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You might be wondering how to open and return a package of SDL Trados Studio 2011, but trust us that it is a very simple matter that a newbie can even do it without a further technical couching. Pl...
Vacancies in this network: Translators, Revisers, Editors, etc.
La ville du sud du pays va désormais s’appelait Gqeberha pour effacer le passé colonial.
Watching films in your Android cellphone has its benefit. Since telephones are transportable, you’ll be able to watch films wherever. The portability is engaging, but it surely additionally means you might find yourself watching films in a crowded space. And in case you don’t personal a noise-canceling headphone, the hubbub will drown the audio. This is the place subtitles assist. Since you’ll be able to learn the dialogues in real-time, even in case you missed one thing in audio, you gained’t lose the context. Subtitles are fairly useful for a lot of causes. You can use them to know a film in a overseas language, watch exhibits in a loud setting, and revel in content material with out audio. Getting subtitles for movies in your Android cellphone can be simple. You can both robotically add a subtitle or obtain the subtitle file individually and add it to your video participant. Here are all of the strategies you could strive. How to Add Subtitles on Android (Updated February 2021) Here, now we have added 4 totally different strategies utilizing a number of video gamers so you could have many choices at your disposal. Based in your choice, you’ll be able to click on on the hyperlink beneath and transfer to the corresponding technique simply. Add Subtitles to Movies on Android Using VLC 1. First of all, obtain VLC for Android app (Free, gives in-app purchases) in your smartphone. 2. Next, open VLC and let it parse all of the media information in your Android smartphone. Now, simply open the film that you simply wish to play on VLC. After that, faucet on the “participant” icon on the bottom-left nook. 3. Here, develop the “Subtitles” menu and faucet on “Download subtitles“. 4. Now, it would search for subtitles on the web utilizing the metadata, file format, film size, and language to give you the perfect subtitles for the film. Within a number of seconds, you’re going to get a number of choices. Now, simply faucet on the “obtain” button on any of the subtitles and that’s it. 5. Subtitles can be immediately added to the film in your Android gadget immediately. If you discover there’s a delay in subtitles then you’ll be able to customise it from the identical menu or you’ll be able to obtain a brand new subtitle. Add Subtitles to Movies on Android Automatically Using MX Player 1. Another participant that provides on-line subtitles is MX Player (Free, Contains advertisements) so simply go forward and set up it in your Android gadget. 2. Next, open MX Player and play the film. Now, faucet on the “participant” icon on the top-right nook. 3. After that, click on on “Online subtitles“. 4. Now, you may be supplied a protracted record of subtitles in your film. You can tick the checkbox and faucet on “Download“. 5. And there you could have it, the subtitle can be utilized to the film robotically. Add Subtitles to a Movie on Android Manually In this technique, we have to obtain the subtitle file manually on our smartphone. There are many web sites that may allow you to obtain subtitles for films, TV exhibits, and music movies. Most of them are utterly free to make use of and provide subtitles in numerous languages. Some of the widespread web sites are talked about beneath: 1. Once you could have downloaded a subtitle, find it in your smartphone utilizing a file explorer and extract it. You ought to get a SRT file and that’s your subtitle file. 2. Now, open VLC and faucet on the “player” icon on the bottom-left nook and select “Select subtitle file“. 3. Now, simply navigate to the folder the place you could have saved the SRT file and choose it. 4. Finally, the subtitle can be added to the transfer and now you’ll be able to get pleasure from it with none difficulty. Use a Dedicated Subtitle Downloader For Android (Automatic) Now that you understand how so as to add subtitles to a video, it’s time to automate the method. It might be fairly troublesome to undergo the method talked about above for every video. This is why Play Store is stuffed with apps that may allow you to obtain subtitles in only a single faucet and even in batch mode. Most of those apps can combine along with your present video participant (in case you are utilizing a preferred one) and robotically add subtitles to it. Note: These apps use the unique identify of the video to seek for the subtitles, so be sure to identify your movies proper. 1. Get Subtitles Get Subtitles is an ad-supported app with a easy interface. It will robotically search for movies in your cellphone and present them in the principle interface. However, it doesn’t work nicely with exterior storage, however you’ll be able to manually seek for the video if it isn’t picked up. We should say the app is kind of quick and correct on the subject of discovering subtitles. Once you choose a video, all of the subtitles associated to it will likely be displayed. By default, you will notice “English” subtitles, however you’ll be able to change the language as nicely with the assist of as much as 170 totally different languages. All that you must do is faucet on the obtain button subsequent to the subtitle and it will likely be downloaded. There can be a button to straight play the video in your favourite video participant together with the downloaded subtitles. Install (Free, gives in-app purchases) 2. GMT Subtitles GMT Subtitles is a totally free-to-use app with none sort of advertisements. The app will seek for all of the movies in your cellphone and show them on the principle interface. From there, all that you must do is faucet on the video for which you want subtitles and they are going to be instantly displayed. If you suppose you bought the unsuitable subtitles (a uncommon factor), it’s also possible to manually search for the title of the video and seize the fitting file. It may search for movies within the folders shared over your community. This means even when the video is on one other gadget, you’ll be able to nonetheless get its subtitles. Install (Free, gives in-app purchases) 3. Subtitle Downloader Subtitle Downloader is an ad-supported app with a premium model that unlocks all options. The free model is definitely fairly restricted, however the paid model is certainly definitely worth the cash. Like different apps, it would additionally robotically seek for all of the movies in your cellphone, however the guide search characteristic is just obtainable within the paid model. The app will seek for the subtitles for you and you’ll simply obtain them with a single faucet. Furthermore, it additionally has the choice to rename a video file to get correct outcomes. The greatest characteristic of this app is that it could actually obtain subtitles in bulk, however this characteristic is a part of the paid model. With a single faucet, subtitles of all of your movies can be downloaded. Install (Free, gives in-app purchases) Automatically Add Subtitles and Enjoy Your Favorite Movies So these are the 4 greatest methods you’ll be able to add subtitles and sync them with films immediately. Personally, I exploit VLC because it helps each computerized and guide strategies and there are customizable choices too. Not to say, there are not any advertisements in anyway. Anyway, that’s all from us. But what about you? Do inform us about your favourite technique and which one do you discover extra dependable.
