Multilingualism as International Marketing Strategy

Market globalization has made multilingual marketing communications a sine qua none for most transnational businesses. Exploring new foreign markets has thus meant translating and localizing marketing communications, so as to enable foreign consumers to have the kind of experience that may spur them into being favorable to the products or services on promotion. Conscious of this imperative, many Nigerian companies have embarked on multilingual packaging as a key component of their international marketing strategies. Although such a language-based tactic has enormous potential, Nigerian companies' use of multilingual packaging is confronted to a multitude of problems. This chapter explores four of such problems, including mis-translations (of packages), partial translation, typographic and design errors, and companies' adherence to the myth stating that English is the language of business. To address these challenges, the chapter recommends non or reduced reliance on automatic translation and resorting to the services of a professional translator, “transcreators,” and experienced marketers.

Linguodidactic Aspect of Transverbalization of the Semantics of the Causative Construction have something done

Introduction. The professional translator-like mode of thinking is an integral part of the translation competence of a graduate of the Faculty of Foreign Languages. Equivalent and adequate translation from English into Russian requires a systematic approach to overcoming grammatical difficulties associated, first of all, with the constructions which have no analogues in the recipient language, here belong constructions of causative semantics. The purpose of the article is to develop a prototypical model of the English non-equivalent construction have something done from the standpoint of the cognitive-discursive paradigm in the aspect of its transverbalization and translation linguodidactics. The methodological basis of the study is the use of prototypical modeling, which involves the reconstruction of the primary cognitive-interpretative model of the situation in which it was used, and in which this construction realizes its meaning in the most complete form; this allows us to interpret and adequately translate many cases of its non-prototypical usage. The results of the research. The contexts associated with the description of natural phenomena and natural disasters are the prototypical situations of the have something done construction, therefore, when transverbalizing sentences with this construction, the strategy should be aimed at the obligatory conveyance of the semantics of non-agentness. In conclusion, the developed approach should be employed to improve the skills of critical analysis and reflective activity of students in the process of tranverbalization and the search for a translation correlate (transverb).

Methodological Fundamentals of the System of Translation Specialists’ Training in Higher Education Institutions on the Basis of Integration

The article highlights the approaches to the effective training of a professional translator. The purpose of the article is to describe the features of translation specialists’ training at higher educational institutions, the methodological principles and approaches of the system of translation specialists’ training at higher educational institutions. Methods. The study involves the use of integration analysis methods during learning students, a set of interrelated methods: theoretical analysis, comparison and generalization of scientific sources on the research problem; systematization, classification, experts’ assessments, etc. The results. It is determined that the following approaches necessary for professional training of a professional translator in higher school are: methodological approach; systematic approach; competency approach; axiological approach; acmeological approach; activity approach; synergetic approach and linguopsychological approach. The proposed scientific approaches to improving the professional future translators’ training outline a wide range of different aspects of students' readiness for professional activity in the field of translation. It is proved that in the future translation specialists’ training it is necessary to choose the principles of training taking into account that the methodological principles should correspond to the goals of training and that the methodological principles should be based on the concepts of training methods. Conclusions. It is found that the main principles for the training of translation specialists should be considered general didactic principles (principles of consciousness, clarity, strength, scientificity, emotionality, cognition, systematicity and consistency) and specific principles (intercultural communication, roleplaying, clarity, interdisciplinary connections and language competence). The benefit of the study is that the specific principles that determine the requirements for the organization of future translators’ training process are substantiated. The implementation of these principles can ensure the successful achievement of learning objectives, contributing to the intensification, productivity, efficiency and rationalization of forming the future translation specialists’ receptive language competencies.

Translators’ and revisers’ competences in legal translation

This article proposes a hierarchy of translator and reviser competences in prototypical scenarios in legal translation with a view to determining the most appropriate revision foci to ensure translation quality. Built on a prior characterisation of the most common professional translator profiles in legal translation, the proposal for a hierarchy of competences derives from two premises: (1) The professional profile of those who translate and revise legal documents is very diverse in terms of competence and qualifications (training and experience), and (2) translation competence and specialist knowledge in legal fields (i.e., domain competence) are fundamental when revising to guarantee the quality of legal translations. The proposal is framed by quality assurance in legal translation through a revision process based on (1) the coherent management of the work of the translators and revisers involved in the translation project, and (2) the appropriate methodology for revision applied to legal translation by adapting the revision mode’s focus to ensure its effectiveness. Six common scenarios are identified in light of the translators’ profiles, for which revisers’ profiles are then proposed in order to detect any legal translation competence deficiencies among translators, and thus ensure quality.

