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Journal articles on the topic 'Translation School of Toledo'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Makhmudov, Otabek. "THE TOLEDO SCHOOL –MYTH OR REALITY:A REFUTATIONSTO J.S.SANTOYO AND A.KALASHNIKOV." JOURNAL OF LOOK TO THE PAST 4, no. 4 (April 30, 2021): 38–48. http://dx.doi.org/10.26739/2181-9599-2021-4-5.

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In the article, based on the results of a study conducted on the topic of studying the scientific heritage of Eastern scholars in medieval European translation centers, attempts to clarify the various views on the formation and stages of the Toledo School, as well as on the naming of this center, existing in science.It is well known that the centuries of the existence of the Toledo school were the beginning of a process of great cultural upheavals in Europe, therefore it has always attracted the attention of researchers. Therefore, European experts have carried out a number of studies to study issues related to the scientific center, and the article provides scientific conclusions

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2

Iovenko, Valery. "Everything can do the Kings and the Queens." Cuadernos Iberoamericanos, no. 2 (June 28, 2018): 26–29. http://dx.doi.org/10.46272/2409-3416-2018-2-26-29.

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The article examines the important role which played in the history some European monarchs in the IX–XVIII ages. These kings and queens took part in the activities of the community of translators and interpreters. Their work was connected not only with the organization of the translator’s job in their countries (England, Spain, Russia), but with doing by these kings and queens translations from the foreign languages to mother tongues. The article pays special attention to the personality of the Spanish king Alfonso X Sage who opened at the XIII age the second stage of the famous Translator’s School in Toledo, placed at the head of its activities and added originality to the translator’s education and the art of translation, expanded genre fan of the translated works. The author describes the history of English version of Jacob’s translation of Bible, which always was object emblematic for many generations of translators.

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3

Serrano Patón, Luisa Mª. "The Identification of Gundisalvo's Main Contributor." FITISPos International Journal 2 (April 24, 2015): 122–31. http://dx.doi.org/10.37536/fitispos-ij.2015.2.0.36.

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Abstract: The main issue of this article will revolve around the School of Translators of Toledo, one of the first European institutions carrying out translations that could be considered as translations within the Public Services and examples of Community Translation. The main objectives of this project will be to highlight the institution, as well as to carry out an inner investigation for trying to demonstrate the identity of one of the School’s most relevant translators: Gundisalvo’s main contributor, analyzing documents found in the current School’s Library and in the Cathedral Archive of Toledo. Firstly, there will be a brief analysis about the historical development of theSchool ofTranslators. Secondly, the research part about the identity of Gundisalvo’s contributor will be developed and explained, as well as the methodology used for the research and the conclusions obtained. Finally, general conclusions about the whole project will be exposed too.Resumen: El tema principal de este artículo girará en torno a la Escuela de Traductores de Toledo, una de las primeras instituciones europeas en realizar traducciones que podrían ser consideradas como traducciones de de los Servicios Públicos y ejemplos de Traducción Comunitaria. Los principales objetivos de este proyecto serán el de resaltar la figura de la institución, así como llevar a cabo una investigación interna para tratar de demostrar la identidad de uno de los traductores más relevantes de la Escuela: el colaborador principal de Gundisalvo, analizando los documentos encontrados en la actual biblioteca de la Escuela y en el Archivo Catedralicio de Toledo. En primer lugar, se realizará un breve análisis sobre el desarrollo histórico de la Escuela de Traductores. En segundo lugar, se llevará a cabo una investigación sobre la identidad del colaborador de Gundisalvo, así como la metodología utilizada y las conclusiones obtenidas. Por último, se expondrán también las conclusiones generales sobre el proyecto completo.

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4

BRASA DÍEZ, Mariano. "Métodos y cuestiones filosóficas en la escuela de traductores de Toledo." Revista Española de Filosofía Medieval 4 (October 1, 1997): 35. http://dx.doi.org/10.21071/refime.v4i.9701.

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Philosophical questions and method in Toledo Translaters School. In this paper, after a preliminary section on twelfth-century Spain, I will present Medieval Renaissance Toledo where -in the School of Translators- the great translators did their work, and out of which most of the philosophical works by Arab Authors, translated to latin, emerged. I will also talk about other roads, other regions, and other translators. Finally, I will the Alfonsian translations and I will conclude with two appendices showing the works translated by Ibn Daound-Gundisalvo and by Gerardo de Cremona.

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5

Gomez-Aranda, Mariano. "The Contribution of the Jews of Spain to the Transmission of Science in the Middle Ages." European Review 16, no. 2 (May 2008): 169–81. http://dx.doi.org/10.1017/s1062798708000161.