Writer and translator Akşit Göktürk (Archive Photo via AA). Language, and subsequently literature, is the single most important aspect of a culture and every culture needs to feed itself, be it with collective stories it accumulates across its history, with literary giants it raises throughout generations or with imports from other cultures' languages and literature, by translating them, adapting and reimagining them in its own unique way. Akşit Göktürk played a unique and significant part in modern Turkish culture by doing both, creating original works and translating foreign classics, and his influence on Turkey is still felt 33 years after his passing. Göktürk was born in eastern Turkey's Van province on Dec. 27, 1934. He traveled around the country with a thirst for education, completing his primary and secondary schools across three cities – Antakya, Adana and Van. He was already in love with literature when he arrived in Turkey's biggest city where he graduated from the English Language and Literature Department of Istanbul University's Literature Faculty in 1960. Unable to sit still, he moved to Erzurum to work as an instructor at Erzurum Atatürk University for two years before coming back to Istanbul in 1963 to serve as an assistant at the same Istanbul University department he had graduated from three years prior. Göktürk continued his academic work throughout the years at different universities, including the U.K.'s University of Nottingham and Germany's University of Konstanz, before finally becoming a professor at Istanbul University in 1978. As the years passed, Göktürk gained renown for his interpretations and he proved to be one of the greatest Turkish translators of the 20th century. His Turkish version of the famous “Robinson Crusoe” novel was awarded the Translation Award by the Turkish Language Association in 1969, an institution within which he would serve as an executive board member in the 1970s and 1980s. Some of his most prominent translations included “The Sacred Wood” by T.S. Eliot, which was a collection of the famous literary giant's various essays; “Robinson Crusoe,” a novel by Daniel Defoe first published in 1719, and “Treasure Island,” an adventure novel by Scottish author Robert Louis Stevenson. Göktürk would finally settle at the prestigious Boğaziçi University and give courses on the science of translation. He passed away on Feb. 26, 1988, leaving behind a body of work that influences Turkish art and culture to this day.
International Mother Language Day is all about celebrating the richness of the world’s different languages and cultures. It’s a time to reflect on and enjoy your mother tongue and to consider learning another language to experience the world in a new way. Alcatel suggests a few ways you can celebrate this day on your Android smartphone: Download the International Mother Language Day 21 February 1952 app: February 21 was first proclaimed as Language Movement Day in 1952 by Dhaka University students in Bangladesh, who were protesting suppression of their Bengali language. Police and military forces opened fire, killing many young people in attendance. Check out this app to learn more about the history of the language movement. Download the Google Translate app: Learning a new language? Then Google Translate will be your best friend. It offers text translation across 103 languages, offline translation with no internet connection (59 languages), instant camera translation (88 languages) and more. It includes support for Afrikaans, isiXhosa and isiZulu, as well as many other African, Asian, European and Middle Eastern languages. Download the African Storybook Reader app: The African Storybook Reader has a unique collection of over 1, 500 approved picture storybooks for early reading in 40 languages. No other publisher has the same range of languages nor access to the same network of authors, illustrators, and translators around Africa. Download the Lulla app: Lulla turns learning African languages into an adrenalin-filled game. In addition to isiXhosa and isiZulu, it offers lessons in Bambara, Baoule, Tamasheq, Swahili and more. Help your kids to learn and celebrate South African languages Support your children in exploring and learning more of South Africa’s wonderful languages. The Mzanzi Kids multilingual language learning app was created for children between the ages of two and six. It highlights everyday concepts and correct pronunciation in English, Afrikaans, isiXhosa, isiZulu, Sepedi and Setswana. Listen to a radio broadcast: Celebrate your home language or improve your skills in another official language by enjoying a radio or TB broadcast. Share an inspiring message on social media: Why not use your smartphone camera to record a 30-second video in your mother tongue and post it on social media? You could, for example, record a TikTok or Facebook video about why you love your mother tongue and mention some of your favourite words and idioms. Or say something like stay at home, wear your musk in public and sanitise to help keep South Africans safe during this pandemic.
A great resume must have a skills section that shows the prospective employers that you possess the abilities required to succeed in a given role. In most cases, recruiters and hiring managers pay attention to the skills section of a resume to establish whether a given candidate should move to the next level of the hiring process. Here are the essential skills to put on a resume. Hard Or Technical Skills To Put On Your Resume. It is important to highlight specific certifications and proficiencies. For example, front-end developers can include their level of expertise in JavaScript, HTML, and CSS as well as other technologies that a specific employer has listed in their job post. Meanwhile, a financial controller can highlight their experience in SEC reporting, GAAP, and more. Other skills most in-demand fields include; Data Analysis: Most organizations require professionals who can collect and interpret technical data for different stakeholders. Many technical skills in this field range from in-depth knowledge of relational database theories to strong verbal and writing skills. Basic Bookkeeping and Accounting: Basic skills like collections, invoicing, account reconciliations, payments, and proficiency in QuickBooks, Xero, and FreshBooks are essential skills you should have in your resume.
