Realia

Willing to challenge the classical tradition, Richlin (2005) adapted the Latin play Persa by Plautus to a contemporary context using American slang and pop culture. Richlin aims at making Roman comedy performable, popular and funny again whether onstage or in the classroom. Is her radical modernisation a form of domestication that is often criticized in translation studies for being unfaithful and unethical? Based upon a comparison between the original Latin text and Richlin's version, this paper questions the ethics of faithfulness which play a major role in translation terminology, a system determined by the traditional polarity between domestication and foreignization. By highlighting the ludic nature of Plautus' comedy (especially the ongoing joke with Greek culture and language), this paper argues that using modern transposition is a heavily Plautine strategy suitable for recovering the immediacy of comedy.

The article is devoted to the examination of some translation problems conditional on the cultural context, including those related to the translation of realia (regarded in its broader sense). If considered sensu lato, the context (cultural, grammatical, etymological etc.) makes all equivalents relative, as it have been more than once noted by Russian and foreign translatologists.
In such a situation (every translation being an interpretation) a thick description is required, something like advocated by the American anthropologist Clifford Geertz. The analogy isn’t casual: the postmodernist ethnography and anthropology also focuses itself on the understanding of another culture and its re-interpretation in the own culture’s discourse taking account of the context and using the intertextuality.
On this basis it is also appropriate to consider the approaches to training the translators as the experience of teaching at the Translation Department of the RSUH’s Institute of Philology and History shows. The optimal formula seems to include forming these three qualities in the students: sensibility, erudition and aptitude for a creative usage of the translator’s own language. In this scheme a good interaction and combination of efforts of a compatriot and a native speaker teachers is vital.

This study was attempted to discover the improvement students " vocabulary mastery by using realia for elementary students " Grade IV. The objective of this study was to find out whether realia can significantly improve students " vocabulary or not. In this study, the writer was conducted by Applying Classroom Research. The subject of this study was one class of the grade IV students " of SD Negeri 060811 Medan which consisted of 36 students ". The quantitative data were taken from vocabulary test as the instrument to find out the students " score. The qualitative data taken from diary notes and observation sheet describe the improvement of the students " vocabulary mastery of the students " vocabulary mastery was mostly improved in every test. The range of improvement of the first test and the last test was 83,33%. The observation sheet and the diary notes showed that the students " were interested in the teaching learning process. These finding show that there was an improvement on the students " vocabulary through realia that was supported by the result, the mean score of the second test (64,44) was better than mean score of first test (39,17), and the mean score of the third test (78,05) was better than the mean score of the second test. This implies that realia can be an alternative strategy in improving students " vocabulary mastery. It is suggested that realia to be used in teaching vocabulary especially to young learners.

Flash cards are also called "word cards" in learning English as a second language. Flash cards have long been used by English-speaking elementary school students to learn phonics, addition, subtraction, multiplication, and division. Pictorial flash cards are typically used with low-level learners and young learners. A pictorial flashcard typically has the image on one side and the word on the reverse side. This can help children and low-level proficiency learners learn the word shape. Learning by using flash cards is tactile learning and also kinesthetic learning because body movement is involved. Research shows that the deliberate learning of vocabulary words is superior to incidental vocabulary word learning (e.g., Komachali & Khodareza, 2012; Heidari-Shahreza, Moinzadeh, & Barati, 2014), although both types of learning are complementary (Nation, 2008). Learning vocabulary from word cards means that learners are able to listen and read the word simultaneously, thus three learning modes are involved: tactile, aural, and oral. Learning from word cards directly develops the implicit knowledge that is necessary for fluent language use (Nation, 2008). In addition, in learning vocabulary deliberately by using flash cards, large numbers of words can be learned in a short time and they can be remembered for a very long time (Nation, 2008). Making the Case Over 100 years of research show how deliberate learning using flash cards can best be organized (Nation, 2008). First of all, learners must make sets of about 50 word cards the size of 2 cm by 4 cm from paper on index cards. They must be portable and easily carried around and they should be held together by a rubber band. Then, the learner writes the word to be learned on one side of the card and the translation on the other side. The learner then goes through the pack, trying to recall what was on the other side. If the word cannot be recalled, the learner turns The TESOL Encyclopedia of English Language Teaching.

This article deals with the issues of translation of the scientific texts devoted to Azerbaijani history from Russian to Czech language. We are becoming acquainted with creative method, translation macro- and microstrategies, used in the process of translation of „The History of Azerbaijan“ by Igrar Aliyev. It is focused on four major groups of problems: 1) translation of proper nouns (especially personal and geographic names); 2) translation of quotes from artistic literature and historic written monuments; 3) realia, terms and the stylistic specificity of a historical scientific text in the source and target languages; 4) the specificity of syntactic structure in Russian and Czech scientific texts.

