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FUNCTIONALIST APPROACH TO TEACHING LEGAL TRANSLATION

100%
Matijašević M.
Studies in Logic, Grammar and Rhetoric
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2013
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vol. 34
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issue 1
113-127
EN
The paper deals with some problems of legal translation with a particular regard to the skopos theory approach, with a special emphasis on the practical implications of these problems to legal translation instruction. The author presents the circumstances in the Republic of Croatia over the preceding several years pertaining to the activities of legal translation for the purpose of accession to the European Union. This particularly refers to the translating of the acquis communautaire into the Croatian language. Possible functions of translated legal and legislative texts are analysed from this viewpoint, as well as various possible related approaches to solving translation problems. The author pays special attention to issues in translating cultural elements, considering that they tend to show special sensitivity to the function of a translated text. Finally, practical application of the above considerations regarding legal translation is presented in the last part of the paper. Having taught courses in legal translation to lawyers aspiring to work as legal translators within EU bodies, the author presents the contents of the courses and some methods of teaching which take account of the skopos theory, as well as the reception of such teaching methods and their outcomes.
2
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Translation didactics: A proposal for teaching consecutive interpreting

100%
Woodward-Smith E., Lankiewicz H. A., Szczepaniak-Kozak A.
Glottodidactica
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2018
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vol. 45
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issue 1
179-192
EN
The current article presents an example of a consecutive interpreting activity, which draws on the concept of autonomy in language learning. With regard to the "applied" component of translation studies, as formulated by Holmes (1988), the authors intend to demonstrate the need for enhancingforeign language competence in translator education, accentuating its role in the conceptualization of the discipline. Considering the context of this type of education, which is offered frequently to undergraduate students, the authors posit the need to concomitantly develop the command of a foreign language. They propose to compensate teaching practices derived from translation studies with the use of foreign language methodology for developing translating and interpreting skills.
3
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„…A czy tłumaczyć Kraków?” Nazwy własne w dydaktyce przekładu

86%
Wołek-San Sebastian K.
Między Oryginałem a Przekładem
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2017
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vol. 38
169-171
EN
The article concerns a significant issue in educating translators, namely, proper names in teaching translation. Fundamental differences in the approach to proper names are presented in the paper in the context of the practice of teaching pragmatic and artistic translation, as well as written and oral translation. Observations of problems and suggestions for practical exercises were based on long-term experience in the so-called “translation path in Croatian Studies”. Hence, they will find application mainly (yet not only), in the translation of closely related languages.
4
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Transfer kulturowy w nauczaniu przekładu a rola nauczyciela

72%
Dunin-Dudkowska A., Centrum Języka i Kultury Polskiej dla Polonii i Cudzoziemców UMCS u. W., adudkowska@interia.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2014
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vol. 21
EN
At the end of the twentieth century due to the so-called cultural turn in the development of the theory of translation, the translator started to be seen as a mediator in the intercultural communication. In the translation process, he interprets and transfers experiences from the source culture to the target culture. The greatest difficulty in the process of translation is translating of the untranslatable elements, for which one searches for the best equivalents . In such a situation, each translator selects appropriate strategies and techniques of translation. Many problems arise, among others, in translation of terminology and cultural phenomena in different legal systems, such as the names of companies, governing bodies or the articles of association. The role of the teacher is to provide information about contemporary life and history of culture, present the genre patterns of relevant documents, show how to solve difficulties in the process of translation, create sensitivity to the phenomena seemingly identical in different cultures, and to indicate valuable sources of information on cultural and sociocultural background (bibliography).
PL
Pod koniec XX wieku w związku z tzw. zwrotem kulturowym w rozwoju teorii przekładoznawczych tłumacz zaczął być postrzegany jako mediator w komunikacji międzykulturowej. W procesie tłumaczenia dokonuje on interpretacji i przeniesienia doświadczeń z kultury źródłowej do kultury docelowej. Największą trudnością w działalności translatorskiej jest tłumaczenie elementów nieprzekładalnych, dla których poszukuje się najlepszych ekwiwalentów translacyjnych. W takiej sytuacji każdorazowo tłumacz dokonuje wyboru odpowiednich strategii i technik translacyjnych. Wiele problemów powstaje m.in. przy tłumaczeniu terminologii i zjawisk kulturowych funkcjonujących w różnych systemach prawnych, np. nazw spółek kapitałowych, organów zarządzających, umowy spółki. Rolą nauczyciela tłumaczy jest przekazanie informacji realioznawczych i historycznokulturowych, prezentacja wzorców gatunkowych stosownych dokumentów, pokazanie sposobu rozwiązywania trudności translatorskich, kształtowanie wrażliwości w stosunku do zjawisk pozornie identycznych i wskazanie odpowiednich źródeł informacji na temat kultury i socjokultury omawianych kręgów kulturowych.
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