Data Privacy: the advent of the internet and advancements in technology have drawn more attention to cybersecurity. Most organizations that deal with proprietary client information or sensitive data require top talent with data privacy-related skills. Multilingualism: The higher the number of clients you can serve seamlessly, the greater the value you are to your prospective employers. The most sought-after second languages depend on city and industry. So if you know one or more foreign languages, be sure to indicate them in your resume. Other essential hard skills that should appear in your resume include typing skills, writing & editing, search engine optimization, project management, software proficiency, product design, research skills, process automation, enterprise resource planning, human resources, and mathematical skills. Keep in mind that you don’t have to possess all these skills. So, choose specific technical skills or abilities that you possess and include them in your resume. Soft Skills To Put In Your Resume The soft skills listed on your resume are as interesting and essential to the recruiter or hiring manager as your hard skills. Most smart managers understand that an experienced and trained new hire who cannot fit in the corporate culture, doesn’t communicate effectively with colleagues, or simply freezes under deadline pressures may not be the best talent to hire. Your resume should assure your prospective employer that you can successfully perform your job duties and at the same time fit in the corporate culture perfectly. This is the main reason you must include the following personal attributes and soft skills in your resume: Attention to Detail: Some mistakes can derail an organization’s short-term and long-term goals. Every employer wants someone who is careful and deliberate in everything they do. Start by proofreading your cover letter and resume to ensure that you don’t make errors. Adaptability: Are you a new hire learning processes, a manager adopting various transformation technologies, or simply a long-term staff member who is trying to adjust to changing management? Regardless of your current level, organizations need someone who can quickly adapt to new environments, technologies, and processes. Effective Communication: Regardless of the industry or job position, verbal and non-verbal communication skills are increasingly becoming important soft skills in the workplace. Nearly all prospective employers are looking for talent that can keep different audiences engaged without resorting to jargon. Other important soft skills that you can including your resume include collaboration, creativity, outstanding customer care service, empathy, ability to multitask effectively, proper decision-making, leadership skills, problem-solving skills, and positivity. You can also include other skills such as work ethic, self-motivation, and time management in your resume.
An Irish family has won an appeal in the highest ecclesiastical court in Britain to have an inscription in Irish on their mother's grave.
Several events and protests were held in different parts of Karachi on Sunday in connection with International Mother Language Day, a worldwide observance held every February 21 to promote multilingualism and awareness of linguistic and cultural diversity. The Pakhtunkhwa Milli Awami Party (PkMAP) and the Punjabi Students Association (PSA) organised separate rallies outside the Karachi Press Club, where speakers called for saving mother languages to forge greater national unity and a pluralistic society. While speaking to the participants of the rally, PkMAP Sindh President Nazir Jan Lala and central leader Abdul Rauf Lala said that mother languages are the identities of communities and reflect the cultures and traditions of the natives. They called for the medium of instruction in schools and colleges to be in the mother languages, particularly in Pashto in Khyber Pakhtunkhwa and in Balochi in Balochistan. The PkMAP’s Nazir Jan said that Pakistan is a multilingual state, but the successive governments have been ignoring the importance of the mother languages as a medium of instruction in schools, which has created a sense of deprivation among the indigenous people. A large number of PSA members from various academic institutions of the city attended the rally to mark International Mother Language Day. Speakers at the rally demanded the promotion of their mother language Punjabi and its teaching at schools. The PSA’s leaders said that as the constitution of Pakistan also provides for the promotion of local languages, Punjab should immediately make Punjabi a medium of instruction and also make it a compulsory subject in public and private schools. On February 21, 1952, students of the Dhaka University had held a protest to demand that Bangla be declared a national language of Pakistan because 56 per cent of the country’s population at that time was Bengali-speaking. The police had opened fire on them and killed five students.
Microsoft has added nine new languages for text translation in Microsoft Translator: Albanian, Amharic, Armenian, Azerbaijani, Khmer, Lao, Myanmar, Nepali, and Tigrinya. The addition is dedicated to International Mother Language Day, held annually on February 21st by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to promote linguistic and cultural diversity and multilingualism. With the addition of these nine new languages, Microsoft Translator text translation is now available in 83 different languages, with additional dialects being available in languages like French and Portuguese and multiple writing systems being available in languages like Chinese and Serbian. These languages are available now in the Microsoft Translator apps, Office, and Translator for Bing to translate text to or from any of the 83 languages
EVERY year, we in Bangladesh observe February 21 as Shahid Dibash, or the “Day of Martyrs,” with deep respect. We remember those who sacrificed their lives on this day in 1952 to establish our right to speak in Bangla, our mother language. The government of then-Pakistan decided that Urdu would be the only state language of the said country. Bengalis, who comprise the majority of the population of Pakistan whose mother tongue is Bangla, protested and demanded that both Urdu and Bangla be the official languages. Students came out in protest in Dhaka on February 21, 1952. Many were killed on the streets when police fired at them. Eventually Bangla did become the official language of Pakistan, but the sad event fired-up Bengali nationalism. And with time, under the leadership of Bangabandhu Sheikh Mujibur Rahman—our Father of the Nation—Bangladesh emerged independent through a nine-month-long liberation war. As we celebrate his birth centenary and the Golden Jubilee of Bangladesh’s independence this year, February 21 holds more significance in 2021. It was on the said date we realized that the very essence of our culture and identity was at stake. Bangladesh, which means “the country where Bangla is spoken,” perhaps, is the only country in the world known by its language. This reflects our passionate love for our mother tongue, representing our cultural heritage of thousands of years. For every individual, the mother tongue is crucial to his or her identity. Language is not only a means through which we communicate; it is also a medium that carries our age-old heritage to us from our ancestors. It connects people, time and generations. A child learns its mother tongue from her mother, family and society. Therefore, it shapes a child into the kind of person he or she would be one day. It is one of the first tools of a child for emotional and cognitive development that builds its personal universe, and connects him or her to the wider world to the actions of understanding, of being understood, and most important, of creativity. These pieces of learning never really fade away, notwithstanding a tiny community speaks the child’s mother tongue. Like a river, language also has its own course: it adapts, adopts and morphs. It, too, thrives or dies. In this world, every year, many languages become extinct. And with them die the knowledge and the wisdom that they carry: the myths, legends, folklores, emotions, sounds, symbols—the entire evolution. Therefore, we must remember that with the death of every language, we also lose a part of who we are, and what we could offer to the world. That, indeed, is an enormous loss. ‘Mother Language Day’ IN March 1998 a multilingual and multi-ethnic group residing in Canada known as the “Mother Language Lovers of the World” wrote to the United Nations secretary general. It highlighted that many small ethnic groups are forced to use other languages, and eventually are deprived of their mother tongue, forcing the latter to be near-extinct. Members suggested observing a day globally every year as the “Mother Language Day” and proposed February 21 for the same reason, due to the immense sacrifices made on the said day for the rights of speaking in one’s mother tongue in Bangladesh. The group included 10 individuals: two of them spoke Bangla (Rafiqul Islam and Abdus Salam); two in English; two, Tagalog/Filipino (Albert Vinzon and Carmen Cristobal); an Urdu; a German; a Cantonese; and a Hindi. Bangladesh, as a state, soon adopted and pursued the idea within the framework of the United Nations Educational, Scientific and Cultural Organization (Unesco). Finally, to celebrate the diversity of languages and the concomitant heritage values that they carry, the Unesco General Conference declared February 21 as “International Mother Language Day (IMLD)” on November 17, 1999. The day that we Bangladeshis observe as the “Day of Commitment to our Language” thus became a global occasion to celebrate the linguistic diversity and heritages of the world. According to one estimate, more than 6,000 languages are spoken around the world. Every language has its own organic growth. Some are written, some are not. Many also accompany expressions, gestures or reflections. All these carry certain traits of history and culture of the people speaking in the language—not to mention that each one is endowed with a vast ocean of creative omnibus. Languages: Irreplaceable heritage ON IMLD, we celebrate all the languages of the world: all 6,000 of them, and more. We pay our homage to all our mother tongues, equally. We value each one of them with its own traditions, creative wealth, wisdom, sounds, symbols and emotions. They are our common irreplaceable heritage. We do not want them to be extinct. We commit ourselves to spare no efforts to save them, as they reflect the diversity of our humanity, our plurality, and our common inheritance in them.