VILÍMEK, V. Несколько заметок к проблематике перевода русских научных текстов с тематикой азербайджанской истории на чешский язык. Elmi asalar. 2013, nr. 2, s. 16-24. ISSN 2071-4750.

The advantages of realia as a whole have already been extensively explored from a theoretical standpoint (for example see Dlaska, 2003 and Spurr, 1942). The advantages include the development of specific personal interests in exploring, and therefore, acquiring the foreign/second language and culture within a context. The ultimate goal is to turn the student into a life-long learner of the target language and culture. Digital realia have become easily accessible tools for cultural exchange and
language acquisition. A variety of such realia can enhance the learning process for students of foreign language and culture, and can improve the quality of the instructor’s teaching. This paper aims to present a practicum. It explores the ease of use of the iPod Touch in foreign language acquisition and the ability of this small high-tech device to potentially turn any place (both in and outside the classroom) rapidly into a persistent, easily available and always accessible language lab. Digital realia, which are in a variety of media in the target language and originate from the target culture, are easily available on the Web. The paper focuses on the advantages of the iPod Touch technology over standard computer and language lab use. The paper will also give a review of the types of digital realia and the specific applications that produce the best results.

La difficulté de traduire le culturel est due à la résistance
incontestable de toute culture cible face à la culture de l’autre, la culture
source. Nous consacrons ce premier numéro de la revue Translationes
aux interférences interculturelles résultées des contacts culturels —
souvent unilatéraux et livresques. Ces interférences ne résolvent que
partiellement le transfert linguistique et culturel. L’explicitation du
culturel devrait être envisagée aussi bien en termes de lecture que de
visée ou de finalité traductionnelle.
Le culturème (Moles 1967, Els Oksaar, 1988, Vermeer et Witte,
1990, G. Lungu-Badea 2004), énoncé porteur d’information culturelle,
incluant les ethnonymes et les folklorèmes, est une unité culturelle de
taille variable, mais non décomposable.
Quelle stratégie de traduction choisir pour franchir le fossé
culturel, pour diminuer l’écart culturel ? Nous nous intéressons aux
conditions de (re-)production du sens et de production des traductions,
à la situation de traduction, puisque au niveau du texte, le choix des
stratégies de traduction n’est jamais innocent, jamais dépourvu de toute
trace de subjectivité.
Comment « translater » le culturème dans une édification
commune du savoir humain au lieu de se fixer sur la quête narcissique
d’une originalité exclusive ? Cette originalité, est-elle possible en dehors
de son contexte de communication et de rapport à l’altérité ? S’agit-t-il
d’instaurer une norme et de ne pas prétendre détenir une originalité qui
serait inconditionnelle et irréversible ? Serait-il préférable, pour la survie
des cultures, de briser leur rigidité par la nomadisation des idées, tout en
garantissant le contact des cultures source et cible ? Enfin, il nous
semble utile d’éclairer davantage le contexte et les circonstances qui
déterminent un traducteur à choisir une solution traductionnelle au
détriment d’une autre.

Analysis of Roberto Saviano masterpiece "Gomorra. Viaggio nell'impero economico e nel sogno di dominio della camorra" and of the challenging German translated version created by Friederike Hausmann and Rita Seuss.
Diving deeply into foreignization & domestication translation methods, into  the well known translation theories of Sapir, Whorf, Benjamin, Berman, Lotman and Zohar, here is the attempt to discover the translators' paths to ensure the cultural transfer of foreign realities as well as the Fortleben of novels and respective authors.

As language is the medium of an art or a configuration of arts focused on communication, it is indispensable to realize the materiality of language with its potential to interpret the numerous phenomena in the environment. Our individual microcosms filled with messages on various complex situations received through our sensory channels exist in terms of strings of verbal language that help to re-create them for communication in whatever fashion we want. We experience language in meaningful utterances that function in singles or clusters to represent the life world in numerous registers. Our expressions inspired by our experiences of the life world are communicated through words orchestrated in grammatically patterned sentences. Like in other forms of art, in English language arts, teachers and learners can behave with confidence, when they realize the substance they deal with as oral sounds that gradually evolve into syllables, morphemes, signs, symbols, metaphors, and images, which creatively represent the life world. Against this background, I intend to demonstrate here the relevance of perceiving the materiality of language under the framework of a multifaceted unity of several disciplines, namely, phonology, morphology, semiotics, rhetoric, and stylistics that altogether contribute to a holistic approach to language. A concrete perception of language achieved in this manner helps to recover the learning process not only from inhibition and anxiety but also from fossilization and ephemerality.

