New insights into arabic translation and interpreting

Free ebooks ==> www.Ebook777.com www.Ebook777.com New Insights into Arabic Translation and Interpreting Free ebooks ==> www.Ebook777.com Full details of all our publications can be found on http://www.multilingualmatters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK www.Ebook777.com New Insights into Arabic Translation and Interpreting Edited by Mustapha Taibi MULTILINGUAL MATTERS Bristol • Buffalo • Toronto Free ebooks ==> www.Ebook777.com Library of Congress Cataloging in Publication Data Names: Taibi, Mustapha, editor Title: New Insights into Arabic Translation and Interpreting/ Edited by Mustapha Taibi Description: Bristol: Multilingual Matters, [2016] | Includes bibliographical references and index Identifiers: LCCN 2015044279| ISBN 9781783095247 (hbk : alk paper) ISBN 9781783095254 (ebook) Subjects: LCSH: Arabic language—Study and teaching—Foreign speakers | Arabic language—Translating—Study and teaching | Arabic language—Semantics | Language and culture Classification: LCC PJ6066 N49 2016 | DDC 492.7/802—dc23 LC record available at http://lccn.loc.gov/2015044279 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library ISBN-13: 978-1-78309-524-7 (hbk) Multilingual Matters UK: St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada Website: www.multilingual-matters.com Twitter: Multi_Ling_Mat Facebook: https://www.facebook.com/multilingualmatters Blog: www.channelviewpublications.wordpress.com Copyright © 2016 Mustapha Taibi and the authors of individual chapters All rights reserved No part of this work may be reproduced in any form or by any means without permission in writing from the publisher The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable, and recyclable products, made from wood grown in sustainable forests In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned Typeset by Nova Techset Private Limited, Bengaluru & Chennai, India Printed and bound in Great Britain by the CPI Books Group Ltd www.Ebook777.com Contents Contributors vii Introduction Stuart Campbell Through the Master Discourse of Translation Said Faiq Introduction The Master Discourse of Translation Translation from Arabic Conclusion Curriculum Innovation in the Arab World: Community Interpreting and Translation as an Example Mustapha Taibi Introduction Social Need for Community Interpreting and Translation The Role of Universities and Training Institutions Criteria for Effective Training in Community Interpreting and Translation A Case of Curriculum Innovation Conclusion Appendix Translating for Pilgrims in Saudi Arabia: A Matter of Quality Mustapha Taibi and Ahmad Qadi Introduction Translating for Pilgrims: A Special Case of Community Translation The Data Quality Assessment Conclusion Interpreting Taboo: The Case of Arabic Interpreters in Spanish Public Services Mustapha Taibi and Mohamed El-Madkouri Maataoui Introduction Interpreting, Translation and Culture Arab Cultures and Sex-Related Taboos Taboo in the Context of Community Interpreting Conclusion v 12 19 22 22 24 29 31 35 38 39 47 47 48 51 51 66 69 69 70 72 75 87 Free ebooks ==> www.Ebook777.com vi New Insight s into Arabic Transl at ion and Inter pret ing Terminology in Undergraduate Translation and Interpreting Programmes in Spain: The Case of Arabic as a First Foreign Language 91 Naima Ilhami and Catherine Way Introduction 91 Terminology and Arabic 92 Differential Aspects of Terminology in Spanish and in Modern Standard Arabic 96 Terminology Training in the Translating and Interpreting Degree at Spanish Universities 99 Adequacy of the Content and Approach of the Terminology Module for the Needs of Arabic B Language Students 106 Conclusions 111 Towards a Functional Approach to Arabic–English Legal Translation: The Role of Comparable/Parallel Texts Mohammed Mediouni Introduction Legal Translation Between Subject Field and Function Legal Translation and Parallel/Comparable Texts Teaching Legal Arabic–English Translation Through Comparable/Parallel Texts Case Study: Translation of a Bilateral Agreement from Arabic into English Testing the Relevance of Parallel/Comparable Texts Conclusion Appendix Appendix Appendix Appendix Appendix Appendix Translating Colour Metaphors: A Cognitive Perspective Sami Chatti Introduction The Continuum: Language, Culture and Translation Conceptual Blending of Colour Metaphors Conclusion Concluding Remarks: The Turn of Translating (into) Arabic Said Faiq Index 115 115 116 120 127 128 139 144 145 149 151 152 158 160 161 161 162 168 174 177 182 www.Ebook777.com Contributors Associate Prof Mustapha Taibi is Director of Academic Programme (Languages, TESOL, Interpreting and Translation) at Western Sydney University, Australia He is the leader of the International Community Translation Research Group and Editor of Translation & Interpreting: The International Journal of Translation and Interpreting Research (www.trans-int.org) Since 2008 he has been on the New South Wales Regional Advisory Committee of the National Accreditation Authority for Translators and Interpreters (NAATI) Examples of his publications are Tarjamat Al-Khadamaat Al-Aammah (Community Interpreting and Translation; Dar-Assalam, 2011), ‘Public Service Translation’ in The Oxford Handbook of Translation Studies (ed K Malmkjaer and K Windle; Oxford University Press, 2011), and Community Translation (co-authored with Uldis Ozolins; Bloomsbury, 2016) Emeritus Prof Stuart Campbell was Pro Vice Chancellor (Learning and Teaching) at Western Sydney University, Australia During his career at WSU (and