Students accepted for the Translation program must have a feel for both languages.
Thus, a new immigrant from an English speaking country might not be suitable for the course during the first or second year in the country, unless he had a sufficient background.
Melange of students from many countries; offers opportunity to compare languages and see language in a broader picture; how concepts are arranged/stated in different languages; how their own language fits into the pattern; differences in languages.
Certain exceptions in smaller homework assignments, allow certain students on special request to translate to native language. In this case, with religious students, usually have some background, even though not native speakers, because it is the language of prayer or study in country of origin.
Usefulness of the course, especially for women, as a job that can be carried out while raising children.
[Unstated] goal of the teacher - to make the subject matter interesting; not another composition course.
Once subject is more than routine application of rules, exercises take on meaning, and are done willingly.
Helps students in their understanding of English. Students improve their understanding of both L1 and L2; they understand the distinctions between them; they understand some of the basic principles of language.
More receptive to needs of students, know how to explain things, because understand these differences in languages.
Bibliography - Translation from Modern Language Review
Use of humor as examples of poor translations
Examples of humorous translations all around
Improperly translated documents, street signs
Examples of documents which are intentionally translated differently - to appeal to different culture.
Study of audience
Advertisements - students design brochures in two languages. Learn to make distinctions for different audiences.
Yet, have to be careful.
Must remain a serious course.
Students understand the need to apply themselves to work of translation, but humor eliminates the potential feeling of drudgery.
Learn not to have rote translations, but to think of larger concepts.
Word for word versus concepts, looking at entire document, page, paragraph.
When changes in original are allowed; how to present these changes to the author.
Problems with the Hebrew original.
Projects - theoretical brief talks on translation concepts.
Certain talks devoted to practical applications - tax regulations, getting work, and so on.
Course also devoted to practical aspects - how to speak to the client, how much to charge.
Guest speakers - other translators. Get a rounded view. Try to bring in translators who have different approach, yet are successful in their work.
Students appreciate.
Projects
Students all put in major effort, because this project is presented as - when you go on your first job, they will ask you what you have translated. Let this be your first serious translation, so that you can have a better answer to give person.
Teacher sometimes offers students jobs he would have taken for himself; these may be submitted in lieu of project.
Thereafter, teacher sometimes gives students translating jobs.
Maintain contact after they leave the College, offer suggestions and recommendations.
First year, one class offered. Experimental.
No materials were available.
Use a book that I prepared or that a colleague has prepared
My book has nearly 130 pages of exercises, translation theory, and examples of funny translations.
Thoroughly revised second year. Funny translations - learn negative example.
Strengthens idiomatic control of English as well as understanding what is inherently wrong in this translation. Students do not make similar errors.
Enjoy their work.
Receive letter of introduction at end of course, stating that they took this course. Worth it as a means of opening the door.
Guidelines for the course
The original course was based on certain guidelines:
First, the course had to satisfy certain departmental demands and requirements, demonstrating that the students' proficiency in English or EFL was promoted as a result of the studies in translation.
Second, the exercises and problems were to be drawn from the students' and teacher's own experiences and work as [future] translators.
Third, some theoretical material was to be added, to give the course academic standing.
Fourth, students had to be personally involved in the class sessions. They were thus asked to prepare oral reports.
Fifth, the students prepared a serious translation project under pressure. Nonetheless, the final product was expected to have the quality of a job which could be submitted to a client.
Sixth, course included some religious content, as it was taught in a religious girls' school.
Seventh, extensive documentation was prepared, to give the course cohesiveness, purpose, and direction.
Eighth, the course was designed to be equally attractive to both native and non-native speakers of English or Hebrew.
Ninth, special material helped the students feel that translating could be fun, and not merely routine work.
Tenth, the students were introduced to the actual demands of working - getting a job, the tax structure, and so on.
Eleventh, the students were made to feel that the course would be of significant benefit to them upon graduation. It was, after all, not strictly speaking part of the requirements for their Bachelors degree in English Education.
Read more about the advanced Hebrew-English translation course.
Translation Class Assignment Record
Hebrew Translating Forum website
Jewish Translation Teacher website
Bilingual Hebrew Forum Website
Get in touch with the instructor
Are you required to read this article for a course? Do NOT print out the article. It is copyrighted.
Your exercise for this article is as follows:
Copyright © David Grossman. World rights reserved. This article may not be printed, forwarded, reproduced, or copied in any way or in any medium without written permission from David Grossman.