A guide called ‘Using Language to Conquer’ brings important words for Brazilians to communicate in 22 languages, including Arabic, to serve as a tool in business. From the Newsroom
newsroom@anba.com.br São Paulo – A book in Portuguese called Usando a língua para conquistar [Using Language to Conquer] teaches key words for speaking in several languages, including Arabic. The book was launched last Sunday (21) and brings words in 22 languages that are important to approach people from different cultures. In addition to Arabic, the book brings words in German, Chinese, Spanish, French, Greek, Hebraic, Hindustani, Dutch, Indonesian, English, Yoruba, Italian, Japanese, Persian, Polish, Russian, Swahili, Swedish, Thai, and Turkish. It also includes fun facts on Brazilian aboriginal language Tupi-Guarani and Allamej, a language created by the author Rodrigo Solano, who’s a intercultural communication researcher. “Hearing words in our own language in a foreign setting is a sign of sympathy and interest and usually evokes a good feeling,” says the author, who drafted up the guide for entrepreneurs, professionals and students in international business and tourism. The book is not a language course, but brings an introductory knowledge aimed at evoking empathy and facilitating business. Solano says the Arabic features heavily across the book, which includes information about the peoples who speak it and differences from languages spoken in areas close to the Arab countries, such as Turkish in Turkey and Persian in Iran. “The Arabic is certainly one of the most important languages to learn. It was once an international language in sciences and philosophy and is now spoken in more than 22 countries,” says the author, who adds he harbors a special affection for the language. Find out more about Arabic: Solano is also an expert in International Marketing and Clinical Culture. He works with chambers of commerce, industry associations, and projects by the Brazilian Trade and Investment Promotion Agency (Apex-Brasil) in developing markets and training companies to go global. In addition to other titles and experiences, Solano is a consultant and partner at Think global, an initiative for internationalization development and training. The guide was published online on the website of Think Global on February 21, the International Mother Language Day. The 375-page book can be acquired as an e-book on Amazon or in print. The latter, however, includes shipping costs from overseas. When buying it, you will have access to a Quizlet learning app, with memorization tools, games and audio support for most of the languages featured in the book. Quick Facts: “Usando a Língua para Conquistar”
Author: Rodrigo Solano
Pages: 375
Publishing House: Think Global
Amazon
ASIN : B08VY8ZYFN
Price: BRL 75,42 (plus shipping cost)
E-book price: BRL 23,50 Translated by Guilherme Miranda
«Las traductoras leen a sus autoras» (Día Internacional de la Mujer 2021) Tenemos muchas ganas de celebrar el Día Internacional de la Mujer y para ello os invitamos a participar en la siguiente actividad organizada conjuntamente por el Máster en Traducción Literaria y Audiovisual de la BSM-UPF, la Facultad de Traducción de la UPF y ACE Traductores: Día Internacional de la Mujer 2021
Las traductoras leen a sus autoras
Encuentro en línea – lunes 8 de marzo a partir de las 17:00 h Si queréis leer un breve fragmento de una traducción vuestra al español, catalán, gallego o euskera de la obra de una autora, escribid a helena.aguila.ruzola@gmail.com con el asunto «Lectura 8M» y se os facilitarán las instrucciones necesarias y el enlace de acceso a la sesión. (Inscripciones abiertas hasta el jueves 4 de marzo a las 18:00 h). Si preferís asistir solo como público al encuentro virtual, escribid a helena.aguila.ruzola@gmail.com con el asunto «Asistencia 8M» y se os facilitará el enlace de acceso a la sesión. (Inscripciones abiertas hasta el mismo lunes 8 de marzo a las 13:00 h). Os esperamos, ¡no faltéis!
Yusuf Idris in a new edition
A collection of stories by the late Egyptian writer Yusuf Idris is reaching wider audiences in English translation
David Tresilian , Thursday 25 Feb 2021
Rather like proverbial London buses that make passengers wait for one to come along, and then three arrive at once, English-language publishers abroad have finally been waking up to the rich back catalogue of works of modern Arabic literature already available in high-quality English translations.
A classic English-language version of Sudanese writer Tayeb Salih’s 1966 novel Season of Migration to the North by veteran translator Denys Johnson-Davies made it into the catalogue of UK publisher Penguin almost two decades ago, followed by a similarly well-established translation of Egyptian writer Tawfiq al-Hakim’s 1933 novel Return of the Spirit by William Hutchins in 2019.
As if to complete the group of three, Wadida Wassef’s 1970s translation of The Cheapest Nights, a collection of stories by Egyptian writer Yusuf Idris, has now appeared in a new edition published by Penguin. It is to be hoped that it will introduce the work of Idris to wider audiences and be the harbinger of additional works in widely circulating and high-quality English-language translations.
