Friday, August 19, 2016

Infant Translators: the Salamanca Twins



In the collection quoted from in the preceding post there is another article that deserves to be saved from drowning in the flood of literature about translation that sweeps past us these days, It's by a team of linguistic researchers, Esther Álvarez de la Fuente and Raquel Fernández Fuertes, of the Language Acquisition Lab at the University of Valladolid, Spain. The data for it was harvested from a pair of English/Spanish bilingual twins at the old university city of Salamanca, not far from Valladolid. (It's unusual to have twins as subjects, but Esther and Raquel don't follow up that aspect of the situation.) The data was videotaped and is deposited in a computerised corpus, the FerFulice Corpus, which is incorporated in the CHILDES database.

The article analyses the spontaneous and elicited translating in the speech of the boys, named Simon and Leo, from the age of 1 year 11 months to 6 years 3months; an impressive total of 178 sessions were video-recorded at regular intervals. Their mother was American, their father Spanish. Each parent always spoke to the children in her or his or own language, following the OPOL (one parent one language) principle for avoiding confusion between languages. The recordings were made in natural settings while the boys were engaged in normal play activities.

For the analysis, a matrix of variables devised by Esther was used (and modified slightly here): COMPLETENESS (complete, incomplete, null), STIMULUS (requested, spontaneous), DIRECTION (towards English, towards Spanish), ORIGIN (self-translation, translating what was said by others, situational), MAPPING BETWEEN LANGUAGES (equivalent with communicative function, equivalent without communicative function, expanded, reduced). Other researchers may care to use it. What is very desirable is to arrive at a commonly accepted set of variables in order to facilitate comparison between studies.

So let's look at some examples.
1) Mother: Can you say water?
Mother, holding up the cup of water: What is this?
Leo, reaching for the cup: Ahi! [There!]
Mother: Water?
Leo: Agua.
(Age 1 year 2 months)
This was remarkably young, indeed before the age of speaking in sentences; but it replicates Jules Ronjat's observation made a hundred years ago (see References) that his son Louis composed French/German bilingual word pairs at that age. Obviously the situation helped in the present case.
2) Simon, trying to get his toy to make a noise: Está loto [a mispronunciation of roto].
Mother, not paying attention to Simon: How about…?
Simon: B(r)eak mommy b(r)eak.
(Age 2 years 3 months)
Now he was at the stage both of sentences and of communicative intent. Still remarkably young. Furthermore he differentiates between his languages and understands the language need of his interlocutor.
But not all the children's translation attempts are successful. That would be too good to be true. Thus:
3) Mother, pointing to an elephant: Look, look, show me that animal.
Mother: What's it called?
Leo: Elefante [Spanish for elephant].
Mother: Can you say that in English?
Leo, with a trace of tears in his voice: No, elefante.
(Age 2 years 7 months)
There are several things to note in this example. First that Leo's translating – like all Natural Translation – is limited by his proficiency in the two languages. Natural Translators don't use dictionaries. Secondly that he wants to translate and feels frustrated at not being able to do so. And thirdly that his mother doesn't ask him to translate (a word that was probably not yet in his vocabulary) but to say it in English.

Without a doubt this study ranks in importance, by its length and thoroughness, with the earlier studies by Harris, Swain and others right back to Ronjat. (For more about them, enter their names in the Search box on the right.) It's one of only a handful of such studies.

One final piece of good news is that you no longer need to fork out 50 euros to buy the book in which the article appears, because Esther has posted a collection of that and other related articles in the invaluable repository Academia.edu and you can download free them by clicking here or from https://uva-es.academia.edu/Esther%C3%81lvarezdelaFuente. Some of the articles are in English some in Spanish.

Terminology
The children involved in child language brokering are usually of school age and socialised beyond the family. For much younger translators who are still confined to the family, like the ones cited above, I propose infant translator. Hence the title of this post.

References
Esther Álvarez de la Fuente and Raquel Fernández Fuertes. How two English/Spanish children translate: in search of bilingual competence through natural interpretation. In M.A. Jiménez Ivars and M.J. Blasco Mayor (eds.), Interpreting Brian Harris: Recent Developments in Translatology, Bern, Lang, 2012, pp. 95-116.

The address of the Language Acquisition Lab is www.uva.es\uvalal.

Jules Ronjat. Le développement du langage observé chez un enfant bilingue [Language development in a bilingual child]. In French. Paris: Champion, 1913. 155 p. Available online by clicking here or at https://archive.org/details/ledveloppement00ronjuoft

Images
Left: Esther Álvarez de la Fuente. Right: Raquel Fernández Fuertes.

