- Ethics, Linguistics, Intercultural Communication, Translation Studies, Translation theory, Translation, and 16 moreInterCultural Studies, Intercultural Competence, Phenomenology, Hermeneutics, contemporary continental philosophy, axiology (theories and applied research on values), philosophical and cultural anthropology, diversity managment, gender studies, intercultural communication, and translations studies, Cross-cultural pragmatics, Integration, Cross-Cultural Psychology, Intercultural training, Intergroup Relations, Acculturation, Multiculturalism, Globalization, Translation and Interpretation, Interpretation, Interpreting Studies, Translation and Interpreting, and Sociological Models of Translation and Interpretingedit
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Introduction Part 1: Framing Culture: the Culture-Bound Mental Map of the World Chapter 1: The Cultural Mediator 1.1 The Influence of Culture 1.2 The Cultural Interpreter/Mediator 1.3 The Translator and Interpreter Chapter 2: Defining,... more
Introduction Part 1: Framing Culture: the Culture-Bound Mental Map of the World Chapter 1: The Cultural Mediator 1.1 The Influence of Culture 1.2 The Cultural Interpreter/Mediator 1.3 The Translator and Interpreter Chapter 2: Defining, Modelling and Teaching Culture 2.1 On Defining Culture 2.2 Approaches to the Study of Culture 2.3 McDonaldization or Local Globalization? 2.4 Models of culture Chapter 3: Frames and Levels 3.1 Frames 3.2 Logical Levels 3.3 Culture and Behaviour Chapter 4: Logical Levels and Culture 4.1 Environment 4.2 Behaviour 4.3 Capabilities/Strategies/Skills 4.4 Values 4.5 Beliefs 4.6 Identity 4.7 Imprinting 4.8 The Model as a System Chapter 5: Language and Culture 5.1 Context of Situation and Culture 5.2 The Sapir-Whorf Hypothesis 5.3 Lexis 5.4 The Language System Chapter 6: Perception and Meta-Model 6.1 The Filters 6.2 Expectations and Mental Images 6.3 The Meta-Model 6.4 Generalization 6.5 Deletion 6.6 Distortion 6.7 Example Text Part 2 Shifting Frames: Translation and Mediation in Theory and in Practice Chapter 7: Translation/Mediation 7.1 The Translation Process 7.2 The Meta-Model and Translation 7.3 Generalization 7.4 Deletion 7.5 Distortion Chapter 8: Chunking 8.1 Local Translating 8.2 Chunking 8.3 Global Translation and Mediation Part 3 The Array of Frames: Communication Orientations Chapter 9: Cultural Orientations 9.1 Cultural Myths 9.2 Cultural Orientations 9.3 A Taxonomy of Orientations Chapter 10: Contexting 10.1 High and Low Context 10.2 English - the Language of Strangers 10.3 Contexting and the Brain Chapter 11: Transactional Communication 11.1 Transactional and Interactional Communication 11.2 Medium 11.3 Author/Addressee Orientation 11.4 Formal/Informal Communication 11.5 Example Texts Chapter 12: Interactional Communication 12.1 Expressive/Instrumental Communication 12.2 Direct and Indirect Communication 12.3 The Action Orientation 12.4 Conclusion Part 4 Intercultural Competence: On Becoming a Cultural Interpreter and Mediator Chapter 13: On Becoming a Mediator 13.1 The Development Model of Intercultural Sensitivity (DMIS) 13.2 The Six Stages 13.3 The Translator Student
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The main aim of this paper is to report on an online questionnaire which focused on translator and interpreter perception of their working world, their mindset or Weltanshauung, and the impact of Translation Studies and university... more
The main aim of this paper is to report on an online questionnaire which focused on translator and interpreter perception of their working world, their mindset or Weltanshauung, and the impact of Translation Studies and university training on that world. Questions, both closed and open-ended, addressed academic/professional training, present role(s) and attitudes and beliefs about ‘the profession’ itself. Nearly 1000 respondents replied to the questionnaire worldwide. Particular questions focused on how translation should be taught, the role and status of the profession (ideally and in practice), and on personal satisfaction. The results show that university training has had little impact, and that this group of respondents have relatively little interest in the university itself in comparison with lifelong learning, with most emphasis placed on practice and self-development. Members of the group feel themselves to be ‘professional’ due to their specialized knowledge and abilities. However, their professionalism is mainly limited to their responsibilities to the text itself, and there is relatively little interest in the wider context. They are acutely aware of the lack of public recognition, and both the interpreters and the translators agree that translators in particular suffer from a markedly lower social status. However, only a minority of the respondents feel the need to change the status quo and satisfy trait theory criteria regarding professional recognition, possibly because the vast majority of respondents are more than satisfied with their job. In conclusion, it appears that translation can still only be categorized as an occupation rather than as a profession, and it is suggested that a new role be created with its own university course to cater to the professional language provider.
