scholarly journals Translating the essence of healing: Inscription, interdiscursivity, and intertextuality in U.S. translations of Chinese Medicine

Author(s):  
Sonya Pritzker

This paper examines the  translation of Chinese medicine (CM) texts into English. In what I here call “living translation,” written  translation in CM is approached as an ongoing process of reading, writing, communicating, and practicing that works to encode multiple dialogues with past, present and future actors. Translation in this framework is presented as a “conversation in motion,” an unfolding event in which authors draw upon morally grounded notions of medicine, personhood, and self in order to create CM through extended translations. In entering directly into the stream of these conversations, observing how different authors and translators approach the interdiscursivity of CM at the level of textual translation, I discuss the possibilities that this dialogic view of translation opens up for understanding textual translation as a living practice that directly mediates the ways in which CM is practiced in English-speaking populations.

2012 ◽  
Vol 36 (1) ◽  
pp. 61 ◽  
Author(s):  
Wenyu Zhou ◽  
Anthony Lin Zhang ◽  
Brian H. May ◽  
Vivian K. Lin ◽  
Anne-Louise Carlton ◽  
...  

Background. Statutory registration of Chinese Medicine (CM) practitioners was introduced in Victoria in 2000. The application assessment process for those who were granted registration during the transitional period (2002–04) was resource intensive, as little was known about their age, education, practice and language proficiency. This study offers insights that may be useful for the planning of national registration to commence in 2012. Methods. Data were extracted from registration application forms submitted to the Chinese Medicine Registration Board of Victoria (CMRB) between 2002 and 2004, using pre-defined data collection forms. Results. In 2006, 639 ‘grandparented’ Victorian CM practitioners had been registered, with a median age of 44 years old (range 23–86). There was a higher proportion of younger female, English-speaking, acupuncturists v. a higher proportion of older male, non-English-speaking, Chinese herbalists. There were few CM practitioners in rural areas, particularly herbalists. More than one-third of practitioners had obtained qualifications overseas and almost half of these practitioners provided no evidence of past study in professional issues and medical ethics. Conclusions. Ageing, diversity in qualifications and training, English proficiency, and level of study in professional issues and medical ethics represent major challenges for the implementation of CM national registration in 2012. What is known about the topic? Statutory registration of Chinese Medicine (CM) practitioners was introduced in the state of Victoria in 2000. The process of registering practitioners during the transitional period was resource intensive, because of the diverse background of the workforce. In May 2009, Health Ministers of all States and Territories and the Commonwealth agreed to include the CM profession, from 1 July 2012, in the National Registration and Accreditation Scheme for the health professions. What does this paper add? This paper, based on data from the registration application forms submitted to the Chinese Medicine Registration Board of Victoria (CMRB) between 2002 and 2004, provides a demographic and geographic profile of the 639 Victorian CM practitioners grandparented under the transitional arrangements of the Chinese Medicine Registration Act 2000. This study offers insights that may be useful for the planning of national registration for the Chinese Medicine profession. What are the implications for practitioners? With the introduction of national registration for the CM profession, this study provides critical data for developing effective strategies to implement the grandparenting process in all states and territories in Australia. Particularly, data collected in this study will help to deal with assessing knowledge in ethics and the healthcare system, biomedical sciences and language proficiency as part of the assessment process for a substantial number of applicants during the national registration of CM practitioners.


2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.


2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.


2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.


2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.


2020 ◽  
Vol 36 (4) ◽  
pp. 545-553 ◽  
Author(s):  
Heike Eschenbeck ◽  
Uwe Heim-Dreger ◽  
Denise Kerkhoff ◽  
Carl-Walter Kohlmann ◽  
Arnold Lohaus ◽  
...  

Abstract. The coping scales from the Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2018 ) are subscales of a theoretically based and empirically validated self-report instrument for assessing, originally in the German language, the five strategies of seeking social support, problem solving, avoidant coping, palliative emotion regulation, and anger-related emotion regulation. The present study examined factorial structure, measurement invariance, and internal consistency across five different language versions: English, French, Russian, Spanish, and Ukrainian. The original German version was compared to each language version separately. Participants were 5,271 children and adolescents recruited from primary and secondary schools from Germany ( n = 3,177), France ( n = 329), Russia ( n = 378), the Dominican Republic ( n = 243), Ukraine ( n = 437), and several English-speaking countries such as Australia, Great Britain, Ireland, and the USA (English-speaking sample: n = 707). For the five different language versions of the SSKJ 3–8 coping questionnaire, confirmatory factor analyses showed configural as well as metric and partial scalar invariance (French) or partial metric invariance (English, Russian, Spanish, Ukrainian). Internal consistency coefficients of the coping scales were also acceptable to good. Significance of the results was discussed with special emphasis on cross-cultural research on individual differences in coping.


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