive his property.
5. The brindled dog barked loudly.
6. The father caressed his crying child with great tenderness.
7. "Don’t patronize us; we are not children!" said the angry indigenous leaders to the politicians.
8. 8. John was a good emanuensis, always taking dictation correctly and typing up all of his employer’s correspondence.
9. The boy was disappointed by the paltry amount he received as an inheritance when his grandfather died.
10. The young boy ran clumsily down the hill with his arms and legs flapping all over.

B. USING OTHER CLUES GOTTEN FROM THE TEXT ITSELF

Knowing the part of speech of the unknown word is not the only way to figure out its meaning. There are other clues to the meanings of unknown words. They are found directly within a sentence, paragraph, passage, or chapter. Being able to recognize these clues helps you define new words in context. These clues are found right in the text and can be words or punctuation marks or specific words or phrases.

You use them to compare words or to identify unknown words that mean the same or the opposite of words you already know. The clues can also be used to define unknown words that are examples of a group.

There are five other clues that will help you: 1. Punctuation clues, 2. Definition clues, 3. Contrast clues, 4.Comparison clues, and 5. Example clues.

Of these types, the most important are the Contrast clues and the Comparison Clues. The other clues are very obvious and are given here just for the sake of completeness. The reader should concentrate on the Contrast and the Comparison clues.

The five text based clues are useful but the most powerful tool is the Framework based clue. This is the use of information from your own experience, common sense, and the context in which you find the difficult word. There will be examples of this tool at the end of the paper.

1. Punctuation Clues

Punctuation clues are given when the unknown word is set off by commas, parentheses, brackets, or dashes. The information contained within the punctuation marks sometimes means the same or nearly the same as the unknown words. Or, the unknown word might be set off from its meaning by punctuation marks. Information set off by punctuation marks may clarify rather than define the word. Finding these clues is not foolproof.

Example of Punctuation Clue: Nicotine, a colorless and oily drug in tobacco, stains the teeth of chain smokers. Explanation: The words between the commas-a colorless and oily drug in tobacco-define nicotine .

Punctuation Exercise: Underline the punctuation clue that tells you the meaning of the italicized word.

1. The soldiers advanced down the small deep-sided gulch (a narrow valley) into an ambush.
2. The philosopher Descartes helped to establish dualism (the separation of mind and body).
3. Metamemory -knowledge about one's memory processes-is helpful in helping us store and recall information.
4. Adjunct aids-techniques used to assist students' comprehension of reading materials-have been found to be quite useful.
5. The deluge, a flood of rain, threatened to drown the little town.

2. Definition Clues

Definition clues join the unknown word with the word(s) that rename it or tell its meaning. The clues precede or follow words that are or act like linking verbs. A linking verb shows no action but indicates being.

Examples of these verbs are: is, was, are, means, i.e. (that is), involves, is called, that is, or resembles.

For example: The mansion's piazza resembled a large uncovered patio. Explanation: The word resembled joins piazza with its meaning so it is a clue that lets us know that a piazza is a large uncovered patio.

Definition Exercise: Use definition text-based clues to find the meaning of the italicized word. Underline the word (or words) that tells you the meaning of the italicized word.

1. The art, science, or profession of teaching is called pedagogy.
2. Divergent thinking is generating many different ideas in order to solve a problem.
3. Conservative behavior involves cautious or conventional actions.
4. The seasonal wind of the Indian Ocean and southern Asia is a monsoon.
5. Criterion means a standard or rule by which a judgment is formed.
6. A souk is an open-air marketplace in North Africa.

3. Contrast Clues

With contrast clues, you use the opposite of known information to determine the unknown word. Connecting words like however, yet, on the other hand, instead of, but, while, and although join the unknown word with another word that is its opposite.

Example of Contrast Clue:

My sister is extremely neat in appearance while she is slovenly in her housekeeping.

Explanation: The word "while" indicates that slovenly means the opposite of neat. Thus, slovenly means sloppy or messy.

Contrast Exercise: Determine the meaning of the italicized word by using contrast text-based clues. Exercise Example: Although the patron asked for a solemn poem, the poet wrote doggerel.

1. The tumor was benign; nevertheless, the doctor decided to treat it as if it could injure the patient.
2. Some business disputes can be settled out of court; on the other hand; others require litigation.
3. At first the labor union leaders and the factory owners argued about pay schedules and benefits; however, they finally came to a compromise.
4. Gina's leg muscles continued to atrophy because of her injury, but she exercised to build up their strength.
5. Carlos acquiesced to Jane's demands instead of standing his ground and defending his viewpoint.

4. Comparison Clues

Comparison clues indicate that two or more things are alike. A comparison is possible because the known and unknown words have similarities. Words like similarly, as well as, both, and likewise show you that comparisons can be made.

Examples of Comparison Clue:

Miss Johnson is a prim, modest woman; likewise, many of her friends are very proper.

Explanation: Likewise is used to compare prim to proper. Proper means respectable. Thus, prim has a similar meaning.

1. The Greek vase was made of alabaster; similarly, the Roman lamp was also of a translucent, white stone.
2. Taking out the garbage was an onerous task; likewise, washing dishes can be a hard job.
3. Repartee, as well as other kinds of humorous conversation, kept the talk show from becoming boring.
4. Birds are oviparous; similarly, fish and reptiles lay eggs that hatch outside of the body.
5. Both accountants and CPA’s are necessary for a large company’s financial office.
6. The old chair was protected by both handmade antimacassars and other coverings.

5. Example Clues

Example clues tell you an example of an unknown word follows. You derive the meaning of the unknown word by determining what the examples have in common. Example clues are usually introduced by the following words and phrases: such as, such, other, for example, and like.

Example of "Example" Clue: Potentates-such as kings, queens, and emperors-are very powerful and wealthy people. Explanation: Since kings, queens, and emperors are the rulers of countries, potentates are rulers.

"Example" Clue EXERCISE: Underline the words that explain the italicized words.

Canines, such as collies, pugs, and poodles, are good pets.

Edifices, such as skyscrapers and condominiums, are found in cities.

Various means of conveyance-for example, cars, subways, and ships are used worldwide.

Nickels, dimes, dollars, and other kinds of legal tender are used to purchase goods.

Many people enjoy eating mollusks, like clams and snails.

Fiduciaries, like lawyers and bankers, were chosen to manage the young heir's money.

Framework Based Clues

To find meanings from text-based clues (like contrast clues, comparison clues, definition clues, example clues), you looked for clues in the sentence itself. A second kind of clue does not rely on specific words or punctuation marks to indicate meaning. This kind of context clue is called framework-based

Your knowledge of the meanings of surrounding words helps you discover the meaning of a word or of a sentence. The background information you find in these frameworks helps you get the meanings of new words. Common sense and your knowledge of the parts of speech also help in defining unknown words. You combine your experience with what the text contains to determine meaning.

Framework Based Clue Example: The angry driver shouted vehemently during his fight with the other driver. What does vehemently mean? You know what angry means, and you know how people feel when they argue. From this, you can figure out that vehemently has something to do with strong emotion or intense feeling. This is an example of using framework-based context to find the meanings of new words. The meaning you find comes from your personal experience.

Sometimes it takes a bit more detective work to puzzle out the meaning of an unfamiliar word. In such cases, you must draw conclusions based on the information given with the word. Asking yourself questions about the passages may help you make a fairly accurate guess about the meaning of the unfamiliar word. Each of the sentences below is followed by a question. Think about each question; using your common sense and asking yourself a question about the sentence you should be able to know the correct meaning of the italicized word.

1. A former employee, irate over having been fired, broke into the plant and deliberately wrecked several machines. (What would be the employee's state of mind?)
2. John always praised his bosses; he always agreed with what they said. He said he was just a good employee but his friends said he was a sycophant. (What behaviors were his friends describing with the word they put on John?)
3. The car wash we organized to raise funds was a fiasco -it rained all day.

(How successful would a car wash be on a rainy day?)