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The Jews of Spain in the Middle Ages played an important role in the transmission of Graeco-Arabic learning by translating, or participating in translations, of scientific texts. They also composed original works on mathematics, astronomy, astrology and medicine in which they adapted the theories of the ancients for their own time. Science was used by the ruling powers as an element of prestige, and by the Jewish scientists as a way to obtain a high social status. The policy of cultural sponsorship of Muslim caliphs, as well as of Christian kings, was fundamental in the process of transmission of the Greek sciences to the Western world. The School of Translators of Toledo is an example of this process. The astronomical theories developed by Jewish scientists at the end of the 15th century played an important role in the Spanish and Portuguese discoveries of the 16th century. Their knowledge of astronomy, astrology, mathematics, and medicine was also used by the Jewish intellectuals to provide a rational and scientific support for the Jewish religion and tradition, as is reflected in the interpretations of the Bible by medieval Spanish Jewish authors.

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6

Shmonin, Dmitry. "Toledo Principles and Theology in School." State Religion and Church in Russia and Worldwide 35, no. 4 (2017): 72–88. http://dx.doi.org/10.22394/2073-7203-2017-35-4-72-88.

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7

REINHARDT, Klaus. "El árbol apostolical, parte del Árbol de la ciencia, de Raimundo Lulio, en una versión castellana del siglo XV. Introducción y edición del prólogo." Revista Española de Filosofía Medieval 10 (October 1, 2003): 245. http://dx.doi.org/10.21071/refime.v10i.9266.

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The manuscript 21-7 of the Cathedral Library of Toledo contains a medieval translation of the Arbor apostolicalis, part of the Arbor scientiae, of Ramon Lull, together with a preface addressed from a anonymous lulist to the archbishop of Toledo, probably Alfonso Carrillo. The article investigates the manuscript, ignored from the historians of the lulisme, and presents an edition of the preface.

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8

Jankun, Jerzy, Roberta Redfern, and Arjun Sabharwal. "Editorial: what editors welcome." Translation: The University of Toledo Journal of Medical Sciences 5 (June 27, 2018): 1–2. http://dx.doi.org/10.46570/utjms.vol5-2018-200.

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Translation; The University of Toledo Journal of Medical Sci- ences, online journal, launched a few years ago by UT, is accepting again papers in all aspects of medical sciences in four different categories.

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9

Pym, Anthony. "Twelfth-Century Toledo and Strategies of the Literalist Trojan Horse." Target. International Journal of Translation Studies 6, no. 1 (January 1, 1994): 43–66. http://dx.doi.org/10.1075/target.6.1.04pym.

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Abstract The scientific translating associated with twelfth-century Toledo remains a poorly understood phenomenon. Attention to its political dimension suggests that it should not be attached to the state-subsidized work carried out under Alfonso X after 1250 but is better explained in terms of Cluniac sponsorship of the first Latin translation of the Qur'an in 1142. This approach reveals grounds for potential conflict between the foreign scientific translators and the Toledo cathedral. Such conflict would nevertheless have been smoothed over by certain translation principles serving both scientific and religious interests. The foremost of these principles were literalism, secondary elaboration, the use of teamwork, the inferiorization of non-Latinist intermediaries, justification of conquest and the accordance of authority to non-Christian texts. Thanks to this shared regime, the Church helped scientific translations to enter Latin. But the translations brought with them a questioning spirit that would contest and eventually undermine Church authority.

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10

Arráez-Aybar, Luis-Alfonso, José-L. Bueno-López, and Nicolas Raio. "Toledo School of Translators and their influence on anatomical terminology." Annals of Anatomy - Anatomischer Anzeiger 198 (March 2015): 21–33. http://dx.doi.org/10.1016/j.aanat.2014.12.003.

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11

Grévin, Benoît. "Late Medieval Translations of the Qurʾān (1450–1525): Discontinuity or Cumulativeness?" Medieval Encounters 26, no. 4-5 (December 29, 2020): 477–506. http://dx.doi.org/10.1163/15700674-12340083.

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Abstract What was the reason behind the new, still partly understudied, European “wave of translations” of the Qurʾān characteristic of the years 1440‒1530? Can we find a pattern behind the translation processes and techniques used by John of Segovia and his Muslim coworker, the team commissioned by Egidio da Viterbo, and the Sicilian Jewish convert Guglielmo Raimondo Moncada (alias Flavius Mithridate)? This new generation of Qurʾānic translations presents interesting innovations in contrast to the older works of Robert of Ketton and Marcos de Toledo. Even if the loss (Juan de Segovia) or the non-completion (Moncada) of part of these texts makes it difficult to draw definitive conclusions, there are still significant observations to be made about them: these translations were all bilingual or multilingual, featuring conscious strategies of presentation of the Arabic and Latin versions, and a new approach to the Muslim exegesis. And yet, these new and sophisticated works were no match for the older Iberian versions, and it was the Kettonian translation that became the first Latin translation printed in its entirety, whereas the new works of the years 1440‒1530 were lost or poorly transmitted. This paper tries to explain this paradox. Furthermore, through a comparative new methodology, it also aims at gauging the possible links between the older and the newer Latin translations of the Qurʾān suggesting specific a relationship between the Qurʾān of Marcos de Toledo and Moncada’s partial translation of MS. Vat. Ebr. 457.