its predecessors) he held numerous management positions, including foundation Head of the School of Languages and Linguistics He has a track record of leading change and development in learning and teaching, including establishing programmes in languages, interpreting/translation and teacher education Stuart’s main research specialisation is the psycholinguistics of translation In the field of translation studies, he is internationally known for his work in developing psycholinguistic models of translation competence as the basis for curriculum and assessment Prof Said Faiq, FRSA, is Professor of Intercultural Studies and Translation at the American University of Sharjah (UAE) His positions there have included Chair/Head of Department (2003–7, 2009–10) and Director of the Graduate Programme in Translation and Interpreting (2002–11) Currently he is a visiting professor at Exeter University (UK), but he has worked in Africa, the Middle East, and the United Kingdom (Salford University, 1990– 2003) At Salford, he was director of studies for undergraduate and graduate programmes in Arabic/English translation and interpreting Previously, he was a visiting lecturer in applied linguistics at Leeds University (1996–98) vii Free ebooks ==> www.Ebook777.com viii New Insight s into Arabic Transl at ion and Inter pret ing He has served as consultant to private and public organizations for educational and related sectors and serves on a number of academic editorial and consultancy boards/agencies An established figure in intercultural and translation studies and allied areas, he has directed and examined graduate research (e.g Cambridge, McGill) His publications include Agency and Patronage in Eastern Translatology (co-edited with Ahmed Ankit, Cambridge Scholars Publishing, 2015), Culguage in/of Translation from Arabic (co-edited with Ovidi Carbonnell and Ali Almanna; Lincom, 2014), Beyond Denotation in Arabic Translation (co-edited with Allen Clark; Sayyab Books, 2010), Cultures in Dialogue: A Translational Perspective (Ati-Academic, 2010), Translated: Translation and Cultural Manipulation (University Press of America, 2007), Identity and Representation in Intercultural Communication (IAICS, 2006), and Cultural Encounters in Translation from Arabic (Multilingual Matters, 2004) Dr Ahmad Qadi is an Assistant Professor in Translation at Umm Al-Qura University (Mecca, Saudi Arabia) and Deputy Dean of the Custodian of the Two Holy Mosques Institute for Hajj and Umrah Research In 2011 he completed his doctoral dissertation, Language services for pilgrims to the holy city of Makkah, Saudi Arabia, which is the first study on interpreting and translation services provided during the annual pilgrimage Dr Mohamed El-Madkouri Maataoui is a Senior Lecturer in Translation and Interpreting at Universidad Autónoma de Madrid, Spain He teaches graduate courses on translation in Spain and Italy (La Sapienza), with a special interest in legal translation and migration He has been a visiting professor in Italy, Sweden, Egypt, Bosnia and Morocco, among other countries He has published more than 100 journal papers and book chapters on linguistics, translation studies, and critical discourse analysis His most recent works include La Imagen del Otro: Lo Árabe en la Prensa Española (Instituto Egipcio de Estudios Islámico, 2009); Traductología y Traducción (IEHL, 2012) and Escuela e Inmigración: la Experiencia Espola (Instituto de Estudios Ibéricos e Iberoamericanos de la Universidad de Varsovia, 2012) He is a member of several editorial boards and is involved in several research projects related to translation and international migration Dr Catherine Way is a Senior Lecturer in Translation at the University of Granada, Spain, and lead researcher of the AVANTI research group She has published on legal translation, co-edited several books, is a member of the Editorial Board of the journal Puentes, and until recently was the editor of The Interpreter and Translator Trainer (she remains on its editorial board) She is a member of the Advisory Board of Fachsprache, ILLD, IJLTCT, and the book series Aprende a traducir and has written peer reviews for several publishers She recently co-edited the Proceedings of the EST Conference for Benjamins www.Ebook777.com Contr ibutors ix Her main fields of research are legal translation, translator training and court interpreting Dr Naima Ilhami is an external expert trainer in the Professional Master in Translation of the University of Granada, Spain She has been a member of the Faculty of Translation and Interpreting at the same University, where she has taught Arabic–Spanish translation for four years She is a freelance translator of Arabic, French and Spanish and a member of the AVANTI research group Her main fields of research are curriculum design, Arabic translator training and legal translation into Arabic Dr Mohammed Mediouni is Head of the English Section at King Fahd High School of Translation (Tangier, Morocco) He holds a doctorate in English Linguistics from l’Université Paris-Sorbonne (Paris IV) His research interests include terminology, lexicography, legal translation, and translation studies His recent publications include ‘Can dictionaries (monolingual or bilingual) help translators overcome collocation pitfalls?’ in Turjuman 22:1, Actes du Colloque ‘Traduction et Lexicographie’ (April 2013) Dr Sami Chatti is an Assistant Professor of Linguistics at King Abdulaziz University, Saudi Arabia, and a certified translator in English, French and Arabic He holds a Doctorate and a Master in English Linguistics from the University of Sorbonne Nouvelle, and obtained a second Master in translation from the ESIT School of Interpreters and Translators in Paris His research interests include cognitive semantics, translation studies and corpus linguistics He has recently published a book on the Semantics of English Causative Verbs (Paf, 2012), and contributed several articles to specialised journals in linguistics and translation Currently, he is a member of the Tunisian Centre of Translation and coordinator of the translation programme at King Abdulaziz University 170 New Insight s into Arabic Transl at ion and Inter pret ing Similarly, most of the connotative meanings assigned to colours seem to be experientially grounded to reality Unravelling the subjective perceptual experience associated with human emotions underscores the role of physiological reaction metonymies in the metaphorical system of emotions and endorses folk beliefs about colour meaning Emotions seem, indeed, to be metaphorically understood and physiological reactions to be metonymically related to emotions 3.2 Translating colour metaphors Because colour metaphorisation is firmly entrenched in speech and culture, people tend to foster the mental mapping of colours with emotions ‘Feeling blue’, ‘turning green with envy’, or ‘reddening with anger’ are just some examples of how we portray emotional experience in terms of bodily states and colour associations However, the universality of somato-sensation and embodiment as mechanisms of emotional processing does not entail any form of colour meaning standardisation Filtering colour symbolism crossculturally helps account for the differences between cultures in the interpretation of colour metaphors Using the symbolic function of colours as a species of conventionally established monocultural ‘dictionary’, colour metaphors render colours into emotions Given the lack of a strict cross-cultural overlap in colour meanings, translators should strive to accurately decodef source-language colour words prior to encoding them in the target language with their equivalent cultural significances (Figure 7.1) This dual-coding process governs the translation of colour metaphors Every colour is conventionally associated with a particular symbol, which in turn conveys a specific feeling Communicating about this feeling Colour Symbol Filter Emotion Figure 7.1 Dual-coding of colour metaphors Free ebooks ==> www.Ebook777.com Transl at ing Colour Met aphors : A Cognit ive Perspec t ive 171 – crosslinguistically – requires a filtering of the source culture’s symbolism to yield the appropriate colour metaphor in the target culture Awareness of this filtering process is essential if one is to account for cultural differences and linguistic relativity within a translating perspective For example, the translation of the Iliad by Mohamed Adwan (2006) from English into Arabic reveals some serious cultural discrepancies due to the absence of standardisation in colour symbolism Fear, for instance, is erroneously painted in green instead of yellow (Example 1), while death is mistakenly associated with redness instead of blackness (Example 2) (1) Men were taken by green fear ‫واﺳﺘﻮﻟﻰ ﻋﻠﯿﮭﻢ اﻟﺨﻮف اﻷﺧﻀﺮ‬ (2) The red death took hold of his eyes ‫وأطﺒﻖ اﻟﻤﻮت اﻷﺣﻤﺮ ﻋﻠﻰ ﻋﯿﻨﯿﮫ‬ Translating colour metaphors without consideration to culture-specific connotations may lead to similar inaccuracies If translated literally from Arabic into English, many Tunisian proverbs may acquire an opposite meaning due to cultural differences in colour connotation between the two languages ‫ﻧﮭﺎر أزرق‬ (3) What a blue day! ‫( ﺟﺒﺔ زرﻗﺔ وﻻ طﻠﻘﺔ‬4) I would rather wear a blue dress than go through a divorce Conceptual blending theory offers a comprehensive framework to account for such cultural discrepancies in colour meaning, which may impede the cross-cultural processing of metaphors Traditionally, the comprehension of colour metaphors involves a selective mapping from the source input (colour) and the target input (emotion) to yield the blend From a translating perspective, two additional inputs should be added to the conceptual frame, in order to account for both the symbolic system in the source culture and the cultural filter in the target culture Selective mapping from these different inputs yields the blend, which equates the particular emotion with the exact colour (Figure 7.2) Translating colour metaphors entails a dynamic cross-domain mapping that serves as the basis for a subsequent cross-cultural one This double mapping mechanism, which operates selectively, structures source domain knowledge within the target culture in terms of target domain knowledge as if it equally applies to the source culture, and vice-versa Thus, for instance, in order to render the English colour metaphor ‘She was green with envy’ not only into Tunisian Arabic but also into the cultural context of that language, the translator configures a domain mapping from the target-culture colour onto the source-culture emotion (here, envy) to yield an emergent structure www.Ebook777.com 172 New Insight s into Arabic Transl at ion and Inter pret ing Generic Space Colour (Input 1) Emotion (Input 2) Symbolic System (Input 3) Cultural Filter (Input 4) Blending Space Colour/Emotion Figure 7.2 Cross-cultural conceptual blending of colour metaphors that equates envy with yellowness, as is appropriate in the target culture Thus, ‘She was green with envy’ becomes ‘She was yellow with envy’ [‘‫( ]’ﻟﻘﺪ اﺻﻔﺮت ﻣﻦ اﻟﻐﯿﺮة‬Figure 7.3) Likewise, effectively translating the Arabic