scholarly journals CASTRO, Olga; ERGUN, Emek. Feminist Translation Studies — Local and Transnational Perspectives. New York: Routledge, 2016, 281 p.

2018 ◽  
Vol 38 (2) ◽  
pp. 383-391
Author(s):  
Beatriz Regina Guimarães Barboza
Keyword(s):  
New York ◽  
Translation Studies ◽  
Theory And Practice ◽  
Feminist Consciousness

A resenha se dedica ao resumo e análise dos capítulos do livro Feminist Translation Studies, que, através de um trabalho proposicional de crítica, revisão e aprofundamento, abre novos caminhos para a teoria e prática de tradução sob a consciência do feminismo transnacional. O livro, tanto por sua estrutura quanto por sua composição, além do referencial bibliográfico que contém, pode ser considerado como um dos referenciais em sua área.This review summarizes and analyses the chapters of Feminist Translation Studies which, through a propositional work of criticism, revision and deepening, opens new paths for the theory and practice of translation under transnational feminist consciousness. The book, both in terms of its structure and its composition, as well as the bibliographic references it contains, can be considered a reference in its area.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

Semiotics East and West: an aesthetic-semiotic approach to translating the iconicity of classical Chinese poetry

Semiotica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Guangxu Zhao
Keyword(s):  
Twentieth Century ◽  
Translation Studies ◽  
Theory And Practice ◽  
Translation Theory ◽  
Chinese Poetry ◽  
Semiotic Approach ◽  
Classical Chinese ◽  
Classical Chinese Poetry ◽  
Set Up ◽  
The Sacrifice

Abstract For some Western translators before the twentieth century, domestication was their strategy to translate the classical Chinese poetry into English. But the consequence of this strategy was the sacrifice of the ideogrammic nature of these poems. The translators in the twentieth century, especially the Imagist poets and translators in the 1930s, overcame the problems of their predecessors and their translation theory and practice was close to that of the contemporary semiotic translators. But both Imagist translators and contemporary semiotic translators have the problem of indifference to the feeling of the original in their translations. For the problem of translating the classical Chinese poetry by the Westerners before the twentieth century and the Imagist poets and translators of the twentieth century, see Zhao and Flotow 2018. This paper attempts to set up an aesthetic-semiotic approach to the translation of the iconicity of classical Chinese poetry on the basis of the examination of both Eastern and Western translation studies.

Sign in / Sign up

Export Citation Format

Share Document