The Linguist

The Linguist 57,2 – April/May 2018

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

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24 The Linguist Vol/57 No/2 2018 REVIEWS Arabic, for example, must include 130 hours of class time and 130 hours of self-study over a six-month period. However, it does recommend that if students have 60 hours of contact time, they will need to undertake two such courses to progress from A1 and A2. Likewise, the LLF can be used to demonstrate to students that if they wish to progress from B1 to B2 in Italian in three months, they will need a course of six contact hours per week and double the amount of self-study. Despite the prevailing view that it is a waste of time to attempt to define how many hours a given learner needs to become proficient in their chosen language of study, the LLF can be successful in ensuring that the courses we offer our students are clear in defining and conveying expectations of progression. For too long we have been defining learning outcomes and achievement levels informally and inconsistently, if at all. This guidance has been developed by 44 practising professionals, based on their opinion – yes – but also on their experience and expertise. We recognise that this is only a step on the road, and we now invite other contributions to enhance the framework and allow it to become a truly useful tool to express expectations of study and progression clearly and consistently across the sector. To view the framework, visit Notes 1 The universities of Bath, Bristol, Cambridge, Leeds, Cardiff, Durham, Essex, Keele, King's College London, Liverpool, LSE, Manchester, Newcastle, Oxford, Queen's Belfast, Warwick and Worcester Section 1, guiding the reader to consider textual features such as text type and function, stylistic features and register, text organisation, logic, meaning and cultural setting. Viewed in the light of the translation brief, the analysis helps to identify any aspects that deserve special consideration during the translation process and to develop appropriate strategies. The analysis model is developed further in Section 2, where language variety, quality and change are examined. Interestingly, as the authors concede that a detailed pre-translation analysis is not always possible owing to time constraints, they introduce a fast-track model that helps to build a rapid 'picture' of the source text when time is of the essence. Obviously, the ability to perform a swift general assessment of a text is particularly useful in an exam situation. Section 3 presents practical examples of pre-translation analyses using a variety of text types (book review, obituary, legal website, newspaper article, research documentation etc). Section 4 contains two translations from English into each of the five languages covered, including a range of text types and subject areas. Each translation is annotated with a series of translator's comments explaining how the analytical tools were used to approach and manage the task. Throughout, the discussion of source text analysis is supported by appropriate theoretical explanations, generating clear insights into a host of fundamental topics related to translation. Speaking from many years' experience in translation training, I share the authors' view that there is a need to encourage a deeper, analytical engagement with the source text before proceeding to translate it. To my mind, this approach generally enhances the quality of the translation. This book is an interesting, accessible and, above all, practical resource intended to equip translators with the thinking skills they need in order to get to grips with a challenging source text. I thoroughly recommend it. Susanne James MCIL Thinking English Translation: Analysing and translating English source texts Stella Cragie and Ann Pattison Routledge 2017, 134 pp; ISBN 97811 387140-38 Paperback £29.99 eBook £26.99 This latest title in the 'Thinking Translation' series covers translation from English into Arabic, Chinese, French, Russian and Spanish, and is aimed at students on advanced translation courses, exam candidates and anyone with a serious interest in translation. Its authors, Stella Cragie and Ann Pattison, have extended the reach of the acclaimed series by addressing the large pool of translators working out of English. Their focus is on analytical skills – in particular, as the subtitle 'Analysing and translating English source texts' reveals, they make a case for a pre-translation analysis of the source text. The book is a practical yet compact guide, providing a framework for a better understanding of how to approach (English) source texts in order to translate them confidently – whether in a learning context or in the workplace. The key criteria for a pre-translation analysis are set out in For writers' biographies for all feature articles, see page 34. © SHUTTERSTOCK

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