The first sentence provides enough evidence for you to guess that irate means very angry. Sycophant in the second sentence means sweet-talker. And a fiasco is a complete disaster. (These are not exact dictionary definitions of the words. But by using context clues, but you will often be accurate enough to make good sense of what you are reading. And the good thing is that you save time in your reading because you don’t have to look up every word!)

Try to answer the question that follows each item of the list on the other side of this page. Then use the logic of each answer to help you circle the letter of the meaning you think is correct. Note that some of these sentences have been taken from college textbooks. This should prove to you that your new skills in reading will help you in your college studies. In the future you will be able to make up your own questions to help you.

1. Jamal didn't want to tell Tina the entire plot of the movie, so he just gave her the gist of the story. (What would Jamal say to Tina?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

2. The lizard was so lethargic that I wasn't sure if it was alive or dead. It didn't even blink. (How active is this lizard?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

3. After the accident, I was angered when the other driver told the police officer a complete fabrication about what happened. He made it seem that I was the only person at fault. (How truthful was the other driver's information?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

4. The public knows very little about the covert activities of CIA spies. (What kind of activities would the CIA spies be involved in that the public wouldn't know much about?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

5. Whether or not there is life in outer space is an enigma. We may never know for sure until we are capable of space travel or aliens actually land on our planet. (What would we call something to which we have no answer?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

6. Suicide rates tend to fluctuate with the seasons, with much higher rates in the winter than in the summer. (What happens to the suicide rate from season to season?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

7. Human beings are resilient creatures-they can often bounce back from negative experiences and adjust well to life. (What point is the author making about the nature of human beings ?

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

8. A major accomplishment of the field of sociology is dispelling the myths and prejudices that groups of people have about each other. (What would teachers of sociology do to "myths and prejudices" that could be considered a "major accomplishment"?)

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

9. When he first heard the news that he had lost the job, Peter showed a pugnacious attitude. But later when other alternatives were explained to him, he became less hostile. (What attitude would you feel when you lose your job?

Answer the question: …………………………………………………………………

Meaning of the word: …………………………………………………………………

About the Author: Frank Gerace Ph.D has worked in Latin America on UN and national Educational and Communication Projects, and has taught in Bolivian and Peruvian Universities. He currently teaches English in New York City at La Guardia College/CUNY. He provides resources on accent reduction and the proper American English accent at http://www.GoodAccent.com

Source: www.isnare.com

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Translations - 6 Mistakes that Cost You Money

By Lauren Nemec,
Marketing Manager,
Translatus, Inc.

www.translatus.com
www.blog.translatus.com

1. Choosing the Cheapest Provider

In the translation industry, there is a per-word cost below which it is unlikely to receive a quality translation. When you go below this cost, you risk spending much more time and money than anticipated. Let’s figure out the true cost of getting a cheap, poor quality translation:

Item Cost

Initial translation of 1,000 words $0.03 x 1,000 = $30.00

Internal review of translation* $35 per hour x 1 hour = $35.00

Negotiating discount with provider* $35 per hour x 1 hour = $35.00

Translation discount of 50% 50% of $30.00 = ($15.00)

Editing translation, 2-4 hours $30 per hour x 3 hours = $90.00

Total Cost $175.00

Save money by spending money - and save the headaches. Buying the translation from a reputable provider at $0.15 per word could cost less than having it done poorly for $0.03 per word.

* Time is money, so any time that you and your colleagues spend rectifying this situation will cost your company (calculated by a sample hourly wage).

2. Not Using Translation Memory

Translation Memory (TM) can be a valuable asset for your company. Translation Memory improves quality and consistency of your translations by building up your preferred multilingual terminology and phrasing. It also gives direct discounts off your translation rates; because a TM increases with every project, the more you translate, the more you will save through TM matches.

After building their Translation Memory with Translatus for one year, our clients realized TM savings at an average of about 2-5% per project. Over a greater period of time, consistent use of your TM can cut translation costs by 30-50%.

3. Poor Organization

A well-organized project will not only save money, but will reduce stress and help to ensure a quality translation. Before you begin:

• Review the original document to cut out parts that may not be necessary or relevant to your target markets. This will improve your materials and save money.
  
  
• Finalize the document before sending it for translation. Changes to the source material during the process can be messy and expensive.
  
  
• Send the right document for translation. It sounds obvious, but we have proceeded with a translation only to have the client realize they sent us the wrong file. Unfortunately, when something like this happens, the client must incur the cost of any translation that was done.

4. Setting Unreasonable Deadlines

When you submit a project to your services provider, set reasonable deadlines to avoid incurring rush fees.

When setting deadlines, consider that a translator can usually translate about 2,000 words per day and a proofreader can proofread about 8,000 words per day. Therefore, for a 4,000-word translation, you should allow at least two days for translation and one half-day for proofreading.* Pushing these limitations will likely result in a rush fee, so don't do it if you don't really need it. Most language services providers will charge rush fees of 20-50% for non-standard delivery times.

• When possible, it’s always a good idea to add an extra day or two to your deadline.

5. Not Providing the Original Documents

When a client does not provide an original document for translation, language services providers will often tack on additional charges for transcribing or extracting text, converting formats, and correcting layouts.

These documents are frequently submitted to language service providers and are difficult to work with, costing you more money:

• PDF: It takes a matter of seconds to convert an MSWord document into a PDF. However, it can take hours to extract text from a PDF document and re-create its proper layout in MSWord. When possible, submit the original document from which the PDF was created.
  
  
• Fax: It can take many hours to transcribe text from a faxed document into a word processor. This is made especially difficult when the fax is grainy or hard to read. When possible, submit the soft copy of the document.
  
  
• JPEG Graphics: Desktop publishing specialists can usually work with any graphic in any format, but without the original file it will take more time and cost more money. When possible, submit the original Photoshop (.psd) file. It’s cheaper and the quality will be better.

6. Not Asking for Discounts

If you buy strategically, you should never have to pay full prices for anything. This can be true for buying translation services.

• Considering a new provider? Ask for a free test translation.
• Working with a new provider? Ask for a “new customer” discount off your first paid project.
• Receive a better offer from a competitor? Ask your provider to match or beat that quote.
• Haven’t worked with a provider in a while? Ask for a "Welcome Back" discount.
• Just ask! Simply asking your provider to give you a more competitive rate can often result in at least a 5% discount.

Remember, it never hurts to ask.

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Does Sending Source Files Make That Much Difference?

By Susan Andrus,
Production Department,
and
Lisa Siciliani,
Localization and Marketing Manager,

McElroy Translation,
Austin, Texas 78701 USA

quotes[at]mcelroytranslation.com
http://www.mcelroytranslation.com/

The Short Answer

It just may. You should consider certain factors when deciding how much effort to spend finding source files that aren’t readily available. You may save translation turn time and/or money by providing electronic source files if you have:

1. Complex document formats, such as forms, brochures, indexed manuals
   
2. Web site or other online files
   
3. Editable text-containing graphics files
   
4. Duplication benefiting from use of a translation memory tool

A little background will help you understand how the situation has changed significantly for most translation and localization vendors. Just five years ago, most client document files that were to be translated into English were sent to agencies in hardcopy or PDF only. With the limited ability of scanning software at the time, these files were either provided to the translators in the original format or a considerable amount of time was spent to create accurate electronic source files.
Complex Document Formats

If your project consists of 1) just a few documents that are 2) primarily straight text with little formatting and 3) few graphics and 4) you don’t care about the format of the translated file, skip to the next section. If, on the other hand, any of the above apply to your project, stick around.

1. Saving even one hour of formatting time per document multiplied times dozens of documents can save hundreds or thousands of dollars.
   
   
2. Although our Production Department loves desktop publishing (they really do), recreating forms, complex manuals or marketing material from scratch does take time. When a PDF is converted to an editable file all of the formatting is lost.
   
   
3. See the section on editable graphics.
   
   
4. Sometimes a document needs to be formatted like the original because it will be published or because the content requires formatting in order to be used—imagine an unformatted form.