The new Penguin edition of Idris’s stories includes a foreword by Egyptian novelist Ezzedine Fishere introducing them to a new generation of readers along with Wassef’s original introduction. This usefully situates Idris in the wider context and provides readers with pointers on what to expect when they first open a collection of his stories.
Born in 1927 in a small town in the Delta, Idris first came to Cairo as a medical student. While he initially welcomed the July 1952 Revolution that ended monarchical rule in Egypt, he was soon disillusioned with the apparent inability of the country’s new rulers to make good on some of their promises, particularly with regard to wider political participation and more even economic development.
Idris joined a larger group of writers and others known for their opposition to the revolutionary regime’s sometimes anti-democratic tendencies. Unlike his elders, however, who sometimes passed over the lives of the mass of their countrymen in their writings and described instead the lives of the Cairo middle classes, Idris was determined to describe the lives of the Egyptian lower-middle and working classes and have them speak directly in their own voices.
Perhaps this had something to do with his own social background, but whether for this or for other reasons, even today readers may well be struck by the range of experience recorded in the stories collected both in this new edition of The Cheapest Nights and elsewhere. “All on a Summer’s Night,” for example, one of the stories in the Penguin volume, describes an incident in the lives of a group of young men in a Delta village in a way that is entirely free of sentimentality or condescension.
Comparing this story with earlier works depicting Egyptian village life, whether from the bureaucratic heights of al-Hakim’s novel Diary of a Country Prosecutor, in which the residents of Delta villages can be made into figures of fun, or even Abdel-Rahman al-Sharqawi’s famous novel The Earth, in which they take their place in an elaborate political argument, it is easy to see that with Idris a new and powerful voice had entered the literary arena.
Perhaps it is for this reason that Fishere in his foreword says of Idris that though his ideological commitments were always clear, his characters are also always presented in and for themselves, being introduced neither to entertain the reader nor to advance a sociological thesis. Idris’s stories “deal mostly with poverty and injustice – and there was no shortage of either,” Fishere says. Like many other writers of his generation, “he stood with the poor and underprivileged and traced the source of their suffering to Egypt’s political and social conditions.”
“Yet Idris’s characters, even the most rudimentarily described, are real; they are conflicted, struggling, and facing real-life challenges, not types. This is why they stay with the reader long after one’s finished reading.” Fishere adds that having grown up in the Delta city of Mansoura, not so very far from where Idris was born some generations before, he can still remember the first time he read one of Idris’s stories.
“I had never read such a graphic description in Arabic,” Fishere says. “It was so poignant, it almost hurt.” There was the sense in which through his use of the Egyptian spoken dialect and of a “surgical style and an economical use of language, hostile to redundancy, hyperbole, and melodrama” in the written language, Idris was handing down important discoveries to subsequent generations of writers.
Widening horizons: Although he lived until 1991 and was publishing works of fiction and other material almost up until the end, Idris perhaps had his most lasting successes in the 1950s and 1960s.
Some of the reasons for his later fame can be found in The Cheapest Nights, first published in Arabic in 1954, but including later stories in Wassef’s Penguin translation. In addition to “All on a Summer’s Night,” for example, in fact coming from a 1959 collection called Dregs of the City, the English version of The Cheapest Nights also includes the title story of this later collection as well as other pieces.
Among the most notable are the remarkable “Did you Have to Turn the Light on Li-Li?” from the 1970 collection House of Flesh, “The Shame” from the 1960 collection of the same name – a similar story, novel length, later inspired a famous film – and “Al-Sheikh Sheikha,” here rendered as “The Freak,” from the 1966 collection The Ends of the Earth.
Perhaps the earlier stories are mainly characterised by descriptions of the human consequences of poverty and injustice, like in the title story which spells out how these things can suffocate hopes and force aspirations into narrow channels. Later ones can become both longer and deeper, like in “Dregs of the City,” almost novella length, a penetrating study of sexual jealousy with overtones of class-related spite reminiscent of work by the Swedish writer August Strindberg. There are shorter and more concentrated pieces, whose aim may have been to capture the essence of an often somehow stigmatised individual in a very few words.
Reading the stories again, some readers might be struck by how many refer to something like a loss of innocence or at least to the acquisition of experience that can act like a form of poisoning. “Dregs of the City” is a terrifying account of the destruction of a maidservant by a rich employer, who apparently acts out of a mixture of idleness and vanity in a kind of motiveless, even trivial, malignity that nevertheless has serious consequences.
“All on a Summer’s Night” describes the acquisition of another kind of experience, this time attended by more brutal violence. “Did you Have to Turn the Light on Li-Li?”, written in a first-person confessional mode, outlines what seem to be festering sexual fantasies entertained against a local woman.
In his Essential Youssef Idris, a selection of Idris’s short stories put together by Denys Johnson-Davies in 2009, there are other stories that flesh out some of Idris’s characteristic themes, though, as his editor notes, Idris’s stories, already scattered in their Arabic original versions in the various magazines and collections in which they appeared, can be even harder to track down in English versions. In addition to Wassef’s versions of the stories collected in The Cheapest Nights, there are also four longer stories, almost novellas, available in English versions by Catherine Cobham in the collection Rings of Burnished Brass (1984), and an early novel, City of Love and Ashes, that appeared in an English translation by R. Neil Hewison in 1999.
“Rings of Burnished Brass” presents one side of Idris at his best – Cobham’s translation is included in the Essential Yusuf Idris – and is the story of a boy who takes a middle-aged woman as his sexual partner, perhaps inevitably seeing the relationship as simply a step towards sexual knowledge. While the collection also includes some stories not easily available elsewhere, such as the remarkable “House of Flesh” and “Farahat’s Republic,” it does not include Cobham’s version of “The Black Policeman,” another study in poisonous experience, this time of a military conscript set to work in the monarchical regime’s prisons before the 1952 Revolution.