metaphoric expression ‫ﻧﮭﺎر أزرق‬ [a blue day] into English requires an understanding of the feeling of horror associated with the colour blue in the source culture in terms of comparable knowledge of the colour meaning in the target culture Therefore, the colour black, as a source domain in the target culture, serves as a basis for the translator to construct his or her knowledge of the feeling of dismay in the source culture Substituting ‘black’ for ‘blue’ ensures a more appropriate (if not exactly equivalent) translation of this colour metaphor into English: ‘It’s a black day’ (Figure 7.4) Translating colour metaphors involves an understanding of the functioning of conceptual blending Designed to espouse the basic functioning of thought and language, conceptual blending can be a powerful explanatory tool in accounting for the processing and translation of colour metaphors The essence of the operation is to construct a partial match between different linguistic and cultural inputs, and to project selectively from those inputs into a novel ‘blended’ mental space, which then dynamically develops an emergent structure that fits the target culture’s norms and constraints As such, blending theory can not only identify the source and target domains, Free ebooks ==> www.Ebook777.com Transl at ing Colour Met aphors : A Cognit ive Perspec t ive Generic Space Colour green Emotion envy Symbolic system green = bad Cultural filter green = good vs yellow = bad Blending space yellow / envy Figure 7.3 Translating the English colour metaphor ‘green with envy’ into Arabic Generic Space Colour blue Emotion horror Symbolic System blue = bad Cultural filter blue = good black = bad Blending Space black / horror Figure 7.4 Translating the Arabic colour metaphor ‘a blue day’ into English www.Ebook777.com 173 174 New Insight s into Arabic Transl at ion and Inter pret ing but also describe the overall structure of the resulting conceptualisation, which draws in complex ways from both Endowed with figurative meaning, colour words can structure human thought perhaps even more subtly and thoroughly than the objective lexicon Commonly, visual display allows an embodiment of experience that a verbal act cannot Within a translating perspective between English and Arabic, the connotative values of colours in the source language/culture should be clearly identified and carefully equated with the corresponding connotative values in the target language/culture in order to ensure an accurate translation of colour metaphors that take cultural differences into account Conclusion Colour metaphorisation is widely used in languages and is often commonly grounded in different cultures The results can be so overwhelming as to foster both the poetic and pragmatic equation of colours with feelings and emotions Exploiting this conceptual blend entails an overall understanding of colour symbolism in order to display the effect inherent in linguistic metaphor Translating colour metaphors involves rendering cultural references through proper perception of cultural aspects Conceived as a reflection of cultural heritage, colour metaphor may be considered as shared language systems that differ among peoples; certainly, cultural differences produce different figurative associations of colour beyond the literal meanings of colour words themselves Because of their different cultural histories and contexts, English and Arabic may vary in the connotations they accord to colours The integration of symbolism and cultural filtering as culture-bound elements, operating over source and target domains to yield a blending space, offers a comprehensive strategy for translating colour metaphors Notes (1) ‘Upon them [Paradise inhabitants] will be green garments of fine and thick silk’ (Surah Al-Insan, Verse 21; Al-Hilali & Khan, 1996: 808); ‘Reclining on green cushions and rich beautiful mattresses’ (Surah Al-Rahman, Verse 76; Al-Hilali & Khan, 1996: 735) (2) ‘Three things are sources of pleasure: Water, greenery and beautiful faces’ (Hadith 358), (Al-Sikhawi, 1985: 131) References Adwan, M (2006) Al-Ilya¯dah (‫[ )اﻹﻟﯿﺎذة‬The Iliad] Abu Dhabi: Kalima Al-Hilali, T.M and Khan,˙M.M (1996) Translation of the Meanings of The Noble Qur’an in the English Language Madinah: King Fahd Complex for the Printing of the Holy Qur’an Free ebooks ==> www.Ebook777.com Transl at ing Colour Met aphors : A Cognit ive Perspec t ive 175 Al-Sikhawi, S.M (1985) Al-Maqa¯sidu al-Hasanah fi Baya¯ni Kathı¯rin mina al-Aha¯dı¯thi alMushtaharat ala¯ al-Alsinah (‫)اﻟﻤﻘﺎﺻﺪ اﻟﺤﺴﻨﺔ ﻓﻲ ﺑﯿﺎن ﻛﺜﯿﺮ ﻣﻦ اﻷﺣﺎدﯾﺚ اﻟﻤﺸﺘﮭﺮة ﻋﻠﻰ اﻷﻟﺴﻨﺔ‬ Beirut: Dar Al-kitab Al-Arabi Al-T ha‘a¯libı¯, M (1885) Fiqhu al-Lug´ah (‫[ )ﻓﻘﮫ اﻟﻠﻐﺔ‬The Grammar of Language] Beirut: Aba ˙Press Bassnett, S (2011) Reflections on Translation Bristol: Multilingual Matters Conroy, E (1998) The Symbolism of Color Whitefish: Kessinger Publishing (original work published 1921) Coulson, S (2000) Blending basics Cognitive Linguistics 11 (3–4), 175–196 Coulson, S (2006) Metaphor and conceptual blending In K Brown (ed.) Encyclopaedia of Language and Linguistics (pp 32–39) 2nd edn Oxford: Elsevier Coulson, S and Oakley, T (2006) Purple persuasion: Conceptual blending and deliberative rhetoric In J Luchenbroers (ed.) Cognitive Linguistics: Investigations Across Languages, Fields, and Philosophical Boundaries (pp 47–65) Amsterdam: John Benjamins Fauconnier, G (1997) Mappings in Thought and Language Cambridge: Cambridge University Press Fauconnier, G and Turner, M (1998) Conceptual integration networks Cognitive Science 22, 133–87 Fauconnier, G and