Web Site or Other Online Files

To start with, sending organized source files can make a huge difference in how accurate the estimates are that you receive from various vendors. Unless your web site is small and very simple, there is information affecting the localization turn time and cost that can not be ascertained just from viewing the source code available online to the public. If you send extraneous or disorganized files, or don’t send source files, the estimates you receive from vendors may vary. You won’t be able to compare apples to apples, because each vendor will have to guess at what you want and what work will be involved.

Once assigned to a vendor, the original web developer who is familiar with the details of the site can organize the files to be sent for localization much more quickly than those new to it. When you have the option to involve your developer the following can be minimized or eliminated:

1. Incomplete set of files sent to vendor
2. Multiple versions of files
3. Extraneous files sent causing it to be unclear what you want translated
4. Proprietary file formats that can not be readily accessed by a vendor
5. Unclear instructions regarding which content is to be localized

Files Containing Graphics with Editable Text

An editable graphic contains text that can be modified within the program that created it or another graphics program, or within a graphics feature of a document program. There are many different types of graphics programs, such as PhotoShop, Corel Draw, Ulead and Illustrator. You can save a file in one of those file formats, but usually graphics are exported to one of a few common graphics file types, such as JPG, GIF, TIF or BMP. These are not readily editable.

Using this example, let’s say your graphics were created in Illustrator, exported to JPG format, then inserted into a formatted document. For your translation vendor to quickly recreate translated graphics, they will need the original EPS or AI (Illustrator) files. Even if you outsourced the development of this document, your developer will probably send you the original graphics files if they still have them.

We can recreate text-containing graphics without editable graphics files, although there could be a multifold difference in the amount of time it takes. This is another one of those things that our desktop publishers love to do, but time is money so if there is a chance that someone can find and send those original files, it might be worth it to try.
Adapting To “Translation Memory”

Projects with significant content duplication are excellent candidates for the use of translation memory tools, reducing the cost of translation. Use of translation memory requires electronic source files. Some of the possible cost savings are lost when your vendor has to create editable electronic source files. The translation memory tool we use, TRADOS™, is able to create translated files retaining the format of the original in most major file formats.
Some evolution of our own common receivables and deliverables

5 years ago:

• We received few editable source files
• Most document custom format was done in MS Word
• Many clients requested hardcopy only as deliverable
• Graphics were often physically pasted into the hardcopy
• Production staff were needed to prepare many files for translation

Today:

• Most custom format deliverables arrive in editable source files
• We receive more files in formats such as FrameMaker, Quark and HTML
• Most clients receive electronic files only, complete with translated graphics
• Graphics can now be rapidly extracted from PDFs and cleaned of source text
• Fewer staff are required to produce more complex document and online files

Summary: How Sending Your Vendor Source Files Benefits You

• Get faster, more accurate estimates
• Take advantage of translation memory
• Receive desktop published deliverables
• Reduce project turn time
• SAVE MONEY

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Language Learning in Translation Classrooms

"Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge."
David Johnson, Robert Johnson, and Karl Smith. Active Learning: Cooperation in the College Classroom.
Edina, Mn: Interaction Book Co., 1991.

I haven't heard it recently, but there was a time when it was common to hear people say, "those who can, do; those who can't, teach." Perhaps this saying has lost its appeal because first of all more and more educators have realized the advantages students reap when professionals add their competence to the academic framework. Second, there are many people both working in their fields and teaching in a university setting. Prominent translation trainers such as Gouadec, Kiraly and Pym have emphasized the advantages of work-simulated translation classes; professionals are the logical instructors in such programs (Gouadec: 1999; Kiraly: 1995; Pym: 2002).

Although practicing translators and interpreters are not in the classroom to learn, one of the major benefits to teaching is definitely how much teachers do learn about the complexity of the learning process by supporting student efforts to become competent professionals. One of the common errors that new instructors at university make however is to assume that their students are already expert learners. Because university students are adults, many instructors presume that their own role consists of presenting material once, applying it briefly and then moving on to a new concept. They often assume students are able to apply newly acquired concepts in foreign situations after having been exposed only briefly. However, this may not be the case. In reality, each classroom is made up of a set of individuals with their own backgrounds, learning styles and academic levels. Translation professionals preparing to share their techniques and experience with students will find it helpful to review the basic ways it is believed that students learn. This article explores learning approaches applicable to translation instructors whose goal it is to improve their students' language learning competence. Bob Hodge in Teaching as Communication (1993) stated that "language, above all, holds a community together" (p. 2). Even though children learn a language implicitly, people who use languages as the tools of their professions, such as translators and interpreters, must learn languages much more deeply than others. Although the discussion of how people learn is still a very controversial subject, those approaches that follow may be particularly applicable to adult learners.

One of the roles of a psychologist is to investigate the way people learn. One of the most influential explanations has been the behaviorist approach. An instructor who uses this approach would break up knowledge into small, logically organized pieces of information and provide positive reinforcement so that students learn to use that information. Behaviorists emphasize repetition of material so that it becomes a natural reaction for the student. Behaviorism has fallen from favor somewhat recently with the broadly held belief today that learning is a complex activity involving more than just repetition. However, language students and students who use language do benefit from a certain amount of well thought-out repetition and the use of models as a basis for their writing.

A more recent explanation of how to encourage learning, the cognitive approach, is quite appropriate to university teaching as it recognizes that learning is not only the recall of facts but also involves memory, reasoning, critical thinking and problem solving, all of which are applicable to the daily activities of a translator or interpreter. According to Svinicki in Memory Enhancement (1997), six principles of cognitive learning can be directly applied to learning.

1. Students must see the information to be learned as important to their lives.
   
   Implication: the instructor must show the students how this information is beneficial.
   
   
2. During learning, learners act on information to make it more meaningful.
   
   Implication: Instructors and students should clarify information through examples, images, elaborations and links to prior knowledge.
   
   
3. Learners store information in long-term memory in an organized fashion related to their existing understanding of the world.
   
   Implication: Instructors should provide an organized structure in their presentation of information.
   
   
4. Learners constantly check understanding which results in refinement of what is retained.
   
   Implication: Instructors should provide opportunities.
   
   
5. Transfer of learning to new contexts is not automatic; it results from exposure to multiple applications.
   
   Implication: Instructors should provide links for later transfer.
   
   
6. Learners who are aware of their learning strategies and monitor their learning habits will learn more rapidly.
   
   Implication: Instructors should help students become aware of how they learn.

One additional very interesting theory of learning from the late 20th century presented an innovative method of viewing individual students' learning styles and increasing their motivation to learn. Howard Gardner postulated that students do not all learn in the same manner; students may not all be cognitively gifted. He stated that there are in fact eight types of intelligence: intrapersonal, interpersonal, logical/mathematical, visual/spatial, verbal/linguistic, bodily/kinesthetic, naturalist and musical/rhythmic. (Gay, G. 2000, Culturally Responsive Teaching Theory).

University instructors may incorporate appreciation of these eight types of intelligence to involve more students in learning efficiently. For example, if many students in the classroom seem to be intrapersonal learners, that is, they prefer to work individually, it may be beneficial to pause between parts of your explanation and let the students think about the explanation and then leave a short question or comment period. Intrapersonal learners prefer to work alone rather than in a team setting. Interpersonal learners would benefit from team-oriented teaching and small group work assignments. If students are visually oriented, it may be beneficial to use diagrams, charts and graphs to further back up the principles of your teaching. Some students may need to picture the relationships between ideas in order to apply them. Students of translation who have a scientific background may benefit from the problem-solving approach. The main implication of this theory is that students do not all learn in the same manner, but it does not signify that they cannot learn. It only means that instructors should try to teach in ways that will motivate the desire to learn in as many students as possible. Translation instructors will often find that their students come from varying backgrounds; some have scientific degrees, others have law degrees and some are interested in the humanities and the arts. Gardner's theory encourages instructors to take the various backgrounds into consideration when planning the strategies they use in the classroom.