As Johnson-Davies notes in his introduction to his edited volume, Idris was also an important journalist and commentator, and standard bibliographies of his work list dozens of essay and other collections, sadly none of them translated into English. He was an important dramatist – and his 1964 play Al-Farafir (“Small Fry”) was a notable attempt to cast off European models for Egyptian theatre and return instead to more local sources including the traditions of the aragoz (puppet theatre), shadow plays, popular epics and chanted tales, and the samir, or evening gatherings in which dramatic stories were at one time told.
This side of Idris, his theoretical and manifesto pieces on Egyptian theatre, has also not been translated into English.
Yusuf Idris, The Cheapest Nights. Trans. Wadida Wassef, New York: Penguin, 2020, pp185.
*A version of this article appears in print in the 25 February, 2021 edition of Al-Ahram Weekly
Bambara is a local language in Mali spoken and understood by about 15 million Malians. It is the most widely spoken language locally and trumps the usage of French, the country’s colonial language. Blind people in Mali now have a sense of belonging as Braille experts and linguists have translated Bambara into Braille. The journey to achieving this remarkable feat began in 2019 when Issiako Ballo, a linguist expert at the University of Bamako, was approached by Sightsavers, a non-profit to be the lead linguist in the project to adapting Braille to Bambara. Ballo saw this as an opportunity for blind students in Mali to have more access to education because almost everyone has command over Bambara, and expressing ideas and thoughts when the language is well understood facilitates the learning process. “If they can learn these subjects in their language, I think that will only strengthen the knowledge and mastery of science, the knowledge, and mastery of the literature, the knowledge about the world around us,” he said. There was the need to develop additional alphabets for the translation of Bambara to Braille because unlike French, Bambara has more alphabets and intonations. However, the experts had to fit the new letters into the six points available in the Braille cell. People like Moussa Keita who have been at the Malian Union of the Blind (UMAV), have received education in French Braille and will soon be one of six teachers to teach Braille in the country’s most widely spoken language. Keita is ecstatic about the new opportunities that will be available to students if tutoring should commence with Braille in Bambara. “When I think of this project, that thought not just of the visually handicapped, but moreover, that thought of Africans, particularly of Malians, to write Braille in their language … to try and adapt Braille to Bambara, which isn’t even the official language … really, it’s a feeling of pride and joy for us,” he said to VOA. One student at the Malian Union of the Blind explained what this translation means to him. He said now when one does not comprehend anything in French, they can easily read and understand it in Bambara then translate it back into French. This breakthrough will bring the necessary inclusivity for all those who did not get a chance at education because not every blind person is French literate but most of them can speak Bambara. The translation also gives ‘autonomy’ to those who, according to Abdoulaye Diallo, a blind physical therapist and a Braille specialist, were in the ‘margins’. Bambara Braille will ‘save’ them now because tutoring in many schools is done in the local language rather than in French. Linguists are looking at translating Fulani and Songhay, Mali’s other national languages, to Braille. In Mali, there are an estimated 160,000 blind people, statistics from the Ministry of Health show. A report by The Observers says many children go blind from preventable illnesses such as measles, conjunctivitis or eye trauma. It said “harmful traditional practices” can also cause blindness. Enter email address to receive updates from Face2face Africa
Literacy skills are vital for young learners, so how do we do that best during lockdowns around the world? This teacher has some ideas that may help With schools around the world jumping in and out of lockdown, and the light at the end of the tunnel seemingly diminishing and reappearing every few weeks, good-quality learning in literacy needs to find other ways to continue. Developing a love of literacy is the goal. However, with so many plates for children to spin – with the inclusion of success criteria, idea generation and correct grammar use – getting children excited and engaged about their writing while in class can be tricky enough. Teaching remotely can make this even harder. But with innovation and creative we can make it work. Here are 8 tips for boosting literacy skills remotely. 1. Cross-curricular lessons With home learning, lessons may seem disjointed to children and parents. If lessons are cross-curricular, though, they can provide continuity, add purpose and ultimately make home learning simpler. When children apply their writing to aspects of a topic that they have already learned, this reinforces previous learning and means that the focus can be on the new learning objective. Making each topic into a project, building up to an exciting extended piece of work will take advantage of this. For example, recently we learned about animals and their habitats. During our English lessons, we developed an understanding of non-fiction writing and practised writing different sentence types. In topic we researched habitats around the world and watched snippets from documentaries. For our extended writing, the children wrote non-chronological reports. They were then encouraged to use their presentational skills to create their own exciting documentaries. 2. Child-led learning Giving children the chance to explore their interests and vote on the topics covered will give them a sense of ownership and control, increasing their motivation and enthusiasm. Make this fun by using online polls and questionnaires, share the results and give options for how each piece of work can be completed. Last summer, we were learning about plants and food that is grown. After researching foods that the children had chosen as a class, I gave them the challenge of completing their own project based on their favourite fruit or vegetable. The children were given guidelines and examples of work. The work I received back was amazingly creative. One child submitted a video diary each week; other children created posters and art pieces. 3. Integrate technology Following active learning, there are endless apps and websites available that can be used creatively to engage children and transform their writing. Create literacy-themed scavenger hunts on apps such as GooseChase, ask the children to take pictures and use them to practise conjunctions or descriptive writing. Websites such as Kahoot! and Quizlet are great resources for quick assessment; you can complete them as a class through a shared screen or individually. Instead of wasting paper, Popplet can be used to create colourful and interactive spider diagrams. 4. Talk for writing Instead of sending worksheets for short sentence activities, giving children the opportunity to speak, discuss and explain will develop confidence and literacy skill. Through voice notes and videos, children can build up to writing by practising their ideas and planning their sentences before putting pen (or pencil) to paper. 