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12

Majkiewicz, Anna. "Przekład literacki na cztery ręce, czyli o warsztacie niemieckiego tandemu tłumaczy Ksiąg Jakubowych Olgi Tokarczuk." Między Oryginałem a Przekładem 27, no. 2 (52) (June 21, 2021): 79–99. http://dx.doi.org/10.12797/moap.27.2021.52.04.

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Literary Translation in Four Hands – the Workshop of the German Translation Tandem of Olga Tokarczuk’s The Books of Jacob The Books of Jacob by Olga Tokarczuk, the Polish Nobel Prize winner in literature, was published in 2014 by Wydawnictwo Literackie (Krakow). The German translation of the novel is the result of the work of the tandem, Lisa Palmes and Lothar Quinkenstein, who by using the TOLEDO platform (Translators in Cultural Exchange) programme of the German Translators Fund, have made a “translation journal” entitled Die Funken der Erlösung. Journal zur Übersetzung des Romans Die Jakobsbücher von Olga Tokarczuk (Kampa) available. Its reading allows us to reconstruct the translation tandem’s successive activities in the preparation for the proper translation process: from the reconstruction of the boundary between history and fiction during the reading of the source texts, through the deconstruction of the image of the main character in the original and its reconstruction in the translation, to the exploration of the colour of the epoch, the polyphonicity and intertextuality of the novel and the definition of their translation strategies.

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13

Mitzner, Piotr. "Russian Emigrant School of Translation." Tekstualia 1, no. 36 (April 1, 2014): 89–96. http://dx.doi.org/10.5604/01.3001.0013.4573.

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The article offers a glance at the history of those Russian literary scholars and translators who emigrated to Poland after the Revolution of 1917. It also presents an important, but forgotten writer and translator from Russian, Wacław Denhoff-Czarnocki (who played an important role in presenting Russian poetry to Polish audiences in the 1920s) and refers to a review in which Lev Gomolicki not only comments on a Polish translation of Pushkin’s verse, but also sketches a short set of formal rules that prominent Russian translators of the time defi ned as valid principles of poetry translation.

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14

il joo kong. "The Arabo-Islamic Achievement in Translation and Dialogue among Cultures from Baghdad to Toledo." Journal of Mediterranean Area Studies 19, no. 4 (November 2017): 103–11. http://dx.doi.org/10.18218/jmas.2017.19.4.103.

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15

Burnett, Charles. "The Coherence of the Arabic-Latin Translation Program in Toledo in the Twelfth Century." Science in Context 14, no. 1-2 (June 2001): 249–88. http://dx.doi.org/10.1017/s0269889701000096.

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This article reassesses the reasons why Toledo achieved prominence as a center for Arabic-Latin translation in the second half of the twelfth century, and suggests that the two principal translators, Gerard of Cremona and Dominicus Gundissalinus, concentrated on different areas of knowledge. Moreover, Gerard appears to have followed a clear program in the works that he translated. This is revealed especially in the Vita and the “commemoration of his books” drawn up by his students after his death. A new edition of the Vita, Commemoratio librorum and Eulogium, based on all the manuscripts, concludes the article.

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Mukhetdinov, D. V. "The Latin Translation of the Qur’ān Between Controversy and Research." Islam in the modern world 16, no. 4 (February 7, 2021): 27–50. http://dx.doi.org/10.22311/2074-1529-2020-16-4-27-50.

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This article examines the history of the translation of the Qur’an into Latin. The main attention was paid to the study of the transformation of the approach to the translation of the Qur’an into Latin. During the long historical period (XII–XVII centuries) its basic principles remained unchanged, but the ways of their practical application were signiﬁcantly changed. The study shows that the combination of polemical and research components forms the basis of the translation approach developed in the translation of Robert of Ketton and Corpus Tholetanum (c. 1143), a collection of works on Islam, created in Toledo under the guidance of Peter the Venerable. These leading components of the translation approach constitute the basis of all other translations of the Qur’an into Latin. However, since Mark of Toledo’s translation (c. 1210) the structural characteristics of these components greatly change. In addition, the correlation between them also changes: while in the twelfth century the polemical component signiﬁcantly shaped certain translation decisions, by the seventeenth century it was deﬁnitively detached from the translation itself. This transformation prepared the ground for the modern scientiﬁc approach to the translation of the Qur’an.