The famous Russian psychologist, Vygotsky believed that instructors who organize their teaching based on how much knowledge the students already possess and move on from that point will aid the students to acquire confidence in their ability to learn and progress. He also postulated that language accompanies thought; he called it "inner speech" (Hodge, B. 2000, p.113.). Students should be allowed to verbalize and talk through their learning process. Vygotsky's point of view may be the point of focus for the foundation for learner-centered classrooms that provide students the opportunity to apply Svinicki's principles. Offering students options to allow for differences in their interests, making sure that there is both teacher-student, and student-student discussion of content and emphasizing class activities that encourage both understanding and application of the principles taught is the crux of learning (Brophy, 1997). Learner-centered classrooms can be considered to be the fruit of the self-regulated learning principle. There are many definitions for learner-centered classrooms; the most practical are those which stress student need as the basis for classroom teaching.

The development of technology at such a rapid pace has propelled the term "life-long learning" to become a part of learning theory and strategies. Not only do contemporary educators believe that all students can learn, but they also support the idea of continuing education once the student has graduated. A degree or a diploma no longer signals the end of one's education. Rather, it should indicate that degree holders are able to recognize the limits of their knowledge and have the ability to search further for answers. Instructors can only indicate means to access information and incite students to keep abreast of new additions to their profession. Motivation and learning are thus closely related.

On the university level, learning may be enhanced through the intrinsic motivation of the student. Intrinsic motivation is the belief that the material being taught has a direct relationship to the real-life needs of the students. For instance, a translation student who wants to work with the European Union after obtaining a degree will quickly grasp the necessity of knowing the intricacies of Europe's geography. Relevance to the student's future plans makes this assignment intrinsically valuable. The instructor will not have to insist that the student study carefully. On the other hand, extrinsic motivation is the material benefits students earn when they prepare an assignment. A high mark is extrinsic motivation to do well; a scholarship, a high-profile internship are also examples of extrinsic motivation. Even though it is evident that a mature student should work for the intrinsic value learning has, extrinsic motivation is an added plus. In fact, there have been many studies done that have shown clearly how motivation enhances learning (Good,T. & Brophy, J. 1991). The self-efficacy theory has shown that students vary in the way they evaluate their ability to learn. Some students believe that they have a high ability to learn and generally perform at high standards. Others see themselves as slow learners, or see certain subjects as difficult to comprehend. They are directly influenced by their perceptions of their learning abilities and may not perform to their potential. University instructors should be sensitive to the perceptions students have of their abilities and teach so that students see that success is an achievable goal.

It is clear from the learning theories above that university education is not an end in itself and university instructors are not only fonts of knowledge. Today's university instructor provides tools so that students may themselves build their knowledge base.

How students learn languages and are able to use them to earn a living is quite a complex subject. If you experiment and look up the word "language" in a linguistic book index, you will see that you are asked to consult, "meaning." This is not at all surprising since languages do not exist in a void. Without meaning, language is gibberish. One of the most common normative definitions of the term "language" is: "a body of words and symbols governed by rules that tie people together into a speech community." When people of one speech community wish to communicate with those of another community, translators are needed. When methods of communication between communities are studied, education is also a factor to be considered. According to Hodge, (2000,p.1), "good teaching and good learning alike are so dependent on language and communication that the two are inseparable." Translators and media specialists have the enormous responsibility of assuming the role of a bridge between communities who either have the need to communicate such as in the translation of technical texts, or who desire access to another's cultural richness. Knowing the other's language as intimately as possible is the basic means of accomplishing these tasks with success.

The language study is one of the oldest domains in education. The four basic elements of culture: language, communication, translation and education have been examined since at least 1600 b.c. when we first have proof that linguists were questioning the sources of language (Framkin & Rodman, 1998:26). Even though language and discussion of how people learn language have been with us for a long time, there is a still a lot we do not know. Many linguistics textbooks still amazingly begin with statements such as "we know only this," "there is a lot we do not know," or "yet unknown mechanisms." Scholars are still trying to determine how people learn a first language and what parts of that mechanism are, if any, are transferred when we learn a second or third language. According to neurolinguists, the main language centers are located in the left hemisphere of the brain (Fromkin & Rodman, 1998:56). Broca's area, in the front, Wernicke's area in the back, and the angular gyrus, also located in the back of the brain are known to play the main role in a person's language ability (Steinberg, 1993: 180.)

As a translation instructor, it is definitely not necessary to become a neurolinguist, but it is helpful to be aware of the factors that influence language learning and take those into consideration as you plan your classes.

Sociolinguists, scholars who study language and how humans acquire it, believe that there are psychological, social and perhaps genetic factors that allow students to progress more or less rapidly than others. Specialists in semiotics have added that verbal and non-verbal factors influence how well students may learn languages (Hodge, B. 2000, p.21.)

Although his work may no longer be universally agreed upon, Noam Chomsky has made most of the inroads into language learning theory. According to Chomsky, there are certain language universals. The first is that all languages are learnable. The second states that all languages share certain characteristics, and the third contends that there are rules and principles that speakers apparently follow in making sentences. In the classroom, translation instructors are particularly concerned with points two and three. If all languages share characteristics, instructors should help the student recognize them and use these characteristics in their translation activities. In order to facilitate translation, instructors should make the rules of language available to their students. Chomsky also made a now very famous distinction between language competence and language performance. Competence is just the knowledge the student possesses of the grammar of a language; performance is considered the ability to produce through use of one's competence (Steinberg, 1993: 97).

In order to understand how adults may excel in language learning, researchers have delved into the ways children acquire language and have established some correlations. The main correlations seem to stem from the knowledge that children understand their native language before they actually speak it. They pick up the rhythm, pitch, stress and melody of the language and imitate the lyrics of the language before they actually speak it fluently first by saying single words, then two-word units, grammatically incorrect sentences and finally logical, correct expressions of meaning (Steinberg, p. 4).

In addition to understanding a language before speaking it, memory is also extremely important. Children learn languages more quickly when they are able to visualize the object, hear the sound of its name and then store that link in their minds for further retrieval. This fact is linked to basic theories of education from the time of John Locke who emphasized the need for a student to have access to an object so as to internalize its meaning.

Fromkin and Rodman also emphasized the important role creativity plays in the acquisition of language. Although there may be a certain primitive resemblance between human and animal language, animal language is finite and the messages are stimulus-controlled (1998:13). Human beings write fiction and poetry; they sing songs in duets, and in choirs. Animals do not.

Research on second-language acquisition is advancing very rapidly. Until Chomsky's research, repetition and mechanical drills comprised the essence of language learning curricula. But classroom drill was found to be insufficient; logic and communication competence are now emphasized.

Many brilliant approaches to teaching translation are applications of general learning and language learning theory. The functionalist approach to translation as explained in Translating as a purposeful Activity in 1997 by Christiane Nord emphasizes the need to make a translation "purposeful" (p. 1). Translators take practicality into consideration as they transfer a text from one language into another. There are many other approaches, as well.

In our everyday teaching of language, or language-related activities in the classroom we can take advantage of the above research. Through even such a brief overview, it is clear that instructors who use concrete examples, who introduce creativity into their activities and offer students opportunities to achieve success frequently are offering interesting and beneficial experiences for their students.

As an example of writing exercises useful to students, which aims at reducing the gap between a native speaker and a translation student, the following has proven successful in improving both language competence and business writing proficiency of student translators. It would be plausible to expand on this sample in a variety of ways by asking students to translate an already well-written e-mail and to compare the English version with the French or Spanish. The instructor's creativity and desire to fulfill the objective of supplying opportunities for students to feel comfortable in the use of their prime tool, language, are the only boundaries.

E-mail Writing

One 50-minute session would be necessary to ensure sufficient practice.

Objectives: At the end of the session, the student will: be aware of the need to follow international format; be exposed to the principles of modern e-mail practices and will practice writing e-mails.

Activity One: If students are in a computer lab for your class, ask them to open some e-mails and objectively analyze their professional content and format. 10 min.

Students will certainly point out SHOUTING, (all capital letters) in some e-mails.

They may also notice chatroom-style abbreviations such as "u" or "ur." They may notice that there is no correct closing, etc.