Pre-Raphaelite artists and others in their close circle had relatively limited involvement with the Australian colonies. Primary documentation for this is, therefore, quite scarce. The State Library of Victoria holds a small collection of such documents and realia. Those relating to Bernhard Smith have been published by Juliette Peers. Others are less well known. While not constituting a major source for any artist apart from Smith, they do enhance knowledge of the networks of relationships that developed between the movement and the Australian colonies, both in the mid-nineteenth century when it was initially developing, and over subsequent decades, when its influence became more established.

The object of this article is to analyze the translation of Macedonian realia into “big” western cultures. The corpus consists of the English translation of the poetry book White Dawns by Kosta Racin and the French translation of the novel Witch by Venko Andonovski. Realia are classified into groups and then different translation strategies are observed. Venuti’s theory on domestication and foreignization is taken into consideration in order to examine which strategy prevails in the corpus. Macedonian literature in official language being young the corpus is also analyzed through the prism of Zohar’s polysytem theory.

ESP plays significant role in understanding, interpreting and improvising scientific, technological and specific terms and concepts. In order to teach ESP English teachers develop their ESP courses based on the theme-based CB including applied knowledge on the subject area. According to my experience of teaching ESP for socio-cultural anthropologists, I aim to present the methods of interpretation or explanation of realia in the subject area through arranged structure of working with realia within the topic and text, which I use in my classes.

Bei der Untersuchung der Ubersetzungsproblematik von kulturspezifischen Elementen geht es darum, diese Konzepte begrifflich abzugrenzen, inhaltlich und sprachlich zu klassifizieren sowie die Problematik ihrer Ubersetzung zu beschreiben. Bei der Filmsynchronisierung sind auserdem die Merkmale und besonderen Bedingungen des Mediums und des audiovisuellen Textes zu berucksichtigen. Die Zielsetzung dieser Studie ist, die Ubersetzung von kulturspezifischen Elementen der Filmsynchronisierung (Deutsch-Spanisch) zu analysieren. Wir schlagen ein Zwei-Ebenen-Modell vor: Die erste Ebene berucksichtigt die Art der erfahrenen sprachlichen Bearbeitung. Auf der zweiten Ebene wird die kulturelle Orientierung der Ergebnisse untersucht. Danach werden einige Schlussfolgerungen aus der spanischen Synchronfassung gezogen.

Polo's work was translated into many languages in the Middle Ages, and two different redactions are attested in Germany in the 15th century. In this paper, the DI version will be taken into consideration focusing in particular on the role of realia in the formulation of a stemmatic hypothesis regarding the witnesses of the branch in question. A theoretical and methodological framework will also be provided, pointing to the semantic and formal traits of realia that make them suitable for applicative studies in the fields of philology and history. After presenting the data and drawing some preliminary conclusions, the advantages that can derive from the TEI encoding of realia in the context of a digital scholarly edition of the DI version of Marco Polo's travel account will be addressed.

Esta aportación reflexiona sobre el potencial lingüístico, motivacional y competencial de los denominados realia con escritura: objetos de nuestro entorno cotidiano más inmediato y que insertan texto o muestras lingüísticas de la lengua en uso junto a otros códigos comunicativos asociados. El propósito general de este estudio es aportar unas reflexiones al hilo de algunas investigaciones aplicadas previamente con profesorado en formación. Se subraya el interés y la oportunidad formativa de estos objetos en la praxis docente en general, y en su aplicación en la materia de Lengua castellana y Literatura, en particular. Se trata de observar la oportunidad didáctica de estos objetos para promover especialmente una reflexión metalingüística desde un enfoque multimodal.
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CÓMO CITAR:
Suárez-Robaina, JR. (2021). Lengua y agua de arroz. Un estudio de caso sobre los realia con escritura y su perspectiva multimodal, en Pastora Calvo H., Víctor Manuel Hernández S. y Juana Rosa Suárez R. (coord.) La investigación acompañando a la vida. Estudios en homenaje a Emigdia Repetto Jiménez. Ediciones ULPGC, pp. 705-721.