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Julien, Catherine J. "History and Art in Translation: The Panos and Other Objects Collected by Francisco de Toledo." Colonial Latin American Review 8, no. 1 (June 1999): 61–89. http://dx.doi.org/10.1080/10609169984764.

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18

VEGAS GONZALEZ, Serafín. "La transmisión de la filosofía en el Medioevo cristiano: el prólogo de Avendeuth." Revista Española de Filosofía Medieval 7 (October 1, 2000): 115. http://dx.doi.org/10.21071/refime.v7i.9443.

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The design of translating into Latin the Avicenna's Shifa' is the immediate consequence of the mediaeval Christian culture concern to include the most advanced islamic inheritance of the age. This is stated in the preface in which Avendeuth dedicates the De anima translation to the Arschbishop of Toledo. Mediaeval transmission of philosophy specifies the significance that the transmission of the knowledge in general has for the history of the mediaeval West philosophy as a search for a Christian culture in accordance with the development of human reason.

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19

Yolles, Julian. "Scientific Language in the Latin Qur'ans of Robert of Ketton and Mark of Toledo." Journal of Qur'anic Studies 22, no. 3 (October 2020): 121–48. http://dx.doi.org/10.3366/jqs.2020.0442.

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This paper centres on the Latin translations of the Qur'an by Robert of Ketton (d. 1142–1143) and Mark of Toledo (d. 1209), as viewed within the context of their earlier translations of scientific works. In previous scholarship, the Latin Qur'ans of Robert of Ketton and Mark of Toledo have been studied with respect to linguistic features and considered separately from their translations of astrological and medical texts. This paper proposes to reunite these strands of translation activity by examining the ways in which scientific discourse influenced these Latin translations of the Qur'an. The paper demonstrates that the translators incorporated their scientific expertise into their translations of the Qur'an by employing terminology specific to their respective fields of astrology and medicine. On the basis of this new evidence, it is argued that Robert of Ketton sought to promote the study of astrology and astronomy, while Mark of Toledo's use of medical jargon formed part of a calculated polemical strategy in which he portrayed the spread of Islam as a disease to be treated by a physician.

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Toledo Báez, Cristina, and Claire Alexandra Conrad. "Informational pamphlets for asylum seekers in English." Specialised Translation in Spain 30, no. 2 (December 31, 2017): 559–91. http://dx.doi.org/10.1075/resla.00007.tol.

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Abstract The aim of our study is to examine the legal and administrative English used in the informational pamphlet the Spanish Ministry for Home Affairs created to explain Law 12/2009 to international protection applicants. To do so, a linguistic revision of the translated pamphlet was carried out in order to identify the linguistic and discursive elements which make comprehension difficult. Then, using translation techniques developed by Molina and Hurtado Albir (2002), an intralinguistic translation was proposed with the goal of rewriting the text in easily-understandable English. Additionally, errors were classified and corrected in accordance with Toledo Báez’s (2010, 2015) analytical assessment scale and the pamphlet’s design was updated. Lastly, the readability of both the original and simplified translations was evaluated using the Flesch Reading Ease Formula.

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Klaus Vieweg and 임정숙. "Translation : School and University sport in Germany." Journal of Sports and Entertainment Law 17, no. 1 (February 2014): 29–45. http://dx.doi.org/10.19051/kasel.2014.17.1.29.

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22

Park, Ocksue. "What constitutes a translation graduate school in South Korea?" Babel. Revue internationale de la traduction / International Journal of Translation 53, no. 2 (November 29, 2007): 167–78. http://dx.doi.org/10.1075/babel.53.2.07par.

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South Korea is the first country where the translation education has operated at a postgraduate level in Asia. The first graduate school, the Graduate School of Interpretation and Translation, Hankuk University of Foreign Studies, operated at 1979. As of 2006, there are ten translation and/or interpreting departments at graduate level in South Korea. The curriculum of translation graduate schools in South Korea should be examined from a theoretical standpoint. This article is the answer of what constitutes a translation graduate school in South Korea in terms of its title, its commencement date, type of school, division of departments, admission requirements, and the duration of the programme and what is an appropriate curriculum for a translation graduate school in South Korea. For this study, I have conducted interviews with heads of translation departments at South Korea’s graduate schools in the first place, with a view to establish the real situation of graduate schools that teach translation in South Korea. I adopted Renfer’s model for analysing the programme of the graduate schools. Renfer (1991) presents four basic programme models of translator and/or interpreter education training for western countries such as Two-tier system, Parallel translator and interpreter training model, Y model, and Postgraduate interpreter training or intensive on-the-job training in international organisations. The results of the data analysis are discussed, and lastly suggestions for translation students to develop and improve their translation skills are presented.

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González Rivera, P., A. Hidalgo Borreguero, S. Bolaño Mendoza, M. Soto Laguna, K. Preckler Peña, F. J. Gonzalez Díaz, A. Zafra Villena, et al. "Gender dysphoria in USMIJ of Toledo. Report of a case." European Psychiatry 33, S1 (March 2016): S346. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1223.