Inform students of the following e-mail facts:

An e mail in business must be composed as if it were a formal memo, or letter. The same rules of format apply.

• Begin the e-mail with a salutation (Dear Mr. Smith, Dear Ms. Jamison, etc.)
• Repeat the subject line in the first line of the e-mail.
• Organize the e-mail in paragraphs. Use the direct approach: i.e., ask, or inquire in the first paragraph, explain why in the second paragraph and close with a diplomatic ending.
• End your e-mail with a closing such as, sincerely.
• Include your signature with an address, and a phone number or fax. This makes the e-mail less "virtual."

Show students an e-mail, which does not fulfill its purpose.

Example:

Subject: Clients

Mary, can u send me your list of clients you have been dealing with for the last 5 months. Want to check if we their accounts are closed.

Ask students to correct this simple e-mail.

Example:

Subject: Client Accounts

Dear Mary,

Would you please send me a list of the clients with whom you have been dealing for the last 5 months?

The accounting department wants to verify if their payments are in order. We have been having many delays recently and we need to find a solution to the problem.

Sincerely,

Dan Fisher, Accounting
961-334-6788

Activity Two: 25 minutes for group work, 10 minutes for presentations. Ask students to work in pairs or small groups if they are used to doing so and provide two case studies from which they can choose. Provide each group with an overhead transparency if the class is not working on computer terminals. Each group is asked to provide a model e-mail to present to the whole class. The class will evaluate the e-mails for content, format and correct language use.

Sample Case Studies:

1. Your company produces paper products of a very high quality. You wish to expand into the Easter European market, especially those countries which have recently become members of the European Union. Write an e-mail to the European Union Foreign Office department and inquire as to the formalities you must fulfill, as well as the possibilities for a company located outside the European Union to conduct trade with EU countries. Address the Trade office.
   
   
2. You are the translator for the same paper product company. You have received many complaints from customers recently saying that English and Spanish are the only languages into which the directions for your new paper towel dispenser have been printed. Write a customer and assure her that the company plans to have translations in six new languages by the end of the month. Inform the customer that online services are available while she is waiting for the new packaging to be produced.

Professional translators who have chosen to join a university department of translation will certainly benefit from the time spent with students. Not only will they be able to share their experience with eager students but also they may find that their own translations benefit due to the review of principles and discussion on particular points of interest. If in fact you are invited to teach a course, take advantage of the new learning experience for yourself as well as your students.

References

Brophy, J.E. & Good, T. L. (1997). Teacher-Student Relationships Causes and Consequences. USA: Holt Rinehart and Winston, Inc.

Fromkin, V. & Rodman, R. (1998). An Introduction to Language. Sixth Edition. USA: Harcourt and Brace.

Gay, G. (2000). Culturally Responsive Teaching Theory, Research and Practice.
Multicultural Education Series, James A. Banks, Editor. USA: Teachers College Press.

Gouadec, D. (December 1991). "Autrement dire.....Pour une redefinition des strategies De formation des traducteurs" META vol. 36, n.4, pp543-557.

Hodge, B. (1993). Teaching as Communication. The Effective teacher Series. Longman.

Kiraly, D. C. (1995). Pathways to Translation Pedagogy and Process. Kent, Ohio. Kent State University Press.

"Memory Enhancement Using Cognitive Theories to improve Teaching." Cuesta College Academic Support. [Retrieved 15 Dec 2004] http://academic.cuesta.edu/acasupp/as/264.htm from "Using Cognitive Theories to improve Teaching" April 1997, The Teaching Professor. Vol. 3p.4.

Pym, A. "Trial, Error and Experimentation in the Training of Translation Teachers. [online] Retrieved 15 Dec.2004. http://www.fut.es/~apym/on-line/trialanderror.pdf.

This article was originally published at Translation Journal (http://accurapid.com/journal).

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

The Challenge Of Learning The Chinese Language

By John Davison

Chinese is a language, or a group of languages, spoken by 1.3 billion people worldwide. If you believe Chinese to be one language, rather than a grouping, it is the single most commonly spoken language on the planet. It is spoken in countries like China, Taiwan Singapore, and Malaysia. If you are interested in learning Chinese, it can be intimidating and challenging. But learning Chinese can also be rewarding, and knowing it can have benefits for your career, and help to improve your travels to Asia.

If you decide to learn the Chinese language, there a number of ways you can go about doing so. As a college student, you can study Mandarin Chinese and earn a degree in it. Earning a college degree in Chinese will provide you with a solid knowledge of formal, or Mandarin, Chinese. You will also be proficient in reading and writing the alphabet, which is a standard alphabet throughout the Chinese-speaking world. If you are established in your career, and find it necessary to learn Chinese for business dealings and /or business-associated travel, you can enroll in an accelerated Chinese language course online, or by purchasing audiotapes that teach quick techniques, which will help you to rapidly learn how to speak basic Mandarin Chinese. Learning to speak Chinese this way is convenient if you need to learn it before an important business trip. There are several learning centers that provide accelerated online programs in Chinese, and many lesson on tape available for purchase.

If you are a student majoring of minoring in Chinese, or if you are a tourist with a desire to travel to Asia, an ideal way to learn the Chinese language is through participation in an immersion program. By doing this, you will not only learn how to speak Chinese, but you will learn about and experience Chinese culture. By studying Chinese in a city like Beijing, where the language is natively spoken, you will become part of the life and culture, and you will find learning to speak the Chinese language is much easier than you thought. Since it is a total immersion into the Chinese world, you will learn all conversational and idiomatic styles of the language. You will interact everyday with people who are native speakers of Chinese, and who can’t or won’t speak English with you. You will be taken on guided tours of the famous landmarks, as well as the everyday places. You will grow to understand and recognize the value of the ancient Chinese culture: the history, the art, the architecture, the food, and the people. You will attend courses in which you will learn the complex Chinese alphabet, how to read it, and how to write it as well. Learning the Chinese language by attending an immersion program is an ideal way to go.

If you are fluent in the Chinese language, not only could it help you if are established in a career, but it could also open doors to new careers for you. For example, you could take a job as a foreign language translator, where you would be responsible for translating websites, training documents, and other important business documents, while helping to bridge the communication gap between two very different cultures. You might also consider a career as a teacher if English as a second language. You have the opportunity to relocate to a Chinese-speaking nation, and teach the English language to Chinese students. Being fluent in Chinese will definitely make your relocation less stressful.

Learning how to speak, read, and write the Chinese language has many advantages. It gives you the potential to enhance you career by working and/or traveling abroad, or you would have opportunities to embark on new careers as a translator or a teacher. If you plan to travel to Asia, learning Chinese will make your journeys less stressful and more enjoyable. Taking the time to learning the Chinese language will open your eyes to a new and often misunderstood culture, and is an achievement that can be personally and professionally fulfilling.

About the Author: John is a director of numerous Internet companies and is a published author. Many articles have been produced on a variety of subjects with excellent content and depth. All his articles may be reproduced provided that an active link is included to http://www.foreign-languages-school.com

Source: www.isnare.com

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

By René Graeber,
Preetz, Germany

rene.graeber[at]web.de
http://www.smart-ways-to-make-money.com

Many people, particularly students, would love to be able to absorb information faster. But before retaining information, they have to go through the first stage of learning, which is reading.

For many individuals who are pressed for time, speed reading has become a necessity. However, it's not just the reading part that is important. Equally essential is for the reader to fully understand the words coming out from the book or paper.

Here are some great tips to read and comprehend faster.

1) Relax.

If you're in the stressed mode, it would be much more difficult to concentrate; hence, it would just be a lot harder for the information to sink in.

2) Know what you want.

Focus on the areas that you really need to learn. Some people read all parts of a book, when all they need to know is a specific chapter.

Know your priority. If you need to find out about a certain subject, go to the Table of Contents and search for the heading that best suits your need. If you need to learn more, then adjust accordingly. The important thing is to weed out the stuffs that you don't currently need.

3) Get rid of the structure words.