5. Creative presentation Reading out loud improves understanding of grammar and punctuation. After completing a piece of writing, set children the task of presenting it in a creative way. With non-fiction work, challenge the children to become documentary presenters, ask them to dress up and use pictures and videos alongside their narration. With fiction, the children can record themselves reading their stories like an author at a book reading. Choose a few different children each day, highlight their successes and share their recordings with the rest of the class. With each new challenge, the children will become more creative and enthusiastic, producing their own shows and developing their own style. Every writing lesson, I encourage students to record themselves after finishing their writing. Some of my class have now developed their own mini-series, starting each recording with a fun greeting and dressing up for the part. Every day, during our goodbye call, I choose a couple of my favourite examples and share my screen. 6. Find a purpose Having a purpose increases motivation and makes learning meaningful. Find a purpose for writing and share it with the students early on. This could be sending work based on a book to the author, creating information leaflets and news reports for the community, or publishing work online for parents to read. Using the story Meerkat Mail, by Emily Gravett, we wrote our own innovative stories. We then shared our work with the parents and sent it to the author. Both children and teachers were incredibly excited when we received a reply! 7. Use the community Make lessons real by using people as resources. Send questions to authors, professionals and family members to base reports and stories around. Invite special guests on to calls for Q&A sessions or ask for videos to be sent in. Your students will be excited about talking to someone new and your lessons will become more memorable. When writing non-chronological reports about jobs, my pupils designed their own questions that were answered in videos and via a Zoom call from key workers. The children then used the answers to write reports. 8. Read, read, read Encourage children to read or listen to an audiobook every day. Tell children to find books that interest them. If they start reading one and don’t like it, they can find another. For younger children and students with English as an additional language, Unite for Literacy has books in English with second language narration. For children without access to books at home, Audible, YouTube and Storyline Online are amazing resources. Create a Padlet or similar shared space where the children can share, recommend and discuss what they have read. Gemma Tonge is a primary teacher at a British International school in China. She has taught internationally for three years
An excerpt from ‘The Runaway Boy’, by Manoranjan Byapari, translated from the Bengali by V Ramaswamy. Garib Das stood firm upon his Bhishma-like vow. He would educate Jibon, come what may. After all this wasn’t Barisal, that land of marshes and woods, where children had to cross canals, rivers and lakes, and walk two or three miles to go to school. And back in the country, it wasn’t like the children of the untouchable Nama folk were allowed inside the school even if they went there. The school authorities would immediately flare up with grimaces and snarls. “What on earth have you come here for? What will you gain by going to school? After all you’re only going to catch fish and push the plough. Where’s the need for schooling for that?” If the student did not flee at that rebuke, if he stubbornly hung on like a leech, the master would frighten him: “If you’re unable to learn, I’ll have the skin off your back. I’ll break as many as four canes on your back.” If even that didn’t frighten the student, the master would then say, “Go and sit quietly in that corner. Don’t touch anyone, don’t talk to anybody, don’t touch the water-pot.” Here, at least it wasn’t like that. The schoolmaster and students were all low-caste. But the thrashing was there. That had to be there. A stone could never become an idol without the wounds inflicted by hammer and chisel. But Bimala! Many children in the camp suffered the terror of the skin off their backs, and made their parents suffer that too. There was nothing one could do about that. Garib reflected that the schools in the old country were like a dangerous forest, where children of Brahmins and Kayasthas roamed like a pack of hunting dogs. If one or two children of the Nama folk went there, their plight was like that of a meek hare. Everyone pounced upon them, abused them and beat them. If someone complained, the master found fault with him and beat him instead. Most children fled for their lives from that hostile educational system. They never advanced beyond Class 2 or Class 3. If a Nama parent was hell-bent on educating his child, he would send the child to Bagerhat College, which had been established by Guruchand Thakur, the great idol of the Namasudra community. There was no caste oppression there, no discrimination. There was no caste oppression in this camp either. Those who indulged in that – the Brahmins, Kayasthas and Baidyas – did not want to live together with low-caste folk, on account of caste arrogance and economic well-being. They stayed far away from them. Only all the low-caste, destitute people were compelled to come here – those whose stale panta rice ran out even before salt could be fetched, those who were utterly bereft. Even though all the officers and government employees who had come here were high-caste, they were all from West Bengal. They were less casteist in their mentality, relatively speaking, than the upper-castes in East Bengal. They did not give much importance to caste divisions and prejudice, as much as they did to whether someone was educated and wealthy or not, that is to say, whether they were bhadralok or chhotolok. For them, “poor” and “illiterate” were synonymous with chhotolok; those who lacked means and education were chhotolok. That was why the dark-skinned babu, Bhuban Barui, addressed them with the disrespectful tui. It did not behove the dignity of a bhadralok to address a chhotolok deferentially, as apni. For precisely the same reason, the dark-skinned babu accorded respect to Khagen Mandal, a Namasudra. He always asked him to sit on a chair when he came. Khagen Mandal was a relative of the undisputed leader of East Pakistan, Jogen Mandal. He was educated and well-off. If he wanted, he could have, instead of coming to the camp, purchased a house and stayed there. But if he did that, a few hundred families – who had fled their country, accompanying him – would become hapless orphans. He had chosen this harsh life on their account. Everyone in the camp heeded and respected Khagen babu. It was from him that Garib Das had heard that there was no wealth greater than education. Garib Das had high hopes. He would make his son a scholar like Khagen babu. He too would read the newspaper like Khagen Mandal. People would crowd at his door to hear all the news about the country and the world. Khagen babu had one day narrated the story of how their community – that had come to be regarded as “Chandal” – had in time been accepted as Namasudras in society and in government records. Whether their plight was on account of Ballal Sen’s fiat, or for whatever other reason – the lives of East Bengal’s suffering Namasudra folk had been witnessed first-hand by the humanist poet Rabindranath Thakur. In 1911, in his essay titled “The Right to Religion”, he had written: “I went to the villages and saw that other castes do not work on the fields of the Namasudra folk, they do not harvest their paddy. They do not build their houses. In other words, in order to survive in the world, people expect others’ assistance. Yet our society regards them as unworthy of even that. For no fault of theirs, we make their lives difficult and unbearable, and punish them every day, from the day they are born till the moment they die.” Every morning, there was a crowd of people in front of Khagen babu’s tent. They were there that day too. Garib had reached a bit later. He did not know what they were discussing. He sat down on the mat, beside Jagadish Biswas. Khagen babu was reading out from a book. Hearing him mention the name of Rabindranath Thakur