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The start of Child and Adolescent attention to gender dysphoria is very recent. In our Unit, it has objectified a growing increase in such demand over recent years.As a typical example would be a patient of 13 years following gender dysphoria begins to present school failure and behavior problems at home with emotional instability.According to the recommendations of the Group Identity and Sexual Differentiation (GIDSEEN) after early detection is to guide parents towards a comprehensive treatment at a specialized interdisciplinary teams and a psychosocial approach to improve the quality of life, decrease mental comorbidity and gender dysphoria own. Having no such care in our community has been necessary to make a referral to another community to attend this demand.Currently it is giving adequate attention to these cases, but except for referral to another community. However, as we are seeing progression care in our area in the future could be feasible. Therefore, we consider as a first step dysphoria quantify each case in our area.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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24

Humphreys, John, Jennifer Oyler, Mildred Pryor, and Stephanie Haden. "Lost in translation: from B‐school to business." Journal of Business Strategy 31, no. 2 (March 2, 2010): 13–17. http://dx.doi.org/10.1108/02756661011025026.

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25

Cummins, Sarah. "Translation of current American school fiction into French." Perspectives 21, no. 2 (June 2013): 182–99. http://dx.doi.org/10.1080/0907676x.2011.634014.

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VEGAS GONZÁLEZ, Serafín. "Significado histórico y significación filosófica en la revisión de los planteamientos conceptuales a la Escuela de traductores de Toledo." Revista Española de Filosofía Medieval 12 (October 1, 2005): 109. http://dx.doi.org/10.21071/refime.v12i.8544.

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The current discontinuist visions of History of philosophy do not pay attention ennough to the interdependency between the historic meaning and the philosophic significance, when talking about the historic becoming of philosophy. The need of that inderdependency is highlighted when the philosophy historian tries to face the extent of the different revisions that the specialists that have studied this subject since the work of A. Jourdain have proposed in connection with the School of Translators of Toledo.

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Burman, Thomas E. "Tafsīr and Translation: Traditional Arabic Qurʾān Exegesis and the Latin Qurʾāns of Robert of Ketton and Mark of Toledo." Speculum 73, no. 3 (July 1998): 703–32. http://dx.doi.org/10.2307/2887495.

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Vid, Natalija. "Use of Domesticated and Foreignized Methods in the Soviet School of Translation." ELOPE: English Language Overseas Perspectives and Enquiries 4, no. 1-2 (June 16, 2007): 151–59. http://dx.doi.org/10.4312/elope.4.1-2.151-159.

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The article focuses on prevailing translation methods used in the Soviet translation school. The main aim of the research is to analyze translation strategies; principles and methods used by Soviet translators who were forced to work in a cultural vacuum under strong ideological influence. The absolute priority of domesticated translation in the Soviet translation school is compared with strongly criticized foreignized translation. The primary use of the domesticated method of translation depended not on the personal tastes of the translators or current tendencies but on an artificial ideologically influenced cultural environment which was almost completely isolated from foreign cultures. The whole translation process in the Soviet Union differed greatly from that in democratic societies. It was inevitably influenced by an institution of censorship and strict centralization. In spite of all; there were intense efforts made by translators to preserve and even expand the horizons of the readers; to maintain a minimal cultural level; and to circumvent censorship.

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Found, Paul. "Translation or Adaptation?" Journal of Classics Teaching 18, no. 36 (2017): 8–10. http://dx.doi.org/10.1017/s2058631017000149.

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I guess the first issue that comes to mind when considering classical works in translation is ‘what is the actual purpose of the text?’ In the Classical Civilisation classroom, we are introducing students to ancient societies and ancient cultures that they will discuss in English. Apart from the fact that few, if any, of our own (state school) students will have any experience in Latin or ancient Greek, I have to question the validity of the argument some use that Classics must be studied in its original language in order fully to understand and appreciate the ancient authors.

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Permatasari, Ayu, and Issy Yuliasri. "Errors Made by Vocational School Students in Translating Analytical Exposition Text." Language Circle: Journal of Language and Literature 14, no. 2 (April 17, 2020): 191–96. http://dx.doi.org/10.15294/lc.v14i2.23628.

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The research aims to describe the kinds of translation errors made by vocational school students in translating analytical exposition text from English into Indonesian. The method used in the research was descriptive qualitative. The subject of the research was the eleventh graders of Fashion Program of SMK Al Asror Semarang. An analytical exposition text consisting of 5 paragraphs (source texts) and all of its’ translations in Indonesian (the target texts) were used in the research to find out the translation errors. Then the researchers classified them into 5 kinds of translation errors according to Vilar et al. (2006, p. 698). The results of the research revealed that there were 232 translation errors found in students’ translation. There were translation errors in the form of incorrect word (60.3%), punctuation (26.3%), missing word (6.0 %), word order (5.2%), and unknown words (2.2%). In conclusion, the three most prominent error categories made by the students were incorrect word, punctuation, and missing word errors.

