LING 3021 - Translation: Practice and Theory (Linguistics)

North Terrace Campus - Semester 2 - 2020

This course is designed for students in their third year of French, German or Spanish, and is also available to students studying Linguistics. The lecture hour, which is common for all students, will focus on the various theories and approaches to translation. For the practical work, students choose a two-hour seminar appropriate to their area of specialisation: French, German, Spanish or Linguistics. Emphasis here will be on the practice of translating a variety of documents using appropriate registers, grammatical constructions and idiomatic expressions. Students will thus have the opportunity to improve their foreign language skills and to gain a better understanding of the stylistic differences between their chosen language and English. More generally, the course aims to develop a deep sense of the richness of language itself. A further aim is to give students an appreciation of the processes and philosophies involved in translation, and of the role translation can play in promoting intercultural understanding.

  • General Course Information
    Course Details
    Course Code LING 3021
    Course Translation: Practice and Theory (Linguistics)
    Coordinating Unit Linguistics
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange
    Course Description This course is designed for students in their third year of French, German or Spanish, and is also available to students studying Linguistics. The lecture hour, which is common for all students, will focus on the various theories and approaches to translation. For the practical work, students choose a two-hour seminar appropriate to their area of specialisation: French, German, Spanish or Linguistics. Emphasis here will be on the practice of translating a variety of documents using appropriate registers, grammatical constructions and idiomatic expressions. Students will thus have the opportunity to improve their foreign language skills and to gain a better understanding of the stylistic differences between their chosen language and English. More generally, the course aims to develop a deep sense of the richness of language itself. A further aim is to give students an appreciation of the processes and philosophies involved in translation, and of the role translation can play in promoting intercultural understanding.
    Course Staff

    Course Coordinator: Associate Professor Rob Amery

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    This course aims to enable students to:

    1. Understand the theory of translation and its applications.
    2. Recognise the central role that translation plays within the pursuit of linguistics.
    3. Be able to provide an interlinear gloss, as well as literal and free translations for phrases, sentences and texts.
    4. Demonstrate an understanding of the importance of back translation.
    5. Demonstrate an understanding of the way in which translation as a generalised practice informs language-specific translation problems and vice versa.
    6. Be able to identify instances of mis-translation and analyse the source(s) of the errors.
    7. Demonstrate an understanding of the interpersonal and intercultural role played by translation and by language more generally.
    8. Demonstrate an understanding of translation issues that arise in the context of endangered and minority languages.
    9. Demonstrate an understanding of the specific translation issues that arise in the context of language revival.
    10. Gain an in-depth understanding of a specific topic in translation practice and theory.
    11. Communicate their findings orally and in written form
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 8, 9, 10
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3, 4, 5, 6, 8, 9
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    11
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    7, 8, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    7, 8, 9
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    7
  • Learning Resources
    Recommended Resources
    Bowern, Claire. (2015) Linguistic Fieldwork: A Practical Guide. 2nd Edition. Palgrave MacMillan, Basingstoke, UK.

    Colina, Sonia. (2015) Fundamentals of Translation. Cambridge University Press. (e-book published 2018).

    Crystal, D. (2010) The Cambridge Encyclopedia of Language3rd Edition. Cambridge University Press: Cambridge. [BSL 403 C957c.2]

    Gippert, Jost & Nikolaus P. Himmelmann & Ulrike Mosel (eds). 2006. Essentials of language documentation.
    Trends in Linguistics, Studies and Monographs 178, Berlin: Mouton de Gruyter.

    Glock, Hans-Johann (2003) Quine and Davidson on Language, Thought and Reality. Cambridge University Press.

    Healy, Alan (ed.) (1975) Language Learner’s Field Guide. Summer Institute of Linguistics, Ukarumpa, Papua & New Guinea.

    N. Himmelmann. 1998. “Documentary and descriptive linguistics." Linguistics 36:161-195.

    Malmkjær, Kirsten (2005) Translation and Linguistics. Perspectives: Studies in Translatology. 13(1): 5-20. https://doi.org/10.1080/09076760508668960

    Way, Andy (2010) Machine Translation. Ch. 19 in Alexander Clark et al (eds) Handbook of Computational Linguistics and Natural Language Processing. John Wiley & Sons.