Integrating collaborative localization into professional translator training

Non-professional translation (NPT) has attracted increasing attention in translation studies in recent years. As a consequence, translator training needs to take NPT into account in the translation curriculum. In this article I report the findings of an exploratory study conducted to implement and evaluate an online collaborative localization project as an example of NPT. Drawing on quantitative and qualitative methods, the findings show that the trainees had a positive attitude towards NPT practices and were highly satisfied with the inclusion of NPT in the localization curriculum.

Between the translator and norms

The paper explores the tension between the translator and target-cultural norms, using the British missionary, Timothy Richard (1845–1919), and his translation of Looking Backward: 2000–1887 in the late Qing dynasty as a case study. The study integrates a sociological framework as proposed by Pierre Bourdieu into Descriptive Translation Studies as developed by Gideon Toury. The related concepts include ‘norms’, ‘habitus’, ‘field’, and ‘capital’. Given that the translator was a professional missionary and not a professional translator, the dynamics of the translator’s habitus are connected with his professional role as a missionary and his position-taking in the broader social, cultural, and political contexts of the late Qing dynasty. The translator’s translation strategy at both the macro and micro levels are analyzed and interpreted. Interpretations are based on the translator’s habitus reconstructed from his early experiences and his position-taking in the broader context. The case study reveals the tension between the translator’s habitus and target-cultural norms, which in turn sheds some light on the situation in which missionaries found themselves in late Qing society.

Practical-Oriented Approach to Preparation of Linguistics Bachelor’s Thesis

The article deals with the requirements for the Linguistics Bachelor’s thesis, the program of Translation and Translation Studies in the Buryat State University. At present the issue of correlation between the research topics of graduate papers and needs of the translation market is becoming relevant because it helps to improve the quality of future translators’ preparation. Bachelor’s thesis should solve real complex translation objectives. The purpose of this article is to justify the need for a practical orientation of the Bachelor’s thesis. The methodological basis of the study is a practiceoriented approach to learning. The material of the study is the Federal Educational Standard in Linguistics, Bachelor’s level; the Professional Translator Standard, Buryat State University students’ graduate papers of the past five years majoring in Translation and Translation Studies. Research methods are analysis of the translation theory and practice literature; study and analysis of legal documents regulating the process of obtaining Bachelor’s degrees in Linguistics, the method of summarizing pedagogical experience. The Professional Translator Standard’s introduction requires the revision of practice-oriented approach to training and to writing the Bachelor’s graduate papers, which changes the research tasks of the Bachelor’s thesis and the selection of the material of the thesis that would meet the market requirements. Keywords: linguistic education, translator’s competencies, graduate paper, bachelor’s thesis,practical-oriented approach, translation solutions

Translation Between Creativity and Reproducing An Equivalent Original Text

It​ isn't easy to find a comprehensive definition of translation; it is described as science, art and creativity at the same time. In this sense, literary translation, especially poetry, may be considered an art and creative work as opposed to scientific or political translation, where the words can be controlled according to the translator's linguistic skills and grammatical rules. The current research discusses how translation is an art and creative work. It is what many critics and scholars have reached for the "literary genre". It is also noted how the literal translation does not give the translated text its right, artistic colour, elevation, and influence in its original language unless it’s based on translators' creativity. In this paper, our methodology is to look at literary translation as one of the most challenging types of translations, as it depends significantly on taste and the entry of the writer's imagination in the translation, whether he was a writer such as a poet, storyteller or novelist, and this in itself requires a creative spirit to be the image of translation and literary material creative artistic non-literal. Here the two-translator a writer or intellectual and professional translator differ. The latter depends on what he studied and read and what he researched in language study stages. Still, if he is also a writer or intellectual, many images and meanings will change. Yet, without prejudice to the essence of the translated text, and here even between a translator writer and another, the degree of creativity in translation varies and maybe at the same degree of different literary imagination. Finally, it is stressed that the essential in the art of translation is choosing the appropriate term so that it is easy, smooth, and light on the recipient here is a skill. The translator chooses the proper word for each material to be translated.

Use of translation and plurilingual practices in language learning

Here we will present a pedagogical framework for the implementation of an Integrated Plurilingual Approach (IPA) to language learning that has emerged from research and observation of best practices in primary, secondary, and higher education. Researchers, teachers, and students collaborated in three interconnected projects (2012–2015; 2015–2019) whose main aims were to help teachers and learners move towards acknowledging and explicitly connecting their linguistic repertoires to reframe their current classroom practices and engage in new ones. This implied a reformulation of their pedagogical practices, including the use of translation to acquire interlinguistic, intercultural and mediation skills in contexts other than professional translator training (TOLC). Two instruments resulted: one to help the teachers transform their perceptions and, so, their performance, regarding the plurilingual paradigm, a four-phase collaborative reflective cycle; and another to guide their instructional design, the five-dimensional instructional framework (IPA-5DIF). Some classroom examples will be presented here, with special reference to a high-complexity secondary school context (118 students, 4 teachers).