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ABSTRACT The role of interpreters working on Italian television is undergoing change. The traditional role, that of an invisible black box, is being challenged by what we define as an ethics of entertainment. The three principal factors... more
ABSTRACT The role of interpreters working on Italian television is undergoing change. The traditional role, that of an invisible black box, is being challenged by what we define as an ethics of entertainment. The three principal factors affecting this ethics are professional performing capacity, ‘the comfort factor’, and the context of culture. A corpus of 200 hours of Italian talk show interpreting is drawn on to illustrate the tension between the traditional norms of fidelity or invisibility and the needs of TV emotainment (visible involvement and performance). In analyzing the successful interpreter’s strategies and behaviour we suggest that a solution to this double bind lies in an expansion of the traditional role toward multivariate mediation encompassing varying perceptual positions and sensitivity to context.
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Introduction Part 1: Framing Culture: the Culture-Bound Mental Map of the World Chapter 1: The Cultural Mediator 1.1 The Influence of Culture 1.2 The Cultural Interpreter/Mediator 1.3 The Translator and Interpreter Chapter 2: Defining,... more
Introduction Part 1: Framing Culture: the Culture-Bound Mental Map of the World Chapter 1: The Cultural Mediator 1.1 The Influence of Culture 1.2 The Cultural Interpreter/Mediator 1.3 The Translator and Interpreter Chapter 2: Defining, Modelling and Teaching Culture 2.1 On Defining Culture 2.2 Approaches to the Study of Culture 2.3 McDonaldization or Local Globalization? 2.4 Models of culture Chapter 3: Frames and Levels 3.1 Frames 3.2 Logical Levels 3.3 Culture and Behaviour Chapter 4: Logical Levels and Culture 4.1 Environment 4.2 Behaviour 4.3 Capabilities/Strategies/Skills 4.4 Values 4.5 Beliefs 4.6 Identity 4.7 Imprinting 4.8 The Model as a System Chapter 5: Language and Culture 5.1 Context of Situation and Culture 5.2 The Sapir-Whorf Hypothesis 5.3 Lexis 5.4 The Language System Chapter 6: Perception and Meta-Model 6.1 The Filters 6.2 Expectations and Mental Images 6.3 The Meta-Model 6.4 Generalization 6.5 Deletion 6.6 Distortion 6.7 Example Text Part 2 Shifting Frames: Translation and Mediation in Theory and in Practice Chapter 7: Translation/Mediation 7.1 The Translation Process 7.2 The Meta-Model and Translation 7.3 Generalization 7.4 Deletion 7.5 Distortion Chapter 8: Chunking 8.1 Local Translating 8.2 Chunking 8.3 Global Translation and Mediation Part 3 The Array of Frames: Communication Orientations Chapter 9: Cultural Orientations 9.1 Cultural Myths 9.2 Cultural Orientations 9.3 A Taxonomy of Orientations Chapter 10: Contexting 10.1 High and Low Context 10.2 English - the Language of Strangers 10.3 Contexting and the Brain Chapter 11: Transactional Communication 11.1 Transactional and Interactional Communication 11.2 Medium 11.3 Author/Addressee Orientation 11.4 Formal/Informal Communication 11.5 Example Texts Chapter 12: Interactional Communication 12.1 Expressive/Instrumental Communication 12.2 Direct and Indirect Communication 12.3 The Action Orientation 12.4 Conclusion Part 4 Intercultural Competence: On Becoming a Cultural Interpreter and Mediator Chapter 13: On Becoming a Mediator 13.1 The Development Model of Intercultural Sensitivity (DMIS) 13.2 The Six Stages 13.3 The Translator Student
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Research Interests: Narrative and Narrativity
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- The aim of this paper is to explore the ‘literary’ in literary translation. It begins with a discussion of what makes a text literary, focussing on some very famous literary works which did not (and indeed do not) necessarily fit what... more