Turner, M (2002) The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities New York: Basic Books Fauconnier, G and Turner, M (2008) Rethinking Metaphor In R Gibbs (ed.) Cambridge Handbook of Metaphor and Thought (pp 53–66) New York: Cambridge University Press Gadamer, H (2004) Truth and Method London and New York: Continuum Gentzler, E (1993) Contemporary Translation Theories New York: Routledge Geertz, C (1993) The Interpretation of Cultures London: Fontana Press Givòn, T (2009) Mind, Code, and Context Hillsdale: Lawrence Erlbaum (original work published 1989) Grady, J (2007) Metaphor In D Geeraerts and H Cuyckens (eds) The Oxford Handbook of Cognitive Linguistics (pp 188–213) Oxford: Oxford University Press Hatim, B and Mason, I (1990) Discourse and the Translator London: Longman He, G (2009) English and Chinese cultural connotation of color words in comparison Asian Social Science (7), 160–163 House, J (1997) Translation Quality Assessment: A Model Revisited Tübingen: Gunter Narr Verlag House, J (2006) Text and context in translation Journal of Pragmatics 38, 338–358 Johnson, M (1992) Philosophical implications of cognitive semantics Cognitive Linguistics 3–4, 345–366 Johnson, M (1993) Moral Imagination: Implications of Cognitive Science for Ethics Chicago: University of Chicago Press Jordan, Z (1997) Situated Embodiment: Studies in the Emergence of Spatial Meaning Stockholm: Gotab Press Katan, D (1999) Translating Cultures An Introduction for Translators, Interpreters and Mediators Manchester: St Jerome Publishing Kövecses, Z (1986) Metaphors of Anger, Pride, and Love: A Lexical Approach to the Study of Concepts Amsterdam: John Benjamins Kövecses, Z (2002) Metaphor: A Practical Introduction Oxford: Oxford University Press Kovecses, Z (2006) Universality and Variation in the Use of Metaphor Cambridge: Cambridge University Press Lakoff, G (1987) Women, Fire, and Dangerous Things: What Categories Reveal about the Mind Chicago: University of Chicago Press Lakoff, G and Johnson, M (1980) Metaphors We Live By Chicago: University of Chicago Press www.Ebook777.com 176 New Insight s into Arabic Transl at ion and Inter pret ing Lakoff, G and Johnson, M (1999) Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought New York: Basic Books Lakoff, G and Turner, M (1989) More than Cool Reason: A Field Guide to Poetic Metaphor Chicago: University of Chicago Press Magga, T (1984) Duration of the quantity of bi-syllabics in the dialect of North Lappish Philologica 4, 138 Newmark, P (1995) The translation of metaphor In W Paprotté and R Dirven (eds) The Ubiquity of Metaphor: Metaphor in Language and Thought (pp 295–326) Amsterdam and Philadelphia: John Benjamins Nummenmaa, L., Enrico, G., Hari, H and Hietanen, J (2013) Bodily Maps of Emotions Proceedings of the National Academy of Sciences See http://www.pnas.org/content/ early/2013/12/26/1321664111.full.pdf (accessed 14 June 2014) Phillip, G (2006) Connotative Meaning in English and Italian Color-Word Metaphor See http://metaphoric.de/10/Philip.pdf (accessed 28 April 2014) Riemer, N (2005) The Semantics of Polysemy: Reading Meaning in English and Warlpiri Berlin: Walter de Gruyter Sable, P & Akcay, O (2010) Color: Cross-cultural marketing perspectives as to what governs our response to it Proceedings of ASBBS 17 (1), 950–954 Siefring, J (2004) The Oxford Dictionary of Idioms Oxford: Oxford University Press Spooner, A (ed.) (2007) Oxford Dictionary of Synonyms and Antonyms (2nd edn) Oxford: Oxford University Press Sweetser, E (1990) From Etymology to Pragmatics: Metaphorical and Cultural Aspects of Semantic Structure Cambridge: Cambridge University Press Taylor, J.R (2002) Cognitive Grammar Oxford: Oxford University Press Turner, M (1991) Reading Minds: The Study of English in the Age of Cognitive Science Princeton: Princeton University Press Tylor, E (1903) Primitive Culture: Researches into the Development of Mythology, Philosophy, Religion, Language, Art, and Custom London: Murray Wittgenstein, L (1953) Tractatus Logico-Philosophicus Oxford: Basil Blackwell Yu, N (2003) Chinese metaphors of thinking Cognitive Linguistics 14, 141–165 Free ebooks ==> www.Ebook777.com Concluding Remarks: The Turn of Translating (into) Arabic Said Faiq The 1980s ushered in an important shift in mainstream translation studies, including interpreting – a shift from (un)translatability to cultural, political, and economic ramifications of translation; and away from concerns with translated texts (matter vs manner) to treating translations/interpretings as social, cultural, and political acts occurring within and attached to global and local relations of power and dominance But despite these shifts and turns in translation studies, the discourses of translation and interpreting have remained largely Western-oriented Naturally there are exceptions but, as in grammars, they not affect the rule Nonetheless there have been challenges, albeit not very vocal, to the so-called positivist, mostly Western, take on what translation/interpreting is and what it entails (cf Tymoczko, 2007) Translation into/out of Arabic is one area that surely requires attention Despite the ‘really, very’ important geopolitics of the Arab World and all that is associated with it, interest in Arabic translation remains minimal and limited in mainstream translation studies Faiq (2004), published by the publisher of this volume, Multilingual Matters, was perhaps the first volume dedicated to the intercultural problematics of translation from Arabic The present volume adds to the debate and the still-limited