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Mahbubah, Lathifah, Ahmad Mufatis Maqdum Biahmada, and Lailatul Mauludiyah. "Learning Arabic Translation at Islamic Boarding School in Madura." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 2, no. 3 (January 30, 2020): 231. http://dx.doi.org/10.22219/jiz.v2i3.10578.

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The study aimed to describe the method of learning turats book with a translation model in al-Amin Islamic boarding schools. This research was conducted using a qualitative approach with the process of analysis deductively. The process of data retrieval was based on direct observation of the learning process in Ma’had Al-Amin. The results of this study were the process of learning turats book material using the Harfiyah translation or literal translation process. The learning process is supported by the existence of “syamil” book which contains of material on qawaid. With the existence of the book, students were able to translate books containing subject matter with the help of the book of syamil. Therefore, the purpose of learning can be directly conveyed and students' understanding of qawaid translation if it can be done outside the classroom.

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Schjoldager, Anne. "Interpreting Research and the 'Manipulation School' of Translation Studies." HERMES - Journal of Language and Communication in Business 7, no. 12 (January 4, 2017): 65. http://dx.doi.org/10.7146/hjlcb.v7i12.24927.

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This article examines, explains and puts into perspective what others have dubbed the ‘Manipulation School’. This group of scholars see themselves as working within descriptive translation studies (DTS), as defined by Holmes (1975), and their main methodological tool is a search for translational norms, first proposed by Toury (1980a). The article then explores how these ideas relate to current research on interpreting - especially Gile’s work - and it concludes that, with certain modifications, the theory of translational norms could be extended to interpreting.

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Schjoldager, Anne. "Interpreting Research and the ‘Manipulation School’ of Translation Studies1." Target. International Journal of Translation Studies 7, no. 1 (January 1, 1995): 29–45. http://dx.doi.org/10.1075/target.7.1.04sch.

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Abstract With a special view to applying it to interpreting research, this article examines, explains and puts into perspective what others have dubbed the 'Manipulation School'. This group of scholars see themselves as working within descriptive translation studies (DTS), as defined by James S Holmes, and their main methodological tool is a search for translational norms, first proposed by Gideon Toury. The article then looks at interpreting research—especially Daniel Gile 's work—and explores how the ideas of the 'Manipulation School ' relate to current research in this particular field.

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Iskandar Dzulkurnain, Mohammad, Sunardi, Siswandari, and Asrowi. "DESIGNING ENGLISH TRANSLATION TOWARDS INDONESIAN MODERATE RELIGIOUS BASED SCHOOL." Humanities & Social Sciences Reviews 8, no. 3 (May 16, 2020): 302–9. http://dx.doi.org/10.18510/hssr.2020.8332.

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Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching. Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process, informants, and essential documents relied on the teaching-learning process. The data is collected through observation, interviews, and documentation. The collected data are analyzed through data reduction, categorization of data, and synthesis and arrange work hypothesis. Main Findings: The syllabus that applies as a reference for preparing lesson plans is based on the National Curriculum and the Pesantren (religious-based school) Curriculum. The learning objective includes general learning and specific learning purpose. The learning objective of English learning at PBU is in line with English for Specific Purposes (ESP). The application of curriculum is 50% for the religious-based school curriculum and 50% for the government curriculum. There are many instructional teaching materials such as print, audio, and visual and non-printed. Class activities are another sketch to make students spend their full attraction and attention. Evaluations are conducted periodically. Applications of this study: The syllabus produced from this study is used by the religion-based Islamic school at the secondary level. It has a function to become a bridge for language learning to ease the students for English acquisition. Novelty/Originality of this study: Some similar researches were done to find out more about translation but it has not found yet research that focused on creating a syllabus to facilitate the student in learning the holy book of Islam through translation.

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Bardon, Jack I. "The Translation of Research into Practice in School Psychology." School Psychology Review 16, no. 3 (September 1, 1987): 317–28. http://dx.doi.org/10.1080/02796015.1987.12085295.

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Barnes, Katrina. "Reviving pedagogical translation." Translation and Translanguaging in Multilingual Contexts 4, no. 2 (April 26, 2018): 248–81. http://dx.doi.org/10.1075/ttmc.00012.bar.