- The aim of this paper is to explore the ‘literary’ in literary translation. It begins with a discussion of what makes a text literary, focussing on some very famous literary works which did not (and indeed do not) necessarily fit what is generally considered the literary canon. The features that translators should identify when first reading a text, on the look-out for potential literary value, are then outlined. These features are both textual (covering non-casual language, rhetorical features and equivalences) and contextual (connotations, implicatures, intratextual and culture-bound associations). The paper then discusses changing translation theory and practice, in particular illustrating points with comments made by translators and theorists in this book and elsewhere. Importance is also given to the profession itself, to literary translator beliefs about their role, the changing importance of the model reader and to changing beliefs about accepted style, making reference als...
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– This chapter starts from the premise that a Masters course dedicated to Mediation should be clear about what ‘cultural mediation’ means in theory and in practice. As regards the theory, the chapter begins with an exploration of the... more
– This chapter starts from the premise that a Masters course dedicated to Mediation should be clear about what ‘cultural mediation’ means in theory and in practice. As regards the theory, the chapter begins with an exploration of the meaning of the terms ‘mediator’ and ‘mediation’ both in terms of language mediation and cultural mediation. The competences necessary for successful Intercultural Communication (ICC) are discussed and a hypothetical organisation of competences for Cultural Mediators working with refugees is proposed, taking ideas from current inventories focussing on ICC. Two main areas are proposed: competencies based on Knowledge, Skills and Attitude; and also competencies related to Cultural Adjustment curves, taking the Developmental Model of Intercultural Sensitivity as an example. The article then discusses the situation in practice, focussing in particular on Italy, concluding with other scholars that the habitus of the cultural mediator is still that of a profes...
Research Interests: Sociology and Humanities
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The volume focuses on the practice of literary translating between Italian and English as seen by both academics and the translators themselves. The main thrust of the book is on the linguistic, cultural and extra-linguistic factors... more
The volume focuses on the practice of literary translating between Italian and English as seen by both academics and the translators themselves. The main thrust of the book is on the linguistic, cultural and extra-linguistic factors (including author-translator relationship) which play a key role in the literary translation decision-making process. The translations discussed cover a variety of literary sub-genres ranging from poetry and drama to fiction, and from the classics to chick-lit. Thanks to its strong focus on the practice of literary translation and its three sections, the book will appeal to a wide readership, which includes all those studying or working in the field of literary translation (in particular, those working between Italian and English). Translation scholars in general will find the practical experiences described in the volume of extreme value, as translators discuss how key issues, theories, and debates in Translation Studies have influenced their practice.
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This paper looks at the mediation of difference in translation and how this can affect tolerance and relations with the intercultural other. It begins with a discussion of the ideas regarding ‘difference’ and intercultural tolerance,... more
This paper looks at the mediation of difference in translation and how this can affect tolerance and relations with the intercultural other. It begins with a discussion of the ideas regarding ‘difference’ and intercultural tolerance, taking account of the ideal or model reader’s point of view. Translation has often been seen as the key to bridging cultures and to the spreading of ideas and understanding. Yet, at the same time it has also been perceived as fostering violence, as a barrier to integration and also as a means of increasing the hegemonic power of ruling powers (such as Western capitalism). It will be argued here that it is not the type of translation itself that automatically improves or reduces ethnocentricism, but whether it is carried out mindfully or mindlessly; and it will be suggested that mindful essentialism is the key to an effective translation.
