The Retranslation and Mediated Translation of Audiovisual Content in Multilingual Spain: Reasons and Market Trends

Retranslations are the second, third, fourth or nth-translations of the same text produced at a later stage. In the case of audiovisual content, retranslations occur under certain circumstances. Focusing on Spain as a multilingual country, where regional languages demand new translations, frequently conceived as mediated translations, this article concentrates on the definition of retranslation and the differences between retranslation and mediated translation, and also lists the major reasons why retranslations, be them redubbings or resubtitlings, are commissioned and carried about. Economic, historical, linguistic and political issues triggering retranslations will also be dealt with, and some translatological conclusions will be drawn, as well as some new avenues of research grounded on retranslations

Translation as a critical practice:using retranslation when teaching translation

Aquest article prova d’exposar com es pot incloure la teoria de la traducció en l’ensenyament pràctic a les aules, i considera que traduir un text ja versionat és un exercici que integra una lectura crítica tant del trasllat com de la teoria traductològica. Com que, tant en la formulació minimalista de Pym (2003), com en les directrius dels màsters europeus en traducció, aquesta consciència crítica és part de la competència traductora, retraduir es pot considerar una manera d’ajudar els estudiants a aconseguir-la. A l’article se suggereixen una sèrie d’activitats que van de l’anàlisi de traduccions d’un mateix text a comentar retraduccions, pràctica que fa que l’estudiant hagi d’explicar els processos que hi ha seguit. Cadascuna d’aquestes activitats ultrapassa la crítica textual i enllaça amb aspectes teòrics més amplis.This article addresses the question of how to relate translation theory to translation practice when teaching translation. Retranslation is viewed as a critical practice (kydd 2011) that integrates critical engagement with existing translations and theory into practice. This critical reflexion is part of translation competence, both in Pym’s (2003) minimalist formulation and the European Master’s in Translation guidelines. Retranslation can therefore be seen to help students achieve the sort of critical awareness that is part and parcel of translation competence. A series of practical learning activities are suggested that use retranslation. These range from analyses of retranslation of the same text to commented retranslations that ask the students to explain their own process. Each of these offers ways of going beyond textual criticism to engage with wider theoretical concerns

MAINTAINING VERNACULARS TO PROMOTE PEACE AND TOLERANCEIN MULTILINGUAL COMMUNITY IN INDONESIA

Indonesia is a large nation in terms of ethnics, cultures, and vernaculars. Indonesian constitution guarantees that the cultures, vernaculars will be taken care of by the government. Thiss in line with the UNESCO recommendation, to preserve vernaculars as the world culturalheritage. The most important thing is that preserving vernaculars will promote peace andsolidarity in multilingual community. In reality, speakers of many vernaculars in Indonesia aregetting less and less. Sneddon states that this is caused by lingua franca and language shift (2003:203). Areas of higher linguistic diversity like Indonesia always need means of interethniccommunication, i.e. lingua franca. People shift to lingua franca may cause vernacular speakersdecline rapidly, which may cause language decay. The teaching of vernaculars only at the passiveevel, not emphasizing writing and reading will fasten the language decay.Vernaculars will bepreserved if they are respected, used, and inherited to the following generation. Friberg (2011)ates that languages that can be maintained are the ones written and can be read. We should notonly use our national language, but also our vernaculars in order to maintain our regionalanguages. And as people of multilingual community, it is better if we are multilingual. It should beborne in mind that vernaculars reflect local cultures, local values, local identity. The exposure toregional languages will make people familiar with the languages. And as a result, the people willbe familiar with their own cultural values and other people‘s cultural values. Komorowska (2010)aims that understanding others‘ languages will promote understanding and communicationbetween citizens. And this will lead to peace process, to deeper knowledge of other communitiesand their cultures, and in consequence to promote tolerance

Multilingual Sentence Categorization according to Language

In this paper, we describe an approach to sentence categorization which has the originality to be based on natural properties of languages with no training set dependency. The implementation is fast, small, robust and textual errors tolerant. Tested for french, english, spanish and german discrimination, the system gives very interesting results, achieving in one test 99.4% correct assignments on real sentences. The resolution power is based on grammatical words (not the most common words) and alphabet. Having the grammatical words and the alphabet of each language at its disposal, the system computes for each of them its likelihood to be selected. The name of the language having the optimum likelihood will tag the sentence --- but non resolved ambiguities will be maintained. We will discuss the reasons which lead us to use these linguistic facts and present several directions to improve the system's classification performance. Categorization sentences with linguistic properties shows that difficult problems have sometimes simple solutions.Comment: 4 pages --- LaTe