          
    Journal: Perspectives: Studies in Translatology

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures supported by tutorials involving practical applications of theoretical principles.

    Lectures will be shared between the four Disciplines (French, Spanish, German and Linguistics)
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.



    1 x 1-hour lecture/workshop per week (x12) 12 hours
    1 x 2-hour seminar/workshop per week (x10) 20 hours
    2 hours General Reading per week (x13) 26 hours
    1 hour Journal Reflection per week (x12) 12 hours
    3 hours Assignment Preparation per week (x13)                   39 hours
    3 hours Research per week (X 13) 39 hours 39 hours
    Total  148 hours
    Learning Activities Summary
    Below is a provisional lecture schedule:

    Week 1 (Wed. 29 July)
    Introduction to the course with contributions from French, German, Spanish and Linguistics

    Week 2 (Wed. 5 August)
    Translation: Theories and practice.

    Week 3 (12 August)
    Translation & real-world/profession-al scenarios: Indigenous language focus

    Week 4 (19 August)
    Post-colonial translation

    Week 5 (26 August)
    Feminist translation

    Week 6 (2 Sept.)
    Translating poetry

    Week 7 (9 Sept.)
    Translation and language revival

    Week 8 (16 Sept.)
    Understanding and translating

    Week 9 (23 Sept.)
    Media and translation

    Mid-Semester Break

    Week 10 (14 Oct.)
    Subtitling

    Week 11 (21 Oct.)
    Machine translation

    Week 12 (28 Oct.)
    Real life scenarios

    Small Group Discovery Experience
    The Translation (Linguistics) class itself will not be large.
    There will be further opportunity to work in very small groups of 2, 3 or 4 students.
    Students are encouraged to work together in small groups in learning how to gather, organise and analyse their data. However, any work presented for assessment must be an original, individual contribution.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    All assessment components must be completed to qualify for a final result.  

    TASK TASK TYPE    WEIGHTING     DUE DATE          LEARNING OBJECTIVES
    Analysis of first-contact Wordlist 500 words   Summative 10% 14 Aug. 6
    Analysis of Film Title Translations
    1,000 words
    Summative 20% 28 Aug. 3, 5, 7
    Oral Presentation (20 mins) and
    Write-up of 500 words
    Formative & Summative 20% Weeks 9-12 1, 2, 3, 4, 5, 6, 7, 8, 9
    Essay 3,000 words Summative 40% 13 Nov. 1, 2, 3, 4, 5, 6, 7, 8, 9
    Reflective Journal Formative 10% Submission
    6 Nov.
    1, 2, 3, 4, 5, 6, 7, 9
    Assessment Related Requirements
    • Seminar attendance is absolutely essential to this course. Attendance of all lectures is strongly advised.
    • All assessment components must be completed to qualify for a final result.

    PLAGIARISM
    WARNING: Students caught cheating by plagiarising or having their tutorial attendance signed by someone else, etc. will be failed. Please familiarise yourself with the policy http://www.adelaide.edu.au/policies/230
    Any questions, please ask.
    Assessment Detail

    No information currently available.

    Submission
    1. All assignments to be submitted via MyUni/Canvas by midday on the due date.

    2. Ensure that your Tutorial Group, Tutor's Name, Course Title, Assignment Title & Topic appear on the cover sheet.

    3. All assignments must be in grammatical English.

    4. Practicals and Journals may be hand-written legibly. Typed assignments must be double-spaced with a minimum 10 font.

    5. Always keep a copy of your work. (Just occasionally things do go astray)

    6. Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.

    7. Extensions (normally up to one week) MUST be organised prior to the due date.

    8. Penalty with no extension is 2% per day up to 7 days (including weekends and holidays).

    9. Assignments submitted without an approved extension will not be accepted more than 7 days after the due date
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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