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ABSTRACT Translators have an extremely important responsibility in communicating ideas to society. Much of what we read, from Aesop and the Bible to Voltaire and Weil is (re-)created by an invisible and little respected writer, the... more
ABSTRACT Translators have an extremely important responsibility in communicating ideas to society. Much of what we read, from Aesop and the Bible to Voltaire and Weil is (re-)created by an invisible and little respected writer, the translator. This paper explores two fundamental areas: the possible refractions and perlocutionary effects that can be engendered by a translator; and secondly, what possibilities a translator has given the traditional subservience to a habitus which values translator invisibility and fidelity to the source text. A proposal is made for the translator to take more responsibility for the potential perlocutionary effect through taking a third, disassociated perceptual cognitive position. From this position the various forces acting on the translator and the translation can be controlled through mediation focussed on the benefit to the reader.
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ABSTRACT This paper focusses on the real problems involved in promoting the translator's role and status to that of intercultural mediator. Ever since the cultural turn in the 1980s, academics have been equating translation with... more
ABSTRACT This paper focusses on the real problems involved in promoting the translator's role and status to that of intercultural mediator. Ever since the cultural turn in the 1980s, academics have been equating translation with intercultural mediation (IM) and translators as mediators. The paper first looks at how mediation has been understood in translation, and then investigates a number of issues regarding intervention, both at a theoretical and at a practical level. In theory, as a result of the cultural turn, there should be a more context-based understanding of communication, and hence a more intervenient role for the translator. At a practical level, however, normative roles follow a conduit theory of translation based on language transfer. While academia and the profession wrangle over IM, a number of other options are emerging to cater for the ever-increasing real need for translation and IM. This competition is potentially marginalizing translators and interpreters. It will be suggested that ‘transcreation’ may be a way forward, though optimism is tempered with the profession's own beliefs regarding intervention and towards change.
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This paper is the result of a global survey carried out this year to around 1000 translators and interpreters, the majority of whom had university training in the area. The object of the survey was to investigate the habitus of the... more
This paper is the result of a global survey carried out this year to around 1000 translators and interpreters, the majority of whom had university training in the area. The object of the survey was to investigate the habitus of the translator and to compare it with the academic belief in functionalism and the empowerment of the translator either as a mediator or as a social agent. The replies indicated strong responsibility towards the original text, and very little towards the reader or the wider community. Also, while the scholars appear to be convinced that their theories support the professional translator, in practice it would seem that university trained translators (and interpreters) rate theory very low on their list of ideal university training.Literature regarding the term “profession” is discussed as is what distinguishes an occupation from a profession. Classic trait theory suggests that a profession requires a number of minimum requisites, such as a well-grounded school...
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The aim of this paper is to explore the 'literary' in literary translation. It begins with a discussion of what makes a text literary, focussing on some very famous literary works which did not (and indeed do not) necessarily fit what is... more
The aim of this paper is to explore the 'literary' in literary translation. It begins with a discussion of what makes a text literary, focussing on some very famous literary works which did not (and indeed do not) necessarily fit what is generally considered the literary canon. The features that translators should identify when first reading a text, on the look-out for potential literary value, are then outlined. These features are both textual (covering non-casual language, rhetorical features and equivalences) and contextual (connotations, implicatures, intratextual and culture-bound associations). The paper then discusses changing translation theory and practice, in particular illustrating points with comments made by translators and theorists in this book and elsewhere. Importance is also given to the profession itself, to literary translator beliefs about their role, the changing importance of the model reader and to changing beliefs about accepted style, making reference also to results of a global survey recently carried out on the subject.
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The Interaction Between Research and Training John M. Dodds, SSLMIT, University of Trieste (Moderator) D. Katan, SSLMIT (Rapporteur) Hanne Aarup, Copenhagen Business School A. Gringiani, SSLMIT A. Riccardi, SSLMIT Nancy Schweda Nicholson,... more
The Interaction Between Research and Training John M. Dodds, SSLMIT, University of Trieste (Moderator) D. Katan, SSLMIT (Rapporteur) Hanne Aarup, Copenhagen Business School A. Gringiani, SSLMIT A. Riccardi, SSLMIT Nancy Schweda Nicholson, University of ...