number of publications on Arabic translation – an extraordinarily vital area in the scheme of global communication and intercultural encounters Translation (and interpreting, for that matter), as Lefevere (1992) appropriately argues, is process, product, and reception As such, both translation and interpreting should be seen as friendly and comprehensive theories married to good practice The chapters in this volume provide theoretical approaches with toolkits to tackle the practical issues of translation and interpreting Because they bring language and culture together, translation and interpreting are vital sites for the identification and negotiation of cultural identity as well as the dynamics of intercultural encounters through interlingual interface (Faiq, 2010) This volume, as one of the very few contemporary publications on translation and interpreting (into) Arabic, is located within this context of 177 www.Ebook777.com 178 New Insight s into Arabic Transl at ion and Inter pret ing complementarity rather than opposition The theme cutting through the chapters concerns what Arabic translation and interpreting, as cases of a human experience, can add to the field of Translation and Interpreting Studies Each chapter, in its own fashion, explores the state and status of Arabic translation and interpreting in the context of global intercultural encounters as well as associated issues of power and agency Together, the chapters in this little volume (a setting that is in itself of value, as little volumes have on the main turned out to be enduring and intellectually exciting) interrogate the interface between the four major elements at the heart of translation and interpreting: information, communication, culture, and language Information leads to building a body of knowledge, which in turn provides some or full power over subject matter (herein, academic disciplines, teaching of translation and interpreting, and other areas) as well as over communities represented by this information Central to this volume is the relationship between language and culture, on which Kiely and Rea-Dickens write: The notion of language and culture represents the communities and institutions which house and frame both language learning and language use … [This notion] provides opportunities for engagement with issues of language use, language form, language learning, language pedagogy and language assessment which inform on the construction of identity and on the social and cultural contexts where identity is profiled (2006: 1) As such, academic exploration of translation and interpreting and the associated didactics cannot be effectively enacted outside their socioeconomic contexts, as well as the framing of translation and interpreting and the methodologies used for framing within specific contexts and agendas From the role of translation as a cultural tool for the representation of Arab cultures and Arabness to other cultures, to the linguistic and cultural ramifications of translating colour metaphors, to the teaching of terminology for an Arabic translation and interpreting programme at a Spanish university, to the examination of the relationship between the ‘in vitro pedagogical objectives and in vivo translation market needs’ in teaching legal translation at an Arab institution, the themes presented in these chapters provide ample food for thought on translation and interpreting But the most salient and interesting contribution this little volume makes is in its coverage of the area of interpreting, particularly community interpreting Perhaps escalating numbers of resident minority populations and visitors emphasize the need to provide proper linguistic services to people who not speak the majority language of a country, and who may need assistance in a plethora of areas such as travel, law, religious observance, healthcare, and education In the US, for example, Davidson (2000) recounts one study of 83 public and private hospitals that showed 11% of all patients required the services of interpreters Free ebooks ==> www.Ebook777.com Concluding Remark s : The Tur n of Transl at ing (into) Arabic 179 The effective processing of linguistic and cultural ingredients is central to the achievement of successful community interpreting among all participants Community interpreting also involves the interpretive process, institutional constraints, power relationships, and a professional code of ethics In the West, the need for interpreting (into) Arabic has increased exponentially because of the explosion of the number of refugees from the Middle East and North Africa, particularly since the start of the so-called Arab Spring in December 2010 Tackling community interpreting as an important aspect of intercultural mediation is timely endeavor, given that community interpreting in the Arab World is still in its infancy and that the profession as a whole is still evolving worldwide In this volume, the chapters that deal with community interpreting address thorny issues of language and culture along with the role of the interpreter as an intercultural mediator In these chapters, community interpreting (into) Arabic – from serving the needs of Muslim pilgrims in Saudi Arabia to the needs of Arabs in diaspora and refugee camps around the world – issues such as the positioning of interpreters, understanding of proceedings, determining appropriateness and accuracy, and training of interpreters are addressed Along the way, the authors contribute to a growing body of literature on community interpreting But the most urgent needs