Did you know that around 60% of the words we read are structure words? Examples are the words "the, or, and." They are essential in the structure of the sentences; but when you ignore them, they basically mean the same thing. They only serve to beautify, yet you can understand what you are reading even without them. Try not to focus too much attention on structure words.

4) Practice, practice, practice.

When I started exercising with weights, I can only lift the lighter ones. As the time goes by, I slowly add more and more weights as my body tends to adjust and become more comfortable carrying heavier ones.

The same concept goes for speed reading. Set a goal. Figure out how fast you can read, then create a plan to increase your ability.

If you can read 200 words per minute, set a goal to read 250 words a minute. After accomplishing this feat, set a goal to read 300 words per minute.

This takes time and practice, but the effort is all worth it. If this is your first time to set such a goal, read first those materials you are familiar with.

Carry on with more difficult ones as you progress. This way, you're not overwhelming yourself with understanding different new words and at the same time developing your speed reading skills.

About the Author: You can find out more on how to effectively double your reading speed and accelerate your learning abilities to the extreme on Rene Graeber´s website at http://www.smart-ways-to-make-money.com

Source: www.isnare.com

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Learn English Laughing

By Frank Gerace, Ph.D,
New York, U.S.A.

fg[at]leerespoder.com
http://www.GoodAccent.com

Humor and Learning

Humor is important in learning a language. Not only does it enable the student to learn new vocabulary in context but it also is a motivating force. When a student understands a joke she begins to feel like she is in the world of the new language. Puns are especially valuable because they stress meaning. We'll give a few jokes and puns as examples and hoope that they will move other teachers to use this powerful resource.

Puns

Laughing? Well, maybe not. Puns usually make people groan. They say that for a pun to be good, it has to be really bad. As a matter of fact, they are called "groaners". A pun is a little word game, playing with language. Most puns use a word that has two meanings, or use two words that sound almost the same.

Here are some puns. Use your knowledge of English, and your dictionary if necessary, to explain the pun.

Example: Why is an empty purse always the same? Because there is never any change in it. In this pun, the word "change" has two meanings: 1. coins and small bills, 2. alteration.

1. Do you know why it's easy for a hunter to find a leopard? Because a leopard is always spotted.

"to spot", verb: to see, to identify. "spotted", adjective: with spots.

2. When gambling became legal in the city, everyone agreed that the city was now a bettor place.

What we hear could be either of two words that sound the same: "better", adjective, "an improvement", therefore "an improved place". "bettor", noun, "gambler", "someone who bets", therefore entonces "a place for gamblers".

3. The principal called the young cross-eyed teacher into his office. "I'm sorry to say, Ms. Jones, we're going to have to let you go." "But why, sir? I thought I was doing a good job." "It's simple," said the principal, "you can't control your pupils.".

Of course, the word "pupil" could refer to a student or to the middle of the iris of the eye..

4. My friend Sam had decided his kitchen needed painting, and instead of hiring a professional, he decided to do it himself. In the afternoon, I went over to his house to see if he needed some help. When I arrived, I found Sam working hard painting the kitchen walls. But instead of wearing old clothes, he was wearing a leather jacket and a ski parka. I asked him why he was dressed that way on such a hot day. He brought me the paint bucket and told me to read the instructions. I did. It said, "For best results, put on two coats."

The pun is the word "coat" either another layer or paint or an article of clothing.

5. The previous pun about the extra "coat" reminds me of the dog that has a fur coat and pants.

OK, the dog has a fur coat but it doesn't have fur trousers. In this case "pants" o the way dogs breathe rapidly and noisily.

Those were puns. Now for a few jokes.

Jokes

Three Police Jokes

First Joke:

A police officer stops a woman for speeding and asks her very nicely if he could see her license.

She replies in a huff, "I wish you guys would get your act together. Just yesterday you take away my license and then today you expect me to show it to you!"

Vocabulary and Expressions:

"in a huff": annoyed

"get your act together": get organized

Second Joke: While driving along the back roads of a small town, two truckers came to an overpass with a sign that read CLEARANCE 11'3".

They got out and measured their rig, which was 12'4".

"What do you think?" one asked the other.

The driver looked around carefully, then shifted into first. "Not a cop in sight. Let's take a chance!"

Vocabulary and Expresssions:

"overpass": viaduct

"rig": here truck. Any specialized tool or mechanical arrangement.

"clearance": room to pass, or "clear". "Clearance" is the noun of the verb "to clear" which means (among other meanings) de: "go through without touching"

11' 3" is the abbreviation of 11 feet 3 inches;

12' 4" is the abbreviation of 12 feet 4 inches.

Third Joke:

Recently, a distraught wife went to the local police station, along with her next-door neighbor, to report that her husband was missing. The policeman asked for a description of the missing man.

The wife said, "He is 35 years old, 6 foot 2, has dark eyes, dark wavy hair, an athletic build, weighs 185 pounds, is soft-spoken, and is good to the children."

The next-door neighbor protested, "Your husband is 54 years old, 5 foot 6, chubby, weighs 275 pounds, is bald, has a big mouth, and is mean to your children."

The wife replied, "Yes, but who wants HIM back?"

Vocabulary and Expressions:

Hubby: popularform of "husband", spouse

distraught: stressed, very worried.

chubby: slightly fat

mean: In this context, strict, severe, even a little cruel

bald: no hair

next-door neighbor: the person who lives in the house to one side of yours

6 foot 4: six feet and 4 inches

How to keep on Learning by Laughing?

You can enter "esl puns" or "esl joke" in Google to find many sites that share our belief that puns and jokes are good ways to help learners of English.

You can also find more help for Learners of English at: http://www.goodaccent.com/accentbooks.htm

About the Author: Frank Gerace, Ph.D. has worked in United Nations and national communication and education projects in Latin America. He has taught at public and private universities in Peru and Bolivia. He currently teaches English in a major college of the CUNY (City University of New York) system. His kids site is: http://www.BooksLibros.com/SpanishForNinos.htm

Source: www.isnare.com

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Learn The Korean Language

By John Davison,
Director of numerous Internet Companies,
Published Author

mark[at]6nbls25.com

The Korean language is spoken by more than 70 million people, primarily in North and South Korea. There are a number of native Korean language speakers in several countries, including the United States Australia, Canada, and Japan. The Korean language is made up of an alphabet of 28 characters that have been in used for hundreds of years. These characters are in no way similar the western alphabet that makes up the English, French, Spanish, and other languages. This can prove to be intimidating for someone interested in learning the Korean language. If you are a soldier, a diplomat, or just someone planning a trip to South Korea, learning the language will help you to break down cultural and communication barriers.

There are several ways you can learn the Korean language, to varying degrees. If you study Korean at a college or University, you will receive an intensive education on the alphabet, reading, writing, and speaking the language that will give you a leg up on communicating with Korean citizens and work associates. If you are planning a career as a United States diplomat, for example, there is a chance that your job will take you to Korea. Being able to communicate with native Koreans will help you make the most of your job and experience in a new land. You will be a better representative of your country if you are able to demonstrate your willingness to learn the indigenous language. Your cultural sensitivity will be appreciated. Also, if you plan to be a teacher of English as a second language, being fluent in Korean will make your experience living there more pleasant. As an instructor of English, you will be teaching Korean students, but you will also be learning from them.

Another way to learn the Korean language is by enrolling in one of many accelerated courses that are available through community colleges and even online. An accelerated course in Korean will provide you with a basic knowledge of the language, which will allow you to understand basic phrases, and ask basic questions. You will also be introduced to the Korean alphabet, which might seem daunting. There is language instruction available for purchase, as well. You do not learn the language by memorization. Rather, native Korean speakers provide real-life scenarios that provide you the opportunity to “learn as you go”, using voice technology over your computer. You get immediate feedback, which is a less stressful way for you to learn. When the learning process is less stressful, you are more apt to take the information in and retain, thus learning the Korean language with greater ease than you thought possible.