In this work, we discuss how Araujo & Hagemeijer's Santome/Portuguese bilingual dictionary defines and describes ideophones and realia lemmata. We show that ideophones were listed individually along with their expression counterparts. Realia lemmata (words and expressions for culture-specific items) or specialized lexical units were presented in their Santomean forms, followed by a description of their endemic specificities. Many realia items from Santome can also be found in Portuguese. We conclude that the authors contribute to the lexicographic record of ideophones, lexical items that did not exist in Portuguese, but relevant to the language and culture of Santome. On the other hand, with the documentation of realia entries, they collaborate for the validation of lexical units (originating in Santome) in the local vernacular variety of São Tomé and Príncipe's Portuguese, a common historical practice in Portuguese lexicography.

In this paper, I will examine Mała apokalipsa (1979) by Tadeusz Konwicki with the aim of highlighting how, despite all the mentions of the reality of the then Polish People's Republic, the novel can also be fully appreciated outside its cultural and historical context. Following an analysis of the ways the structural principle of the book, the grotesque, interweaves reality and surreality, I will explore the Italian edition of Konwicki's novel through the lens of world literature's postulate concerning the possibility of a work gaining new meanings outside its original framework.

In this paper we present the main results of the analysis of the realia pragmatic component based on the S. Sheldon's
novels «Morning, afternoon, night» and «If tomorrow comes» and their translations in Russian language.
We identify following functions: creating a reliable picture of the world, recreating temporary features, recreating
the specific cultural background of the USA, recreating of the ethnographic habits of the USA, creating a non-
American habits.
We also show the thematic characteristics of realia that are used with these communicative tasks, as well as
aggregate results of the quantitative analysis.
We point out that in the bilingual aspect the equal regulatory impact on recipients of other host crops with a
different stock of background knowledge is necessary to apply a deliberate strategy of accounting functions realia
in the original text.
We note that attention to pragmatic load of realia contributes to greater efficiency of literary communication in
translation.

This thesis is written to reveal whether teaching vocabulary using flashcards can improve the students‟ vocabulary mastery and to describe the class situation when flashcards is implemented in the teaching of vocabulary. This Classroom Action Research was conducted at SDN 1 Sindon. The subject of the research was the third grade students. The research was carried out from April to June 2014. The research was conducted in two cycles, in which there were three meetings for the each cycle. The procedure of the research consists of identifying problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In collecting the data, the writer used observation, questionnaire, interview, teacher‟s diary, and test. The writer was the active participant teacher and helped by an observer from another school. The test was in the form of pre-test and post-test. The writer analyzed the mean scores of the test. The result reveals that: (1) fl...

עבודה זו נמצאת על צומת הדרכים בין שבין תרגום שירים ופזמונים, גישור בין תרבויות ברית המועצות והתרבות הישראלית ומושג ה"ריאליה" בשפה. דרך דוגמאות של שירים מתורגמים מרוסית לעברית, מודגמות דרכים שונות לתרגום מילים מסומנות תרבותית, מילות-הריאליה. להערכת המחברת, מכיוון שתרגום השירה הוא אחד מסוגי התרגום המאתגרים, והריאליות הן אותן מילים שלא ניתן, במבט ראשון, להעביר אותן מתרבות אחת לאחרת, שאלת תרגום הריאליות בשירים היא שאלת יסוד בתרגום. בעבודה ניתן למצוא הגדרה של מושג הריאליה, מיפוי הריאליות לפי תחומים, וכן אסטרטגיות לתרגומן, הנמצאות על הציר בין "הזרה" ל"אזרוח". נושא העבודה העיקרי הוא תרגום הריאליות של ברית המועצות לקורא הארצישראלי, ואילו הנושא המשני הוא בירור מקומה של הריאליה בטקסט שירי ככלל, דרך שירי המחברת שנכתבו בעברית על תקופת הקורונה, בשימוש בריאליות החדשות של השנים 2020-2021.

published in
Spark: UAL Creative Teaching and Learning Journal
https://sparkjournal.arts.ac.uk/index.php/spark/article/view/74/125

Technoparticipation is a project that started in 2015, which aims to explore how 'realia' can be integrated into arts education. The word realia refers to objects from everyday life, used to improve students' understanding of real life situations, and 'facilitate[s] the [creative] process' (Piazzoli, 2017). This article explores applications as everyday digital realia – Skype, Textwall and TitanPad – to consider the benefits and drawbacks of using realia in the classroom. These tools facilitate a wider consideration of other digital applications that could be employed as digital realia in teaching and how, as Paige Abe and Nickolas A. Jordan suggest, 'using social media in the classroom creates a new pattern of social encounter' (2013, p.17).