of community interpreting (into) Arabic are recognition and policymaking, appropriate training, and professional accreditation and quality assurance (Taibi, this volume) Unfortunately, in all of these areas, community interpreting in the Arab World remains in an ad hoc realm, haphazardly administrated In terms of training and effective selection, Jaradat (2010) concludes that even sturdy Arabic satellite TV channels end up with interpreters who often lack basic skills for interpreting into their own first language (mother tongue) For the Arab World, the chapters in this volume place the ‘holy or not so’ triad of education, Arabicization, and translation/interpreting (Figure 1) at the forefront of the debate – a debate that is at the heart of national identity and language planning policies The existence of Arabic as an important cultural symbol among other (mostly European) languages, particularly English and French, and what to with Arabicization (i.e all education through Arabic), as well as the role of translation and interpreting in the Arabicization process, have all contributed to educational policies that have not yielded tangible good results in any Arab countries This failure is illustrated by the view of Andreas Schleicher, Director of the Organisation for Economic Co-Operation and Development (OECD) The United Arab Emirates is identified by PISA (Programme for International Students Assessment) as one of the most rapidly improving education systems in the world However its students still perform well below the levels expected in advanced economies (2015: 3) www.Ebook777.com 180 New Insight s into Arabic Transl at ion and Inter pret ing EducaƟon TranslaƟon/ InterpreƟng ArabicizaƟon Figure The Arabic translation/interpretation triad Translators and interpreters are intercultural mediators who require training (education) that should be couched in a vision akin to what Davies describes If our vision for the world of the twenty-first century emphasizes a reduction of war, strife and violence, increased positive relationships among all peoples, justice and fairness for all, and increased protection of the natural environment, the gaps between the haves and have-nots must be reduced Educators ignore this reality at their own peril (1999: 7) This volume provides avenues for exploration of the state and status of translating (into) Arabic The alarming numbers of current refugees from the Arab World, particularly Syria and Iraq, demand an urgent focus on community interpreting This volume focuses on both the ethics and discourse of translation and interpreting as intercultural mediation processes From education to the basic requirements for a terminology course for a translation and interpreting programme, to the general view of what Arab culture is – all form a complex network that requires multidisciplinary and intellectually inclusive theoretical scrutiny By examining data and examples that are firmly grounded in the realities of the Arab World (local) from the prism of mainstream (Western) theories and models (global), this volume is truly glocal The market may not need yet another volume on translation and interpreting, but it surely needs this volume By examining issues that emanate from the practices of translating and interpreting (into) Arabic, the authors herein provide different and valuable angles on cultures as they represent, regulate, produce, and consume translations and interpretings as cultural goods As such, these outside-orbit voices on translation and interpreting should be heard, promoted and diffused Free ebooks ==> www.Ebook777.com Concluding Remark s : The Tur n of Transl at ing (into) Arabic 181 References Davidson, B (2000) The interpreter as institutional gatekeeper: The social-linguistic role of Interpreters in Spanish-English medical discourse Journal of Sociolinguistics (3), 379–405 Davies, D (1999) Introduction In Education in the Arab World (pp 1–19) Abu Dhabi, UAE: ECSSR Faiq, S (2010) The master discourse of translation The Journal of Translation Studies 10 (4), 235–54 Faiq, S (2004) (ed.) Cultural Encounters in Arabic Translation Clevedon: Multilingual Matters Jaradat, S (2010) Culture in simultaneous interpreting of political discourse: Obama’s speech in Cairo Masters Thesis, American University of Sharjah Kiely, R and Rea-Dickins, P (2006) Introduction In R Kiely, P Rea-Dickins, H Woodfield and G Clibbon (eds) Language, Culture and Identity in Applied Linguistics (pp 1–6) London: Equinox (in collaboration with British Association for Applied Linguistics, BAAL) Lefevere, A (1992) Translating Literature New York: Modern Language Association of America Schleicher, A (2015) Foreword Better Skills Better Jobs Better Lives: A Strategic Approach to Education in the United Arab Emirates Paris: OECD Tymoczko, M (2007) Enlarging Translation, Empowering Translators Manchester: St Jerome www.Ebook777.com Index Abril Marti, A 31, 32 Accreditation 23, 25, 27, 30, 67, 179 Ad hoc measures 24, 38, 179 Al-Obaidi, S J 30 Algeria (See also Black Decade) 27, 28, 81, 169 Allan, K and Burridge, K 80 Amazigh (See Berber) Angelelli, C 24 Arab World 1–4, 8, 12–16, 20, 23–25, 27, 29, 33–35, 38–39, 73, 74, 82, 85, 92–94, 111, 166, 177, 179–180 Arabic 1–6, 12–20, 23, 25, 26, 28, 29, 30, 31, 36, 37, 50, 51, 55–66 Arabicisation 5, 93, 94, 95, 96, 97, 98, 99, 110 Australia 3, 4, 22, 23, 24, 25, 38, 39, 52, 62, 63 Community Translation 3, 4, 22, 24–32, 34, 38 Community Relations Commission (Australia) 24–25 Conceptual blending 168–169, 171–172 Corpora 120 Bilingual translation corpora 121 