Saturday, August 6, 2016

Child Culture Brokering



In 2012 some well-wishers of mine at the Jaime I University in Castellón, Spain, put together a collection of articles related to my work on Natural Translation (see Reference below). The one that still stands out in my mind is Nigel Hall and Zhiyan Guo's Child language and cultural brokering. For several reasons, of which the main one is the concept of child culture brokering (CCB), which it introduces as an extension to the more familiar child language brokering (CLB). CLB, for any of you who don't already know it, is the interpreting that children of immigrants do between the new communities around them and members of their own families and friends who aren't yet fluent in the new language. Hall and Zhiyan enrich CLB with observations that show how such children not only convey language but also social mores. This is of course important for adaptation to a new life.

(Note that Hall and Guo were at Manchester Metropolitan University, not the University of Manchester, from where most of the Mancunian publications about translation emanate. This may help explain their originality. Hall is an authority on childhood literacy. It is noteworthy too that their data comes from England and not from the USA, which is where most of the research on CLB has been done.)

The story that they tell to illustrate their point is one that did something research papers rarely do for me: it made me laugh, Well anyway, chuckle. It's the tale of a Chinese couple from Taiwan who come to live in England with their little girl and who get caught up in the ritual of children's birthday parties, something unknown in Taiwan. The girl and her mother are faced with many new decisions: what to wear, what to give as a present, etc. But it is the child who is in contact with the English community through her school and has constantly to inform and instruct the mother. With the result that it is the child, as in most CLB situations too, who runs the show.
"The cultural impact of the children's behaviour at an accommodative level was that the parents' views and beliefs about childhood were constantly being challenged In many respects everyday living it was like living on a frontier between Chinese notions of civilized child/parent relationships and British children's autonomy and freedom. Many things the children said or did, things that they had adsorbed unquestioningly from their school and peer communities, created dissonance and discomfort for their parents."
Fortunately there was a happy ending.
"The parents were very sensitive to their children's need to fit in to the school and peer community, and the result was that there was considerable compromise on the part of the parents."
And the story ends with a father saying, "If I go back to Taiwan I would start having birthday parties for my children."

And Hall and Guo's conclusion:
"We may have put less attention on language to give more attention to these children's other mediating behaviours, but like Harris we believe in the importance of studying people in their everyday lives, and there is nothing more fascinating and informative than the everyday lives of children."
Child culture brokering is a virtually untilled field that cries out for more investigation.

Reference
Nigel Hall and Zhiyan Guo. Child language and cultural brokering. In M. A. Jiménez Ivars and M. J. Blasco Mayor (eds.), Interpreting Brian Harris: Recent Developments in Translatology, Berne, Lang, 2012, pp. 51-75. Available through Amazon.

Image
Source: Bricks 4 Kidz. Spot the Chinese kid.

Sunday, July 31, 2016

COLING 2016



Long-time Followers know that my second major interest after Natural Translation is Machine Translation. An apparent contradiction, but I have explained elsewhere how this came about many years ago and led me to become a member of the International Committee on Computational Linguistics or ICCL. (For more, enter ICCL in the Search box on the right.)

The ICCL sponsors the biennial COLING conferences in a different part of the world each time. The last COLING took place in Dublin in 2014. The upcoming COLING is scheduled to take place in Osaka, Japan, from December 11 to 16 of this year.

The latest news is that a record number of papers have been submitted: more than 1,100. Of these, 93 are specifically about MT; and many that are listed in other categories are relevant to it; for example speech recognition, which is now linked to translation in systems like Skype. So if you're passionate about MT and ways to improve it, Osaka in December is the place to be.

It's a tradition of COLING that one day of the conference is taken off for an excursion to help participants get to know each other. This time the excursion will be to Nara.

The website for COLING Osaka is at http://coling2016.anlp.jp/ or click here.

Wednesday, July 20, 2016

Witness: Nadia Comaneci's Perfect 10



I don't normally talk about my professional interpreting career on this blog, but today merits an exception. It's the anniversary, the 40th anniversary, of what for me was an unforgettable moment. And paradoxically it happened to me because at that very moment I was not interpreting.

It came about this way. In the summer of 1976 I was recruited to the large team of 60-odd conference interpreters who serviced the multitude of press conferences, committee meetings, etc., that accompanied the Montreal Olympic Games just as they always surround the Olympics. The public isn't aware how much of these activities goes on. I consider it was the high point of my career as an interpreter. I got the job because I had previously done work as a freelance interpreter for the Canadian government, I moved for a month into one of the apartments that were provided for us at great expense in Montreal and commuted most days between morning press conferences in the city and the afternoon equestrian events at Bromont, Quebec.

But at the very start of the games, just before the opening ceremony, we interpreters discovered a serious mistake had been made. Everyone on the staff of the games was issued with an identity tag to wear around their neck; it bore their photo, their name and their function. You had to show it to get to work. No tag, no admission. However, the people in charge had forgotten to prepare tags for the interpreters. Panic! In desperation, the official responsible issued an order: "We have press tags left over. Issue them all press tags." And then he was so busy that he forgot to ask for them back.