Whether you are interested in learning the Korean language for your own intellectual development and enjoyment, or you are inclined to do so for a job such a international diplomacy or teaching, learning to speak, read, and write Korean gives you the knowledge to communicate with people of a different culture, and if you are working abroad, helps you to have a less worrisome experience communicating with native Koreans. There is nothing more stressful than being unable to communicate with people while in a foreign country. Learning Korean will alleviate that stress, as well as make a good impression with your overseas associates. Learning the Korean language will enhance your travels and work experiences in that you will be appreciate the lives and culture of the Korean people, a people that seem mysterious to us. Learning a second language such as the Korean language is an intellectually and personally improving achievement that will provide many benefits to you professionally and intellectually. http://www.foreign-languages-school.com

Find the essential information on where and how to learn a new or second language at Learn Korean Language

About the Author: John is a director of numerous Internet companies and is a published author. Many articles have been produced on a variety of subjects with excellent content and depth. All his articles may be reproduced provided that an active link is included to http://www.foreign-languages-school.com

Source: www.isnare.com

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

Certification Programs in China

By Jianjun Zhang,
an English-Chinese translator,
founder and webmaster of Yeasir Translations website

biz[at]itranslate.cn
http://www.yeasir.com/

Certification programs for translators and interpreters in China were started a few years ago and are now still at the formulating stage. They were introduced to satisfy demands brought about by the fast-paced commercial and economic boom in the country. This article attempts to describe the current state of these programs.

Currently there are two nationally recognized certification examinations. One is CATTI (China Aptitude Test for Translators and Interpreters, 2003) and the other is NAETI (National Accreditation Examinations for Translators and Interpreters, 2001).

The former is organized and sponsored by the Ministry of Personnel and the China International Publishing Group (CIPG), and the latter by the National Education Examinations Authority and Beijing Foreign Studies University.

The two examination programs are both open to the general public without limitations on applicants' education, background or experience. CATTI sets four proficiency levels: Senior Translator and Interpreter, Translator and Interpreter Level One, Translator and Interpreter Level Two and Translator and Interpreter Level Three. Currently only Level Two and Level Three examinations are available. NAETI offers three proficiency level exams with Level One as the highest and Level Three the lowest.

For both programs, a Level Two certification is considered essential for a professional translator.

Unlike most similar certification programs in many countries, both exams test the candidates' ability to do two-way translations (foreign language(s) and Chinese). For example, if you are sitting for an English-Chinese translation test, you are expected to complete both English to Chinese and Chinese to English translation tests. In order to acquire certification, you have to pass both.

In other words, once you have passed the exam, you are certified as having the ability to translate both into and from Chinese. CATTI allows use of dictionaries in the translation test, but NAETI does not.

CATTI examination for each available level consists of two parts. The first part tests the candidates' general English proficiency with vocabulary, grammar and reading questions. The second part tests their translation skills (altogether four paragraphs, two for other language to Chinese translation, and two in the opposite direction). NAETI exams only test candidates' translation skills (similar to CATTI).

The languages included in CATTI's exams are Arabic, Chinese, English, French, German, Japanese, Russian, and Spanish. The only languages available in NAETI are Chinese and English.

CET Band 4 and 6

CET stands for College English Test, the purpose of which is to test for Chinese college students' (non-English majors) general English ability--listening, reading comprehension, and writing--against specified teaching syllabus. CET tests are not a professional-level certification.

Students who failed to pass CET-4 test are ineligible for a BA degree. Therefore, for all college students (non-English majors), passing CET-4 is obligatory.

CET-6 is a higher level test of a similar nature. But it is optional and is an exam of the students' English achievement at college level.

CET Band 4 and 6 are also open to the general public. CET-4 and 6 certificates showing "优秀" (Excellence) are reserved for high-scoring students/takers.

TEM-4 and 8

TEM stands for Test for English Majors. They are English majors' CET-4 and 6 with different names and of much higher proficiency levels.

However, TEM-4 and 8 are not open to the general public or non-English majors. Again, these are only academic tests aimed at testing for a student's general college-level English proficiency according to a syllabus and are not professional certification programs.

For English majors, TEM-4 is obligatory and is a prerequisite for a BA degree. TEM-8 enjoys a similar status as CET-6.

CATTI and NAETI Level Three (lowest level) examinations are recommended for students whose English level is equivalent to or above CET-6 with some years of translation practice.

Further references:

http://www.neea.edu.cn/info/info.jsp?infoid=463&class_id=08_02
http://www.CATTI.net.cn
http://www.chinadaily.com.cn/english/doc/2005-02/28/content_420317.htm

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia

By Kari Lydersen,
journalist, a staff writer at The Washington Post,
Chicago, U.S.A.
karilyder[at]yahoo.com

and

Susana Galilea,
a freelance translator,
Chicago, U.S.A.
susanagalilea[at]sbcglobal.net

After months of collaborating on articles for Contratiempo without ever having met, when Chicago-based translator Susana Galilea and journalist Kari Lydersen ran into each other at a fundraiser, they began an ongoing conversation about the intricacies of and parallels between their work.

Lydersen, a staff writer for The Washington Post and freelancer for Contratiempo, a Spanish-language cultural and political magazine, learned how translators are similar to and different from editors, and how they might often become more familiar with a writer’s work than the writers themselves. Galilea, who usually translates for social service organizations and advertising clients, got a window into the atmosphere-rich world of journalism and the role translators play in it. Both gained more appreciation for their own work and the other’s craft through these free-flowing, ongoing discussions.

In May of this year, Galilea and Lydersen shared their comments during a lively forum hosted by the Midwest Association of Translators and Interpreters at DePaul University in Chicago. A dialogue between the two follows.

KL: We first started talking when I made an offhand remark about how impressed I was that your Spanish translations were so able to capture, it seemed, the exact spirit and structure of what I was saying. I had initially assumed that my exact word choice and construction was not that crucial, since I figured my articles would come across fairly differently in Spanish. But as someone who speaks Spanish enough to understand and appreciate the translation, I really was surprised to see how true the translation was to my English draft.

SG: I must say this conversation is giving me new appreciation for what is involved in my work—the endless assortment of talent, knowledge, training, and intuition that goes into the task. You do not necessarily get a chance to discuss that aspect of it so much. You discuss the specific work, but not the larger picture of everything that goes into it. Hearing an outsider’s perspective is helpful because in the course of the profession, you have to constantly educate the client about what you do and why it is of value. Clients do not always understand, and often think anyone who speaks a language can handle a translation.

KL: I will admit I used to think that; now I see differently! Talking about translation with you has actually really made me appreciate language as a whole more, and it has made me spend more time considering and listening to the words I use. In many ways I feel like a translator has a role parallel to that of an editor, since you are working with a writer to clearly define what they want to say and to produce a finished product. But it must be strange for you to be in this role yet not be able to change or actually edit writing when you feel it is needed. You have to be true to the original document even if it is not a perfect or even a good one.

SG: My clients run the gamut from top of the line ad companies to low budget nonprofits, and you find the whole spectrum of flawless and messy writing across the board. You have to go back to the client sometimes when you do not understand something, because you have to understand it in order to translate it. Sometimes this interaction is the first time clients realize something does not make sense or that they made an error. You are often the one seeing all the glitches, since you are looking at the piece with a magnifying glass to do your job. I never had a client who was not grateful to have potential issues pointed out to them. But you have to be tactful and diplomatic, since you do not want to offend any egos. So I make sure to keep my comments on the level of linguistics, rather than passing judgment on the quality of a piece.

KL: You have described how, since you translate for Spanish-speaking audiences from very different countries and cultures, you have to try to make the tone and language relevant for all of them. That sounds really challenging, and that is similar to what reporters, at least from mainstream general-audience newspapers and magazines, need to do. As a reporter, even if you are only dealing with an American audience, there is such a range of cultures, ages, and education levels in this country.

SG: It takes a very good understanding of the cultural codes, both of the language/culture you are translating into and the one you are translating from. You have to find equivalent customs and reference points in both. Every culture is full of its own conventions, sayings, and self-references. You need a very deep connection with both cultures, and ideally you must have spent time soaking up the language and way of life in both settings. Language is really a whole series of codes, connotations, and assumptions based on an entire lifetime of existing and having experiences in a certain environment.