Comparable corpora 120 Comparable bilingual corpora 120 Parallel corpora 120 Corsellis, A 31, 32, 33, 78, Court interpreters/interpreting 24, 26, 27, 28, 36, 37, 38, 70, 81, 83, Courts 24, 26, 27, 28, 36, 37, 38, 70, 81, 83, 117, 118, 119, 142, 143, Culguage 11, 12, 19, 20, 71 Cultural filtering 163–164, 170–171 Cultural interpretation 163 Curriculum 22–39, 91–112 B-language 92, 99–100, 105–111 Barsky, R.F 22, 69 Bassnett, S 10, 17, 71, 163 Bassnett, S and Trivedi, H 11 Bell, R 117 Berber 25–27, 31, 74–75 Berd (cold, STD) 74–75 Biber, D 117 Black (colour) 165, 169, 171–173 ‘Black Decade’ (Algeria) 169 Borrowing 94, 96, 97, 107 Brislin, R.W 71 De Beaugrande R and Dressler, W 116 Delisle, J et al 119 Derivation 96, 98 Diglossia 82, 92, 93, 96, 105, 111 Dueñas González, R 77, 83 Empowerment 24, 49 Endogroup interpreter 5, 83–85 Ennaji, M 26 Ethics 2, 9, 13, 19, 32, 33, 36, 37, 38, 179, 180 Ethnocentrism 77 Euphemism 70, 74–75, 81–83, 87, 88 Exogroup interpreter 5, 85–87 Cambridge, J 25, 26, 78, 85, 87 Canada 22, 24, 38, 40, 95 Cao, D 118, 123 Cognitive linguistics 161 Colour symbolism 161, 164–174 Community Interpreting 3, 4, 5, 22, 23, 24–38 Faiq, S 9, 11–12, 19, 177 Fatani, A H 27, 50 Fauconnier, G 168 Fauconnier, G and Turner, M 161, 169 182 Free ebooks ==> www.Ebook777.com Inde x Function 115–119 Directive function 119 Functional approach 115 Informative function 118 Normative function 118 Performative function 119 Referential function 119 Gadamer, H 162 Geertz, C 162 Gender 9, 11, 73, 75–76, 80, 83, 85–86, 88 Gentile, A et al 24, 32 Gentzler, E 163 Givón, T 163 Globalization 7, 12, 19 Greece 25, 40 Green (colour) 166–167, 170–174 Guadec, D 22, 48 Gulf States 3, 15, 23, 27, 31 Hajj 3, 4, 28–29, 37–43, 47–67 Hale, S 22, 31–32, 69, 77–78 Halliday, M.A.K and Hasan, R 116 Hatim, B 1, 118, 127 Hatim, B and Mason, I 34, 71, 116, 117, 163 Healthcare 24, 27, 28, 29, 32, 36, 37, 47, 48, 51, 56, 58, 59, 66, 74, 75, 76, 77, 82, 87, 88, 178 House, J 164 Human rights 1, 3, 26, 27, 29 Iliad 171 Iñiquez Rueda, L 72, 79 Innovation 24, 34, 35–39, 66 Intercultural communication, 10–11, 19–20, 32, 70–71, 75–88, 177 Iraq 28, 180 Ištiqāq 96, 97, 98 Italy 25, 41 Johnson, M 161, 168, Katan, D 164 Kenny, D 120 King Saud University 35–38, 95 Kruger, R 120, 121 Kurdish 25, 26 Learning outcomes 31, 33–35, 103 Lefevere, A 7, 10, 18, 177 Legal text 5, 116, 117, 118, 119, 121, 123, 132, 136 183 Lesch, H 24, 49, 61 Lexical creation 5, 96–98, 102, 110 Literacy 1, 26 Mahmoud, A 27 Majāz 96–98 (See also Metaphor) Malay 27, 29, 31 Manhart et al 74–75 Martínez, M N and Hurtado, A A 140 Mason, I 69 Mason, I and Stewart, M 78, 82 Master discourse 8, 13–15, 17–18, 19–20 Mayoral Asensio, R 103, 119 Mayoral Asensio, R et al 101 Mecca 3, 4, 28, 43, 47, 48, 54, 73 Mediation 4, 7, 71, 100, 105, 164, 179, 180 Medina 28, 47, 48, 54 Metaphor 5, 6, 53, 74, 86, 88, 96, 97, 161, 163, 164, 166–174 Migrants 3, 4, 22, 23, 25, 27–31, 36, 38 Minority 3, 22–27, 29, 30, 38 Moroccan Code of Criminal Procedure 3, 26 Morphology 96–98 Mossop, B 117 Multilingualism 22, 24, 25, 28, 38, 48, 49 NAATI 25 Nah.t 96 Neologisms 93, 94, 95, 96, 97, 98, 101 Newmark, P 163 Nida, E A and Taber, C.R 71, 72 Nord, C 119 Othello 167 Ozolins, U 24 Pashto 27, 29, 31 Phelan, M and Parkman, S 75 Pilgrimage (See Hajj) Pöchhacker, F 22, 24 Police interpreting 36, 37 Policymaking 3, 23, 38, 93–94, 179 Pöllabauer, S 75 Power relationship 7, 13, 77, 178, 179 Practicum 36–37 Public services 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 48, 50, 56, 57, 67, 69–88 Puebla Fortier, J 29 www.Ebook777.com 184 New Insight s into Arabic Transl at ion and Inter pret ing Qadi, A 25, 50 Quality 3, 23, 24, 26, 27, 28, 29, 30, 47–67, 116, 163, 179 Quran 4, 53, 54, 165, 167, 168 Raddawi, R 25, 27 Red (colour) 166 Refugees 22, 23, 75, 179, 180 Religion 5, 74, 79, Remote interpreting 36–37 Representation 7, 9, 12–14, 19 Role-play 32, 35 Sadler, R D 34 Said, E 1, 11–12, 14, 17, 19 Salama-Carr, M 7, Sarcevic, S 118 Saudi Arabia 3, 23, 27–29, 31, 35, 37, 47–67, 179 Sex 4, 5, 70, 72–88 Shakespeare 167 Sharqi, S 30 Situated learning 35, 37 Social needs 3, 23–30, 36, 37, Somato-sensation 169, 170 South Asian workers 23, 27–28 Spain 4, 5, 25, 43, 83, 92, 99, 100, 101, 107, 111 Spolsky, B 26 Stratiy, A 73 Sweden 22, 24, 38 Syria 14, 26, 43, 180 Taboo 4, 5, 69–88 Ta’arīb (See Arabicisation) Taibi, M 2, 3, 4, 5, 23, 29, 48, 49, 50, 179 Teaching 2, 4, 3, 5, 23, 24, 25, 27, 29–39, 50, 66, 67, 91–112, 115–144, 178, 179, 180 Tebble, H 77 Terminology 5, 32, 37, 91–112, 127, 131, 133, 140, 142–143 Text type 33, 49, 51, 117, 127 Torruella Valverde, J 79, 81, 86 Training (See teaching) Tryuk, M 79 Turkish 29, 31, 36 Tylor, E 162 United Kingdom 16, 22, 131, 132 University of Granada 91–112 Urdu 27, 29, 31, 36, 57 Venuti, L 9, 11–12, 16 Virgin Mary 167, 168 Wadensjö, C 22, 69 Web of significance 162 White (colour) 166–167 Wittgenstein, L 162 Yaboudi, Kh 93–95, 98, 99 Yellow (colour) 167, 171–173 Zanettin, F 120 ... Australia and Spain It addresses translation and interpreting in the Arab World, translating from and into Arabic, and teaching translation from and into Arabic, with a special focus on new fields... introduces community interpreting into the translation and interpreting curriculum for the first time in the Arab World and simultaneously brings a new focus into translation and interpreting training... courses (Interpreting and Translation Ethics, Introduction to Translation Studies, Principles of Dialogue and Consecutive Interpreting, Remote Interpreting, Police Interpreting, Healthcare Interpreting,