The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
Issue link: https://thelinguist.uberflip.com/i/322362
30 The Linguist JUNE/JULY www.ciol.org.uk OPINION & COMMENT 'We have heard what your solicitor had to say in your defence. However, you have taken advantage of a vulnerable, elderly person,' proclaims Lina during a class at Middlesex University. You might think that Lina is studying Law but, in fact, she is in the first semester of an MA in Translation. Our students are not required to be experts in law but they do need a good understanding of the English legal system before they can translate any legal texts effectively, and I have found the use of drama scripts and role-play to be very useful. Coming from around 30 different countries, students begin the Legal and Business Translation course with little or no understanding of how the English legal system operates and what the corresponding institutions are in their home countries. It is difficult to set a prerequisite for exhaustive reading in this area; instead, I dedicate the first lessons to role-play that simulates a magistrates' court hearing, suspect interview at a police station or trial at a Crown Court. This increases students' interest and desire to participate in class. I have noticed that they tend to choose roles that they can identify with, so an extrovert will pick the part of barrister, while a more introverted student will prefer to play the suspect. The script provides stage directions and context (similar to a professional script), which helps my inexperienced actors with their performance. The scenes are numbered, which makes it easy to follow the development of the action, while the scene titles provide the context: location, time of day, main characters involved. In line with Moritz (2001), I maintain that dialogue should not be explanatory or used as a tool to support the understanding of the audience, but should raise interest. The quality of the dialogue comes from its roots in real-life communication and its particularity of expression, coupled with a dramatic plot. It imitates real-life situations and reflects the struggles of suspects, victims and professional practitioners. My purpose is to keep the character of the text as close as possible to the real roles of officials, while adapting the structure to make it recognisable as a script. Students are also tasked with translating the script into their target language, which helps to settle the knowledge in both working languages. I agree with Anderman (2005) that, when producing a relevant translation, there is a continuous tension between preserving the original cultural elements of the source text and adapting them to the environment of the target audience. The balance might be found in observing the border between authentic preservation of the original and the acceptable stretch of the perception limits of the audience. This task helps students to meet the course aim of gaining the skills to make relevant and expert choices in translating such specialised texts. The class then makes observations and comments on the performance, and how well the students have transposed themselves into their chosen roles. As the new academic year approaches, I am allowing my imagination to search for a new play, with characters worthy of the emerging translators and interpreters who will embark on a lifelong performance as conscious professionals. Can role-play increase participation in class? Let students be the judge Drama in class Monika Zhekov is a Romanian Language Tutor and Lecturer in Translation at Middlesex University. TL MONICA ZHEKOV The publication of the annual Language Trends report into the state of languages in primary and secondary schools produced widespread coverage. The BBC, TES, Financial Times and Daily Star all headlined the lack of primary teacher training in advance of languages becoming compulsory in England from age 7 in September. However, The Telegraph chose to focus on the 'deep crisis' for languages at A-level. This is surely linked to another story reported by The Guardian: 'UK Students Taking Language Degrees at Record Low'. Commenting on this, Oxford University's Katrin Kohl urged universities to articulate a stronger identity for languages as a 'subject that goes to the heart of human culture'. Articles in the popular press presented the ability to speak foreign languages – particularly oriental languages – as something miraculous and exceptional. The Mail reported a study which predicted that, by 2040, the typical worker will have bio-implants, which will enable them to acquire advanced language skills in portuguese, Hindi, Mandarin and Spanish. The Mirror ran with the story of Ben McMahon, who woke from a coma to speak Mandarin and now works as a Mandarin- speaking tour guide in Australia. The ability to speak languages other than English is apparently even more miraculous in birds. In an article about a Myna bird that can speak Japanese, The Mail asked 'can talking birds speak languages other than English?' Nick Morrison in Forbes magazine provided a more thoughtful response to the problem of the UK's language deficit. Referencing the British Council's recent 'Languages for the Future' report, he said that although ranking languages in order is 'a fun parlour game', the case for languages must 'appeal to the heart as well as the head' and that 'knowledge of another language enriches us far beyond helping us get rich'. Teresa Tinsley is Director of Alcantara Communications; www.alcantaracoms.com TERESA TINSLEY