Creativity, Translation, and Teaching Old English Poetry

Brookman, Helen; Robinson, Olivia

doi:10.3366/tal.2016.0259

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This poem is a wonderful training task. The creative approach allows not only guess linguistic riddle but also to create a bright translation in native language by semantic unity interpretation, polysemy analyzes, homonym analyzes and analyzes of the poem grammatical structure [7].…”

Section: Resultsmentioning

confidence: 99%

“…During the process of special course training we used such educational approaches and methods as: -compositions writing; -chain associations method; -creative field method; -phonetic opposition reception; -sensory comparison reception; -storytelling usage reception; -individual projects. Pedagogical system of the future philologist professional communicative competence, based on the creativity is a type of education, specific range of aims, tasks, principles, means, content, creative-innovative forms (methods, means), communicative strategies and criteria of the designed model efficiency rating [4].…”

Section: Research Site and Background On The Casementioning

confidence: 99%

See 1 more Smart Citation

Methodical Foundations of the Professional Communicative Preparation of Future Philologists By Means of Creative Writing

Rybinska¹

2018

Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Section: Research Site and Background On The Casementioning

confidence: 99%

Methodical Foundations of the Professional Communicative Preparation of Future Philologists By Means of Creative Writing

Rybinska¹

2018

Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences

View full text Add to dashboard Cite

“…Regarding the practice of collaborative literary translation, research shows benefits that go beyond the linguistic: for mental health (Dompmartin-Normand 2016, Greaves and Di Stefano, 2017), symbolic competence (Gyogi 2019), intercultural awareness and analytical skills (Park 2015), enhancing plurilingual competence (Muñoz-Basols 2019), helping preliteracy skills in kindergarten (Kultti and Pramling, 2018) or enhancing literary understanding at university (Brookman and Robinson, 2016).…”

Section: Literary Translation In Schools: a Review Of The Literaturementioning

confidence: 99%

‘We actually created a good mood!’: metalinguistic and literary engagement through collaborative translation in the secondary classroom

Beauvais

Ryland

2020

Language, Culture and Curriculum

View full text Add to dashboard Cite

This paper presents findings from observations of literary translation workshops with secondary school MFL pupils, revolving around a literary translation from L2 to L1 which does not require pre-existing language skills in the L2. Our research questions were: what skills do pupils mobilise when they work in groups on a literary translation? What can we say of the pupils' engagement and motivation? The data shows that pupils mobilise three categories of skills: metalinguistic, linguistic, and literary. Our first contention is that metalinguistic reflection feeds into both linguistic and literary aspects of the exercise and contributes to binding them together. The pupils displayed engagement most intensely when finding a translational 'solution' with expressive potential (that 'sounds good'). Their motivation was maintained through oral performance: pupils engage in vast amounts of vocalisation. We suggest that the spontaneous performative aspects of literary translation workshops help pupils process text, negotiate the linguistic territory across source and target language, and evaluate the aesthetic potential of their writing. Our second contention, therefore,

show abstract

“…Most take place in second-language or plurilingual classes, with practices inscribed within foreign language pedagogy and intercultural competence Schultze 2012a andJiménez et al 2015;Dompmartin-Normand 2016;Brookman and Robinson 2016;Kultti & Pramling 2018). But literary translation workshops are also being developed for wider purposes.…”

Section: Literary Translation In Schools: An Overviewmentioning

confidence: 99%

An emergent sense of the literary: Doing children’s poetry translation in the literature classroom

Beauvais¹

2019

JLE

View full text Add to dashboard Cite

This article brings together findings from translation theory, the poetics of children’s poetry, and the pedagogy of translation, in an attempt to theorise the practice of poetry-translation in the literary classroom. I argue that translating children’s poetry in the context of translation workshops mobilises skills, and encourages ways of thinking about poetry, that espouse particularly well one of the complex challenges of literary education: namely, triggering in learners an emergent sense of the literary. Poetry-translation, I contend, allows for profoundly experiential engagement with some of the most sophisticated, and least easily articulated, aspects of the aesthetics of literature – prominently, the resistance of the literary text to paraphrase, the lack of a clear content-form dichotomy, and the embodied aspects of the literary encounter. Because translating is never just writing, but always already writing one’s reading, the translation of poetry in the literary classroom requires pupils to capture, experience, and take ownership of their encounters with literature, in order to re-express them. I first explain the practice of literary translation in the classroom; I then talk about contemporary poetry translation theory and its deeply phenomenological approach to text. I next show why the particular poetics of children’s poetry situate that kind of text ideally for a pre-semantic, intuitive approach to poetry translation. Finally, I look at the writing process as a way of turning the pupil into what Roland Barthes calls a poéticien, a person whose poetry-writing does theoretical work. Key words: children’s poetry, translation, literary education, aesthetics

show abstract

Creativity, Translation, and Teaching Old English Poetry

Cited by 4 publications

References 0 publications

Methodical Foundations of the Professional Communicative Preparation of Future Philologists By Means of Creative Writing

Methodical Foundations of the Professional Communicative Preparation of Future Philologists By Means of Creative Writing

‘We actually created a good mood!’: metalinguistic and literary engagement through collaborative translation in the secondary classroom

An emergent sense of the literary: Doing children’s poetry translation in the literature classroom

Contact Info

Product

Resources

About