2.2 Cultural Untranslatability Before touching on CU, untranslatability is the basic notion that needs to be clarified first. Although almost all translators and translation scholars have long felt and proved the existence of untranslatability, for a fairly long time, the notion of untranslatability had been very unpopular. The official acceptance and forming of it became true only 8 in the second half of the 20th century. 2.2.1 Untranslatability Dichotomy Briefly speaking, untranslatability takes place when a translator cannot convey the meaning from one language into another. (Manafi Anari, 2003, p.14) In the early stage of translation study, there had been no specific definition and classification for “untranslatability”. It is British scholar Catford who first elaborates on this issue. In his dichotomy model of untranslatability which is the most important and logical theory about the topic, Catford identifies two kinds of untranslatability, namely, linguistic untranslatability (LU) and CU. He describes that LU arises when “failure to find a TL equivalent is due entirely to differences between the source language and target language” (1965, p.98). Since it “has nothing to do with cultural differences in the wider sense; it is purely linguistic” (Ibid, p.97), LU is not discussed in this paper. As to CU, it arises “when a situational feature, functionally relevant for the SL text, is completely absent from the culture of which the TL is part” (Ibid, p.99). In other words,
Carrie Rothstein wrote the book and it mainly entails issues and treasured ideas to do with managing classrooms. It takes into the deep study the new of thinking about classroom management by advocating that teachers should learn to intermarry cultures with class instruction and more so have the diverse cultures in their mind while carrying out the so-called class management and arrangement. It states that the studying is much affected by culture hence teachers should equip themselves with the various cultures of the students they teach even if not necessarily learning all the dos and don'ts of a given culture. The books urged teachers to learn about the different ways in which culture affects the beliefs about schooling and education in general
I Essay 2- Shea, Renee H. LANGUAGE OF
Big Idea Comprehension is key when learning what one is reading. Reference to PA and Common Core Standard(s) CC.1.2.3.B:Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.C: Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.
INTRODUCTION: Open your argument to the audience and give them reason to listen on. I. Hook (Opening Statement): Get your audience’s attention! Consider a quote from the story. Are there any circumstances in which the law should be ignored?
Cultural relativism is the understanding of other cultures in their own terms. To achieve the understanding of the rituals used in the cultures of another, one must be able to look at them from an emic (insider) perspective. One must also be able to look at his own culture from an etic (outsider) perspective. The ability to look at one’s culture from the etic point of view will make it easier to explain the rituals to someone from a different culture, for example, rites of passage. Rites of passage are used to mark a life stage and are celebrated by tradition or religion, meant to separate a specific group.
In the article "The Concept of a Discourse Community" by John Swales (1990). He aimed to define the meaning of a discourse community; then he carefully deconstructs discourse community into six fundamental attributes that are important for recognizing a discourse community. Swales’ definition of a discourse community is a group that has objectives or purposes, and utilize communication to accomplish those objectives. He states that a discourse community is presented as a more practical and purposeful gathering than speech fraternity or speech group. The six essential characteristics that Swales (1990) belief to be the core of a discourse community are its goals, intercommunication, participation, genres, Lexis, and expertise.
It is possible that these struggles may be linked to the large contextual differences between the two cultures. The book Working Across Cultures indicates that “India is a high-context culture.” (Hooker, 2003, p.34) Through the analysis of Canada’s contextual style, it reveals that Canada is a low-context culture. These differences in context between India and Canada may impact one’s ability to learn and speak English fluently.
(446) This quote really stands out to me in the passage. Lu talks about no matter at what attempts his parents or teachers tried to do to keep the two conflicting languages conflicts away, it would still emerge and that in his attempt to only think about one language, it would conflict with the other one and they would eventually compromise and both languages would be thought of. Growing up, she compares her literacy to an electronic tool and the ability to switch it on and off whenever she was in her natural place, which was home, and her alien place, which was school. This was the main struggle because it leads to the avoidance of writing with
In Monique and the mango Rains, there are many connections to course concepts. This book connects to the anthropological perspective which includes holism, cross culturalism, and cultural relativism. She also experiences culture shock. This book can be related to the Anthropological Perspective because there are examples of holism, cross culturalism, and cultural relativism thought the book.
Throughout generations cultural traditions have been passed down, alongside these traditions came language. The language of ancestors, which soon began to be molded by the tongue of newer generations, was inherited. Though language is an everlasting changing part of the world, it is a representation of one’s identity, not only in a cultural way but from an environmental standpoint as well. One’s identity is revealed through language from an environmental point of view because the world that one is surrounded with can cause them to have their own definitions of words, an accent, etc. With newer generations, comes newer forms of languages.
Every society has its own unique cultures in which people will have different ideas of moral codes. The diversity of these cultures cannot be said to be correct or incorrect. Every society has independent standards of ethic within their society and these standards are culture-bound. Cultural Relativism has a perception in which rightness or wrongness of an action depends entirely within the bounds of the culture. This theory opposes the belief in the objectivity of moral truth.
A translator may subject him-/herself either to the original text, with the norms it has realized, or to the norms active in the target culture, or in that section of it which would host the end product. Translation is a complicated task, during which the meaning of the source-language text should be conveyed to the target-language readers. In other words, translation can be defined as encoding the meaning and form in the target language by means of the decoded meaning and form of the source language. Different theorists state various definitions for translation.
The film Lost in Translation follows two Americans visiting Tokyo during important transitional periods in their lives. Charlotte is a recent college graduate trying to figure out her career while also moving on from the honeymoon phase of her new marriage. Bob Harris is essentially going through a mid-life crisis as he sorts through life post-movie stardom and struggles to maintain a relationship with his overbearing wife. The two find each other in the hotel bar as a result of their inability to sleep and form a connection based on their mutual isolation in both their relationships and the city of Tokyo. The film touches on the importance of communication as well as what it is like to be a foreigner alone in a vastly different culture.
There are countless reported negative American stereotypes and I honestly struggled tremendously to find a stereotype that I identified with. However, I would say cultural ignorance is a negative American stereotype I can actively work to address as our class travels internationally. Researching cultural ignorance more in-depth will aid in my understanding and appreciating diverse cultural perspectives, the importance of historical knowledge, and the complexity of communication amongst different cultures as I travel to Europe. Cultural ignorance is when an individual shows a lack of understanding of other cultures in terms of history, society, government, and much more. This lack of knowledge and understanding can easily be interpreted as a lack of respect for the culture or country and even ethnocentrism in the more extreme examples.
CHAPTER I Background and Purpose 1.1. Introduction For a long time, translation has been a controversial issue on whether it can be an instructional tool in language learning classrooms or not. From the beginning of the twentieth century, there has been several arguments against using translation as a language teaching tool. Translation as a language learning activity was considered as being unsuitable within the context of foreign language learning (Brown, 2002).