The unintended result was that the interpreters could get into the press enclosure at any event merely by flashing their identity tags. It was too good an opportunity to miss.

One evening, back from Bromont with no interpreting to do until the following morning, I walked up St Catherine Street to the Montreal Forum. The Forum is usually Montreal's premier ice hockey arena, vast, but it had been taken over for the Olympics. That evening it was hosting the gymnastics. I flashed my tag and eased myself into the front row of the press enclosure.

I had arrived just in time to witness history in the making. Between the spotlights and the camera flashes, and from a distance of barely 30 metres, I saw dainty, diminutive, precise, untrembling Nadia Comaneci, 14 years old, make her perfect score of 10. The first perfect score in Olympic gymnastics. As we onlookers stopped chattering, she, as she says in her BBC interview, was thinking only of what she had to do next. Her event barely occupied a quarter of the floor space but it was the corner nearest to where I was standing. I was there too when, to the initial bewilderment of the reporters and the crowd, the board flashed up 1.00 because it hadn't been designed to display 10.00.

Reference
Simon Watts, et al. The first Olympic gymnast to score a perfect 10. BBC Witness, 20 July 2016, http://www.bbc.com/news/magazine-36826597 or click here. This revealing video interview shows Nadia in childhood and as she is today – still graceful.

Saturday, July 2, 2016

Young Interpreters and Roma Children



Followers of this blog are familiar with the Young Interpreters movement in UK schools. If you aren't, enter emtas in the Search box on the right. EMTAS channels the abilities of school children to act as language brokers for immigrant fellow pupils. The June issue of the YI Newsletter brings the usual cheery reports of success and expansion. Pupils at Hylands School in Chelmsford, which has just joined, express their feelings:
"I feel happy that I am a Young Interpreter as I can help out people who are struggling with English and who look lost around the school. - Paige, year 11.
"I think being a Young Interpreter is about putting the EAL student first and not myself. I am very excited about joining the Young Interpreters because I will meet new people and help them to understand what it is like to be at Hylands. Also I am a little nervous because I have never done this before. My mum says I would be excellent for this because I am a natural carer for others and will help in any way possible. - Mia, year 7.
And so on. Notice that these children see themselves as more than just language conduits, and such empathy is perhaps typical of Natural Interpreters. Our Followers are familiar with such sentiments. However, this issue of the newsletter also contains what for me anyway was a surprise, and I urge you to look at it via the link provided or by clicking here. It is that among the dozens of nationalities in Hampshire schools there are now Roma children. Do you know who the Roma are? EMTAS answers the question, insisting that they are not Gypsies.
"Most Roma families prefer to identify themselves by their country of origin, Poland, Czech Republic, Slovakia and Romania being the most common ones. They do this because of their fear of discrimination and prejudice.
"The linking of 'Gypsy' and 'Roma' in adscription documents is an unhelpful pairing as many Roma do not want to be allied with Gypsies. Their adscription as 'White Other' (WOTH) or 'Any Other Ethnic Group' (OOTH) means that Roma children in Hampshire schools do not receive support for their Roma background and all the cultural barriers to learning…. We need to be aware that many of these children will have no formal experience of schooling or a very interrupted education. Many find it difficult to settle in one area and are at risk of becoming 'lost in the system' because of their relatively high mobility. We should also be aware that our Roma communities are themselves diverse in terms of language, culture and religion (they may be Roman Catholic or Muslim, quite different from our indigenous Traveller groups)…
"Roma do not regard themselves as Gypsies and do not like to be classified as Gypsies although many of their customs are similar. European Roma call their language Romanes and UK Gypsies call theirs Romani. Whilst English Romani and European Romanes have vocabulary in common, the grammatical structures used may vary considerably and the languages are not necessarily mutually intelligible.
"It should be noted that although many of Hampshire's Gypsies and Travellers have a predilection for living in caravans and mobile homes, many Roma… have always lived in housing,"

Image
Roma community development worker Alexandra Bahor who is working with Roma children in the Lodge Lane area of Liverpool on an arts project in a bid to promote cultural cohesion in the neighbourhood.
Source: Liverpool Echo

Tuesday, June 21, 2016

Gregory Rabassa and Other Literary Native Translators


Recently this blog deplored the absence of literary translation from the International Conference on Non-Professional Interpreting and Translation (NPIT 3). It's true there always have been literary translators (LT) who were Professionals, for instance Karl Marx's youngest daughter Eleanor Marx Aveling. It's also true that a few LT became Expert Translators through the degree courses in literary translation studies that are offered by a handful of universities, for instance the MA in Literary Translation that used to be offered by the University of Alberta in Canada. However, academically trained literary translators are the exception.