? Les écrivains plurilingues « FLE » se configurent parfois comme des acteur sociaux, qui mobilisent les langues de leur répertoire pour agir dans le monde social, en assurant les bases d’une intégration qui « tisse l’homogène avec l’hétérogène », selon les termes du projet plurilingue conçu par le Conseil d’Europe en 2001. Ainsi, du pluringuisme linguistique (langue maternelle, et apprentissage d’une langue seconde ) au plurilinguisme textuel (plusieurs langues convoquées dans le même texte ), ces écrivains  parviennent à proposer une migration linguistique et culturelle conçue à la manière de celle territoriale. Parmi les outils employés, la lexiculture « mots chargés de culture partagée » favorise sans nul doute le déplacement transfrontalier d’èléments culturellement marqués comme une forme de migration, car les jeux de mots, l’humour, les réalia d’une langue  en contact avec une autre langue nous permettent de voir autrement le monde et de raccourcir la distance entre les langues et les cultures convoquées dans le texte.
A partir de ces constats notre perspective sera d’examiner la présence des  mots « chargés de culture partagée » dans l’oeuvre de Shan Sa, notamment la Joueuse de Go (2001), pour bien saisir tout d’abord les modalités de contact de la langue française et de la langue chinoise à travers l’emploi de mots  qui renvoient à la culture chinoise.

La traduction théâtrale repose sur un principe spécifique qui la distingue d’autres types de traduction littéraire : l’enjeu de la scène implique de définir des stratégies traduisantes qui diffèrent de la transmission de purs enjeux textuels. Ainsi, dans le cas de la réception contemporaine d’une pièce antique comme le Miles gloriosus de Plaute, afin d’en conserver la dimension comique et le potentiel de jeu scénique, il peut être nécessaire de passer par la voie de l’adaptation, notamment pour la problématique des éléments culturels.

Programme complet, articles et enregistrements des communications disponible à cette adresse : https://trads354.hypotheses.org/

The paper focuses on medieval descriptions and depictions of falconry in ancient texts and visual arts originally produced by cultures where this form of hunting with raptors was not practiced. A Mishnah in Tractate Kelim states that praqlimin of hunters are subject to midras impurity. According to the Babylonian Geonic commentary to Order Ṭaharot, this refers to a falconry glove. Subsequent commentators and scholars followed this interpretation, including Maimonides, both in his commentary and in Mishneh Torah. However, great rabbinic sages such as R. Yosef Caro and R. David Pardo raised serious difficulties with it. Towards the end of the 19th century, the great Semiticist Sigmund Fraenkel proposed an alternative interpretation, leg coverings, which was accepted by Imaanuel Löw, J. N. Epstein and others.

Greek mosaic hunting scenes display leg coverings that have puzzled art historians. These provide hints as to the nature of the praqlimin Fraenkel described in the Mishnah. The transfer of the Palestinian Mishnah to Babylon resulted in the imposition of a falconry glove in their place, in accordance with local hunting practices.

Byzantine era Palestinian mosaics portray a parallel visual imposition of falconry into the Greek Legend of Phaedra, not found in ancient versions of the tale. Both a mosaic in Madaba, Jordan, and an Ekphrasis of Procopious of Gaza (based upon a lost mosaic there) add a falconer who plays an unclear, but prominent role as a friend of Hippolytus, emphasizing the hunt with the intrusion of falconry.

Las nuevas orientaciones metodológicas en la educación pretenden que el aprendizaje sea significativo, competencial y auténtico y cada vez está tomando mayor presencia en las aulas el tipo de recursos didácticos del que nos ocupamos en este trabajo.

Nuestro objetivo es arrojar luz a la confusión terminológica, que desde nuestro punto de vista existe, a la hora de utilizar los términos objetos reales, realia y material auténtico

Además de analizar estos conceptos nos centraremos en la Lengua Extranjera como marco de aplicación

This essay aims to give a brief overview of the findings of my research on translation strategies, especially when it is necessary to transfer meanings and uses of the so-called realia from a source language to a target one, which, for the sake of brevity, we will respectively call SL (Russian) and TL (Italian). After an introduction on the concept of realia and possible strategies to convey their meaning, it will be pointed out, through the analysis of some proto-typical examples, how (i) there exist many solutions the translator-lexicographer should take into account each time, according to a series of different parameters, (ii) to what extent these choices can vary with respect to narrative texts or lexicography and (iii) the absence of homogeneity in translation strategies, not only when comparing different monolingual or bilingual dictionaries, but also within the same dictionary. Although the theory of translation of realia has been a matter of interest and study in narrative,...