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Abstract The aim of this study was to determine to what extent translation may be an effective pedagogical tool for use by UK GCSE language students. It is offered as a contribution to the ongoing debate regarding the use of pedagogical translation. In March 2015, 41 students preparing for their GCSE Spanish exams were presented with a variety of translation-based activities, including a discussion about professional translation, a mistranslations exercise and a group translation task. The research design combined both translation as a means (explicative and process-oriented) and translation as an end (communicative and product-oriented), and was based upon a realistic, student-centred, socio-constructivist pedagogical foundation. Qualitative data, and a small amount of quantitative data, were collected via a post-session questionnaire and semi-structured group interview, through which students were asked about their experience of the translation sessions in order to answer the following questions: (1) According to students, does translation have a place in UK secondary school foreign language education? (2) If it does, what do students feel are its main benefits? (3) What form should translation activities take, according to students? Students felt that translation could add to their language classes in a variety of ways, including building their confidence, making their language learning more engaging, giving their learning a more ‘real-world’, practical focus and increasing their general language competency. They also felt that it was best delivered in the form of task-based group work. Students’ responses to the translation sessions were overwhelmingly positive, providing compelling support for further use of both explicative and communicative translation tasks in UK secondary school language education.

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Zamora Calvo, José María. "Pseudo-platonic immortality: Axiochus and its Posterity in Humanism." ΣΧΟΛΗ. Ancient Philosophy and the Classical Tradition 14, no. 1 (2020): 38–56. http://dx.doi.org/10.25205/1995-4328-2020-14-1-38-56.

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The aim of this article is to trace the influence of Axiochus, an apocryphal text attributed to Plato, on Humanism. The dialogue, which belongs to the literary genre of “consolation”, addresses the theme of contempt of death and the immortality of the soul. The jurist Pedro Díaz de Toledo (1410/15 – 1466) translated it into Spanish in 1444 from a Latin version entitled De morte contemnenda, which Cencio de’ Rustici had translated eight years earlier, probably from the Greek codex provided by Joannes Chrysoloras, the Vaticanus gr. 1031. For his part, the humanist Beatus Rhenanus (1485 – 1547), the owner of five editions, revised and corrected in detail the text of a translation by Rudolf Agricola, proposing a number of amendments and changes that would appear in the Basel edition printed by Adam Petri in 1518.

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Casassas Canals, Xavier, and José Martínez Gázquez. "Scholia Latina, Arabica et in uulgari lingua ad Alphurcanum Mahumedis." Medieval Encounters 27, no. 1 (May 26, 2021): 1–49. http://dx.doi.org/10.1163/15700674-12340093.

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Abstract The Cod. arab. 7 in the Bayerische Staatsbibliothek in Munich, which contains a large number of glosses in Latin and Romance, is important because it is, together with the Qurʾān in Ms. BNF arabe 384 and Ms. A-5-2 in the Escuela de Estudios Árabes in Granada, one of the only three known copies of the Qurʾān in Arabic that also contains numerous Latin glosses. The Paris manuscript has a large corpus of Latin glosses, signed by Riccoldo de Montecroce, made with the help of a second Latin translation of the Qurʾān by Mark of Toledo in 1210. In addition, the Arabic Qurʾān in Ms. A-5-2, probably elaborated in Algeciras in al-Andalus in 1599, gives the names of the Suras 1–19 in Latin.

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Benabed, Fella. "Ethnotextual mental translation and self-translation in African literature." Ars Aeterna 9, no. 2 (December 20, 2017): 71–80. http://dx.doi.org/10.1515/aa-2017-0010.

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Abstract Interest in African literature and translation is relatively new; it mainly emerged in the 1990s with the postcolonial turn in translation studies, under the influence of the cultural turn, the polysystems theory and the “Manipulation School”. Many African writers describe themselves as intercultural translators; they hover over the following questions: Is it a form of selfdenigration not to use one’s mother tongue as a medium of literary creation? How can their literary creations account for their postcolonial experience in the languages of former colonizers? Can these languages render the specificities of their distinct cultural worldviews? The linguistic choice made by African writers is hence highly political because it involves a compromise that rests on power relations. Their writing often involves a sort of translation from Source Language (SL) to Target Language (TL) whether through ethnotextual mental translation or self-translation.

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Knorn, Bernhard. "Theological Renewal after the Council of Trent? The Case of Jesuit Commentaries on the Summa Theologiae." Theological Studies 79, no. 1 (February 23, 2018): 107–27. http://dx.doi.org/10.1177/0040563917744653.

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As part of the Catholic reform after the Council of Trent, the Jesuits Francisco de Toledo, Gregorio de Valencia, and Gabriel Vázquez further developed the theological innovations of the School of Salamanca. Their commentaries on the Summa Theologiae (ca. 1563–1604) are marked by a creative retrieval of Aquinas and other theological sources as well as by openness toward current questions. This new method of theological argumentation related past authorities and articulations of the faith more effectively to the present, in order to better preserve the ecclesial community through time.

