Multiply‐translated Chaucer in the Korean classroom

Abstract

This paper introduces a teaching experiment that uses a set of local translations of a European medieval text—in this case, Korean translations of Chaucer's Canterbury Tales—as teaching texts in the Korean classroom alongside the original work. Students compare a range of translations dating from all periods of the 20th century, including one from as early as 1915 and others from the 1960s, 1980s, and 2000s. Tracking the variety of translation methods and different linguistic and artistic choices employed by these multiple translations allows even students unfamiliar with Middle English to gain a better sense of the particulars of Chaucer's language and character‐making. Treating translation itself as a creative mode, this paper argues that even bad translations and messy histories of linguistic interference can be put to productive pedagogical use. Recuperated local translation archives can be used in the teaching of Middle English literature by helping students understand Chaucer's own positionality as a translator and compiler. Such archives also contribute to the study of comparative literature more broadly as they present case studies of how ideas of world literature are formed over time and space, and encourage a critical engagement with the canon even as it is being taught.