There was a reminder of this last week in the sad news of the death of Gregory Rabassa, one of the most eminent of contemporary LT, He was of course by the end of his life a much sought-after Professional Expert for translating Latin American literature. Yet according to the obit in the New York Times, "His renown in the field was even more striking in that he had never intended to become a translator at all." He was already nearly 50 when he made his name and fortune by his translation of Julio Cortázar's Rayuela (Hopscotch). He went on not only to do translations but also to write as a practitioner about translating. His preparation for his success began already in his early bilingualism. He was born in New York into the family of a Cuban émigré. Then he taught Spanish and Spanish literature for several decades at Columbia University and at Queen's College of the City University of New York, His career therefore exemplifies two characteristics of the Advanced Native Translator – that is to say, the translator who does not study or receive training in translating but absorbs how to do it by living among translations done by predecessors: namely, fluent bilingualism and a close familiarity with and love for the literatures of the two languages. I heard Rabassa say that his success was due to his many friendships with Latin American writers.

The result is not necessarily a Professional Translator as in Rabassa's case. It may be altruistic. I've recently been reading a translation by an American university professor of Spanish from another generation. It's an English translation of Vicente Blasco Ibáñez's Cañas y Barro (Reeds and Mud) by Lester Beberfall, B.A., M.A., Ph.D. [sic on the title page], He lived from 1911 to 1973 and was Professor of Spanish at Wisconsin State University in the 1960s. I'm reading it for what is probably the reason Beberfall translated it: it paints a fascinating, realistic picture of rural life around Valencia a hundred years ago. I see vestiges of it every day, especially the rice fields. But far from being a Professional, Beberfall didn't publish any other translations.

Yet another Ádvanced Native Translator who has brought me great pleasure is Prabha Sridevan, a native of Kennai (formerly Madras) in South India, who translates from Tamil to English. She is not a Professional Expert Translator by training or study, but a retired judge of the Madras High Court who has turned late to translating. Like many Indians, she grew up bilingual in Tamil and English. She studied literature as well as law. Now she has discovered for the delight of English readers the stories of Tamil woman author R. Chudamani (1931-2010). She was a prolific short story writer: more than 500 of them, yet we don't know her in the West. Subtle, sympathetic cameos set in a different family culture and translated into a perfect but faintly different English that goes with them admirably.

Prabha's book has introduced me not only to Chudamani but also to the rich world of translating in India. It is fostered by the multiplicity of native languages to which is added a surprisingly persistent prevalence of English as a literary lingua franca. The translation journals in the West carry many articles about translating in China, Japan, the Arab world, etc., yet little about that seething activity in India. A gap to be filled.

References
Gregory Rabassa. Wikipedia, 2016. There is a full list of his translations.

Margalit Fox. Gregory Rabassa, a premier translator of Spanish and Portuguese fiction, dies at 94. New York Times, 15 June 2016.

Vicente Blasco Ibáñez. Reeds and Mud. Translated by Lester Beberfall. Boston: Brandon Press, 1966.

R. Chudamani. Seeing in the Dark. Translated with introduction by Prabha Sridevan. New Delhi: Oxford University Press India, 2015.

Image
Gregory Rabassa in 2007. Source: Washington Post.

Tuesday, June 14, 2016

Los distintos tipos de interpretación





Have you been frustrated by going to my academia.edu page (https://independent.academia.edu/BHARRIS or click here) in search of the above article and finding that it was unreadable? I'm sorry. It was due to a problem that occurs more and more with old texts. The word processing software, in this case Microsoft Word, has changed over the years and there are applications, in this case Scribd, that don't accept all the conversions. I've now put it right for this article, I hope, so please try again. Nevertheless the conversion has left some typos and I don't have the patience to correct them all for the moment.

It's the Spanish translation of an English article that's also on my academia.edu page. The Spanish version was published in its day but the English one never was. However, an Italian professor who read the English version recently, Gabi Mack of Bologna-Forli, tells me that it's still of interest. Tha could be, because it aimed to be all-embracing and up to date at a time (1994) when most of the recent developments in interpreting had already appeared. What has changed, I think, in the twenty years since it was written is the relative importance of certain types. Distance interpreting, and especially telephone interpreting, have become more widespread and accepted. Yet they are still surprisingly little taught in university training courses. There's a serious time lag.

Reference
'Panorámica de los distintos tipos de interpretación', translated by M. G. Torres. In P. Fernández Nistal and J.M. Bravo (eds.), Perspectivas de la Traducción Inglés/Español: Tercer Curso Superior de Traducción, Instituto de Ciencias de la Educación, Universidad de Valladolid, Spain, 1995, pp. 27-48.