KL: In both journalism and translation, it seems that specialization is very beneficial, but at the same time you need to be skilled at learning about a given topic or culture very quickly and then conveying that knowledge in condensed form to your audience. It is like you are always getting crash courses on different subjects.

SG: Yes, specialization is important in translation. It makes it easier to deal with terminology or concepts you are already familiar with, and it gives you an edge in the market. In translation you really have to know your limitations, and you have to be very honest with yourself and turn down work that you are not fully qualified for. While I routinely translate for a broad Spanish-speaking audience in the U.S., I would not accept an assignment targeted exclusively to a specific country in Latin America, since in all likelihood my attempt at sounding natural would come across as “foreign.” Even worse, say you are doing highly specialized medical translation; if you make a mistake, lives may be at stake.

KL: I could see that. There are similar situations with journalism, for example, when you are reporting health information or advice to the public. Things like that make you think about the power of the media and words in general.

What are some of the main differences right now between American language and culture and Spanish-speaking cultures?

SG: Hmm, well in the U.S. there is the whole thing with political correctness now—and to a certain extent it is starting to seep into the Spanish language. Many of the Spanish terms that have been adopted to discuss evolving sociological topics are direct translations from the English (i.e., disability/discapacidad, transgender/transgénero, etc.). Take the term violencia de género, which has managed to enter the mainstream even if the Spanish word género originally only applied to grammatical structures and not to “gender” as used in English to indicate male or female. There are a lot of debates among translators over if and how their own languages are supposed to reflect this political correctness being “exported” from the U.S.

KL: In journalism it is also hard to keep up with what the most current and accepted terms are. Even in describing race, when do you say black and when do you say African-

American? Or Latino versus Hispanic? How do you reconcile how someone refers to themselves with the accepted politically correct term? I know that Latin America is also very complicated and diverse racially—that must be an issue in translation.

SG: Yes, a lot of times it is a bit tricky, because the issue of racial makeup is treated so bluntly in the U.S. When I came here I was amazed to see these boxes on the Census or other forms where you have to identify yourself racially. For anyone who does not live in the U.S., that may be quite shocking. Usually if you are translating for a Spanish-speaking audience in the U.S., you have to assume people are used to checking these boxes, so you just do not make a big deal of it and translate it as is. With the social service agencies I work for, often that racial data is information they might simply need for grant proposals. You always have to keep in mind what the purpose of the document is.

KL: Do you ever turn down work because it is offensive to you, or you just cannot stand to read and work on it over and over?

SG: During my entire career I have only turned down material twice because it was ideologically objectionable to me. Without going into too many details, both assignments had to do with a certain aspect of law enforcement I felt quite uncomfortable being exposed to. I know of colleagues who have refused assignments of a pornographic nature on moral grounds. The way I see it, if you are truly uncomfortable handling the material in question, you will not be able to do it justice, so it is best to turn it down.

KL: I think in both our professions you are constantly learning. That is one of the things I like most about journalism. I imagine you feel the same way.

SG: Translators tend to be very curious beings to begin with. We are gluttons for knowledge, references, and connections. So the wider and more diverse your knowledge, the better off you are. No knowledge ever goes to waste, because you never know what is going to come across the page of your source document.

KL: For example, you translated an interview I did with film critic Jonathan Rosenbaum, and I was impressed how you were able to translate a lot of colloquialisms and industry jargon he used talking about schlockmeister Spanish filmmaker Jess Franco.

SG: This is one of those happy accidents where your background makes you ideally suited to translate a given paragraph. It just so happens I grew up in Spain during that time period and was familiar with the type of cinema being referred to. In Spain in the 1970s there was all this opening up of censorship, all these movies that were risqué and even tasteless. But they were a reflection of a very unique social setting, and I can still remember how it “felt.” And as far as the word schlockmeister, I lived in New York for many years, and found that Yiddish pretty much became second nature!

KL: I am still fascinated by how you translate subtle terms that carry all these connotations and double meanings.

SG: In the case of schlockmeister, you have one word that carries a contradiction.

The dictionary will tell you that schlock means shoddy or of poor quality, yet meister brings positive connotations of being in charge. Then there is the issue of context and the very unique realm of Series-B movies. This is one of those cases where, as a linguist, you tip your hat to the perfection of an untranslatable concept. In the end, since this was an interview with a film expert, I chose accuracy over other linguistic considerations.

In the absence of an equivalent all-encompassing term in my language, I had to make peace with the fact that sometimes you have to sacrifice connotations for the sake of precision. It is a whole process of deciding what cannot be left out.

KL: One of the most interesting things you told me about translation is the goal of reproducing not only the meaning of the words, but the tone, and how sometimes you might use totally different words, but maintain the same tone. In my own work I think the tone is produced subconsciously. It is intriguing to think more about what, concretely, creates and constitutes “tone.”

SG: When I started translating your articles, I found reproducing the atmosphere you create with your very vivid descriptions quite a challenge. Instead of sticking closely to every adjective, I found I needed to take in the entire paragraph and contemplate the image that emerged—its sounds, smells, and color—almost in a cinematic sense. Once I was able to visualize that atmosphere, it was easier to come up with the language to describe it. A lot of times in translation you have all these tools and tricks, but what ends up giving you the answer you want is tone.

KL: I am the most conscious of tone and have the most trouble with it when I am trying to write with more attitude, especially for a younger audience or a magazine or website where you want the tone to be more snappy and hip.

SG: I am always amazed at the current trend in American journalism to turn every heading into a linguistic pun, no matter how far-fetched! I have not seen this trend take hold in the Spanish-speaking media, so “snappy” is not necessarily a concept that translates well. On the other hand, if I was translating articles for a teen magazine, I would have to research that tone and see how teens are addressed in Spanish-language magazines—how they talk—and just soak that up.

KL: How did you first learn English and acquire all the subtleties and intricacies of it? From years of speaking Spanish, I know how many gradations of proficiency and fluency there are, and I know many people live in a country for decades without really becoming comfortable with the language.

SG: I grew up with Spanish, French, and some Catalan on the side, which I am sure all helped in learning English later on. I remember when I was a kid asking my father what the title of the movie “Love Story” meant, and when he told me I blushed—I was this bashful kid! I learned a great deal from reading novels, watching movies with subtitles, and listening to records while reading the liner notes—back when records had liner notes. That was before the Internet! But the English I was exposed to in Spain was an academic blend of British and American, so I had to get a crash course in “real life” American English when I came to the U.S. I remember on the plane over here I asked for “the loo,” and I will never forget the puzzled look the flight attendant gave me.

KL: For many years you were seriously involved with modern dance. Does that have any parallels to translation?

SG: Yes, for me language and movement are very similar experiences. For some people language is a purely intellectual exercise, but when I am translating it is a very physical thing. I need to grapple with the tone, the subtleties, engage the sentence and ask, “Where are you going?!” I want to know the rhythm of the sentence, the impulse, the energy that fuels it.

At the risk of sounding new agey, it is a little bit like alchemy. You throw all these elements in the cauldron, stir it around, let them interact, and see what happens. The best phase is when you go back for the final read and forget that there was a source document there, and just hear it flow.

Susana Galilea has worked as a freelance translator in the U.S. since 1986. She translates from English into Spanish, with a focus on marketing, public relations, and outreach materials. Originally from Spain, she has a translation diploma from Escuela Universitaria de Traductores e Intérpretes in Barcelona. Contact: susanagalilea@sbcglobal.net.

Kari Lydersen is a staff writer at The Washington Post Midwest bureau and freelances for publications, including Contratiempo, Chicago Reader, In These Times, and LiP Magazine. She is also a youth journalism instructor. She graduated from Northwestern University with a degree in journalism in 1997. Contact: karilyder@yahoo.com.

This article was originally published in The ATA Chronicle.
www.atanet.org/chronicle

Corporate Blog of Elite - Professional Translation Services serving ASEAN & East Asia