The Role of Translation Style in Fostering Cultural Connections through World Literature

Baudinet, Bridget

Publication:
The Role of Translation Style in Fostering Cultural Connections through World Literature

dc.contributor.advisor	Eva Valenta
dc.contributor.advisor	Cristiano Mazzei
dc.contributor.author	Baudinet, Bridget
dc.contributor.department	University of Massachusetts Amherst
dc.contributor.department	French & Francophone Studies
dc.date	2024-03-28T19:57:04.000
dc.date.accessioned	2024-04-26T18:36:54Z
dc.date.available	2024-04-26T18:36:54Z
dc.date.issued	2020-09-01
dc.date.submitted	September
dc.date.submitted	2020
dc.description.abstract	While many high school English instructors in the United States teach world literature in translation, few of them explicitly present the literature as translated. High school English students would benefit from learning more about the linguistic origins of the world literature they read. This awareness would increase student understanding of the source culture and benefit their language skills. Various translation theorists have suggested methods to teach translational awareness, but few have offered advice on the type of translation to select. In my research, I examined the question of whether students would derive more cultural knowledge, and specifically language-related knowledge, by reading domesticated or foreignized translations. To explore this question, I created two different English translations of the same French literary texts and presented them to several classes of U.S. American high school students. One translation (Version A) was intended to be a domesticated version and the other (Version B) was deliberately foreignized. Classes read two versions of either Anna Gavalda’s short story “Happy Meal” or of a selection from Joseph Zobel’s novel La Rue Cases-Nègres. Following the reading, they completed a series of multiple-choice and free-response questions. Responses to the readings indicated that students found the foreignized translations more “sophisticated” but did not consistently demonstrate a greater cultural understanding as a result. The results failed to prove one translation method more effective than the other, but they did suggest limitations to Lawrence Venuti’s foreignization approach.
dc.description.degree	Master of Arts (M.A.)
dc.identifier.doi	https://doi.org/10.7275/s7jr-hk76
dc.identifier.orcid	https://orcid.org/0000-0002-5829-6612
dc.identifier.uri	https://hdl.handle.net/20.500.14394/34023
dc.relation.url	https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2010&context=masters_theses_2&unstamped=1
dc.rights.uri	http://creativecommons.org/licenses/by-nc/4.0/
dc.source.status	published
dc.subject	domestication
dc.subject	foreignization
dc.subject	teaching world literature
dc.subject	translation style
dc.subject	teaching culture
dc.subject	Bilingual, Multilingual, and Multicultural Education
dc.subject	Curriculum and Social Inquiry
dc.subject	Language and Literacy Education
dc.subject	Other French and Francophone Language and Literature
dc.subject	Other Linguistics
dc.subject	Reading and Language
dc.subject	Social Influence and Political Communication
dc.title	The Role of Translation Style in Fostering Cultural Connections through World Literature
dc.type	openaccess
dc.type	article
dc.type	thesis
digcom.contributor.author	isAuthorOfPublication\|email:bbaudinet@umass.edu\|institution:University of Massachusetts Amherst\|Baudinet, Bridget
digcom.identifier	masters_theses_2/952
digcom.identifier.contextkey	18019244
digcom.identifier.submissionpath	masters_theses_2/952
dspace.entity.type	Publication