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Milton, John. "Literary Translation Theory in Brazil." Meta 41, no. 2 (September 30, 2002): 196–207. http://dx.doi.org/10.7202/003652ar.

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Abstract This article will examine literary translation theory in Brazil. It will first look at the approach used by brothers Haroldo and Augusto de Campos, which could be considered as veritable translation school of thought. It will then examine other approaches.

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Riveros, Augusto, Carolyne Verret, and Wei Wei. "The translation of leadership standards into leadership practices." Journal of Educational Administration 54, no. 5 (August 1, 2016): 593–608. http://dx.doi.org/10.1108/jea-09-2015-0084.

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Purpose – The guiding question of this study is: how is the Ontario Leadership Framework (OLF) translated into practices in elementary and secondary schools in the province of Ontario? The purpose of this paper is to provide a contextual account of the processes by which school leadership standards are incorporated into the practices of school administrators in the province of Ontario, Canada. Design/methodology/approach – This qualitative exploratory case study focusses on the incorporation of the OLF into the practices of school administrators in four secondary and five elementary schools in two large school boards. The data were collected through document analysis, observations registered in a field notes journal, and semi-structured interviews with principals and vice-principals. The data were coded into analytical categories and analyzed to identify emerging themes and patterns. Findings – The analysis identified two emerging themes that illustrated how school leaders translate leadership standards into practices: the first theme, the school leader as an emergent identity, demonstrated the intersections between standards and professional identities. The analysis showed that standards contribute to the configuration of the leader as a political actor in the school. The second theme, standards, and the configuration of leadership practices, offered insights about the intersections and disconnections between standards and leadership practices in the participant schools. Originality/value – This study aims to inform conversations between policy makers, practitioners, and scholars about leadership standards in schools. Given the saliency of the topic, this research aims to illuminate the often-unexplored nexus, policy-leadership, as well as to expand and enrich theoretical understandings of educational leadership by recasting leadership as a policy-bounded phenomenon.

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Desai, Siddhi, and Farshid Safi. "Mathematical Art: Lost in Translation." Mathematics Teacher: Learning and Teaching PK-12 113, no. 1 (January 2020): 96. http://dx.doi.org/10.5951/mtlt.2019.0100.

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Traditionally, high school geometry has focused on the study of two- and three-dimensional figures, postulates, measurements (NCTM, 2018). Through connecting geometry, art, cultures, and mathematics, we can create opportunities for students to experience the joy and beauty of mathematics that can help to foster and/or extend other connected concepts.

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Zhu, Pinfan. "Translation of Traditional Chinese Medicine: Gains vs. Losses." International Journal of Linguistics, Literature and Translation 3, no. 8 (August 30, 2021): 01–07. http://dx.doi.org/10.32996/ijllt.2021.4.8.1.

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Translation criteria have always been a controversial topic in contemporary discourse. Depending on the preference for valuing the cultural messages of the source language or valuing the acceptability of the target language, translation theorists mainly fall within two schools: the adaptation school and the alienation school. However, whatever criterion is used, gains and losses are inevitable in the process of translation. In this article, the author, through textual analyses, proves this argument by providing specific findings from the case study of Traditional Chinese Medicine translation. He also argues that the best result of translation lies in choosing the right criterion that best accommodates the translation goal, which offers some help to translators who feel unsure about what translation criteria to abide by in their translation work.

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Steffensen, Kenn Nakata. "Translation of Tosaka Jun's “The Philosophy of the Kyoto School”." Comparative and Continental Philosophy 8, no. 1 (January 2, 2016): 53–71. http://dx.doi.org/10.1080/17570638.2016.1141487.

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Salter, Peta. "Knowing Asia: creative policy translation in an Australian school setting." Journal of Education Policy 29, no. 2 (May 7, 2013): 145–64. http://dx.doi.org/10.1080/02680939.2013.794303.

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Polášková, Eva. "Teaching of translation at basic and secondary school. Why not?" ACC Journal 23, no. 3 (December 31, 2017): 101–17. http://dx.doi.org/10.15240/tul/004/2017-3-009.

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Leather, Mark. "A critique of “Forest School” or something lost in translation." Journal of Outdoor and Environmental Education 21, no. 1 (February 27, 2018): 5–18. http://dx.doi.org/10.1007/s42322-017-0006-1.

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Molina, Marta, Susana Rodríguez-Domingo, María Consuelo Cañadas, and Encarnación Castro. "Secondary School Students’ Errors in the Translation of Algebraic Statements." International Journal of Science and Mathematics Education 15, no. 6 (March 31, 2016): 1137–56. http://dx.doi.org/10.1007/s10763-016-9739-5.

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Lujić, Rea, and Silvija Hanžić Deda. "Plurilingual Primary School Students and Their Language Use." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 114–29. http://dx.doi.org/10.2478/sm-2018-0005.

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Summary This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.

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