suddenly, Garib’s ears pricked up. Garib knew about many thakurs, or gods, but all those thakurs lived in heaven. He knew only of two thakurs who were men of this earth. They were Harichand Thakur and his son, Guruchand Thakur. Hearing the name of another thakur now, he whispered to Jagadish Biswas, “Who’s Rabin Thakur? Where’s his ashram?” Jagadish Biswas gestured with his hands to Garib to keep quiet, and said, “Just hear him now. We’ll ask Khagen babu about it later. He must surely be some big sage or gosain.” The notable point here was that Rabindranath Thakur referred to the Namasudra folk as “Namasudras”, and not by any other name. Meaning that, when he wrote that essay, the Namasudra community had already gained formal recognition – as Namasudras – in government records. But it goes without saying that this did not happen so easily. The first ever census in this country was conducted during British rule. Sex, age, caste and so on were all meticulously recorded. All the public servants upon whom the responsibility of the census devolved, were – for the usual reasons – high-caste. Disregarding the actual responses of the people of the Namasudra caste, they persisted in writing “Chandal” instead of Namasudra in the place assigned for caste identity. They were simply adhering to the fiat prevalent from Ballal Sen’s time. The Namasudra community exploded in protest. At that time, in Orakandi, in the Faridpur district of East Bengal, Guruchand Thakur, the gifted son of Harichand Thakur, the founder of the Matua faith, had become widely recognised as the leader of the Namasudra community. Under his leadership, a strike was observed throughout East Bengal, which had a tremendous impact in Barisal, Faridpur, Khulna and Jessore districts. It was in these regions that the population of Namasudras was the highest. A ray of light had entered the life of the Namasudra community then. With the help of the Australian missionary Meade sahib and the initiative of Guruchand Thakur, a high school was established in Orakandi. And a band of zealous youths strived and moved ahead rapidly, in their quest for social transformation. They were led by the Louhopurush, Guruchand Thakur. It was a time signalling a great awakening. Through the organisation of the Matua faith, the Namasudras began to express themselves in the form of a united force. Later, there was a fierce movement to change the community’s name. They had thought that with the victory achieved through that movement, the indignity of bearing the yoke of the name “Chandal” would also come to an end. Little did they know that even if the name were to be changed, there would be no change in the mentality of people from higher castes. Like a secret, subterranean stream, it would remain in the inner recesses of their minds. Finally, as a result of the movement, the community was formally recognised under the name Namasudra in 1911. Whether out of hatred or habit, some public servants still recorded them as “Chandal”. Which was why the colonial government declared that whoever recorded the caste identity of Namasudras as “Chandal” or anything else – instead of Namasudra – would lose his job. The fear of losing one’s job was indeed a great one, and so they did not have the courage to write anything else. Excerpted with permission from The Runaway Boy: Chandal Jibon Trilogy Book One, Manoranjan Byapari, translated from the Bengali by V Ramaswamy, Eka/Westland. Support our journalism by subscribing to Scroll+. We welcome your comments at letters@scroll.in.
Helen Wood, head of school partnerships at Password English Language Testing, discusses issues schools need to consider when evaluating online entrance tests for EAL learners Back in January I ran a CPD webinar with COBIS entitled Reliable Online Admissions Testing, which focused on the language required for success in the socio-academic context of English medium instruction. In it, I considered the importance of validity, reliability and security when introducing any form of high-stakes assessment, such as an admissions test for international pupils. In feedback gathered by COBIS, most of the participants rated the webinar as excellent and reported they would recommend it to a colleague. Given those positive reviews, here is a quick summary for anyone also currently involved in evaluating potential online entrance tests for their own school. Second language development can be classified in two ways. Initially, learners acquire what are called basic interpersonal communication skills (BICS). This early language development is primarily based on speaking and listening skills and within two to five years an EAL learner may appear as ‘fluent’ as a native speaker. However, it takes considerably longer (on average seven years) for EAL learners to achieve cognitive academic linguistic proficiency (CALP), even in an immersive context. This is because becoming fully biliterate/bilingual requires equally strong skills in speaking, listening, reading and writing. Critically, that means testing the English language skills of a pupil entering English medium instruction needs a tool appropriate to the task. Assessments that are designed for native speakers are unsuitable because an EAL pupil’s results on any such standardised test will be dependent on their linguistic proficiency at the time of taking it. On the other hand, the most commonly used online English language tests focus on content and activities which relate to day-to-day communication. So, while such general English placement tests might quickly tell you how well a prospective pupil will settle socially at school, they will not give you an accurate insight into whether the individual will thrive academically, nor how much English language support might be necessary to allow them to reach their true potential. Yet this is vital information. Used by over 300 schools, colleges and universities worldwide, Password tests are a trusted name in assessment of academic English language EAL learners who achieve academic linguistic proficiency by the time they hit exam years tend to out-perform native speakers in their GCSEs, but for those who do not, research tells us the attainment penalty is severe. With all that in mind, it is tempting to fall back on creating an in-house test, designed by your own team of EAL experts. However, that throws up issues not just relating to the reliability of test content if not thoroughly piloted, but also around security. A test becomes vulnerable to cheating the moment it comes in the form of a PDF attachment, especially in the current circumstances, where the option of using British Council offices and staff for invigilation purposes is not available. So, when evaluating the assessment options for your prospective EAL learners, here are three questions to ask: 1. Who was the test designed for? (eg native or non-native users of English)
2. What was the purpose of the test? (eg to assess general or academic English)
3. How secure is the test? (eg how vulnerable is the test to malpractice). Password Pupil English tests were designed to provide accurate information on prospective international pupils’ academic linguistic proficiency. Based on research by world-leading academics in the field of English language learning and assessments, and delivered online using a secure browser and an enormous database of questions from which each test is uniquely generated, they provide schools with an own-branded test that is fit for purpose. Our academic management constantly review test data and our qualified markers are experienced at spotting plagiarism. Our friendly support team provide free training for schools and their trusted agents, so that ‘at home’ testing can be used with the protection of remote invigilation while the pandemic restricts test-taking in person. Used by over 300 schools, colleges and universities worldwide, Password tests are a trusted name in assessment of academic English language. If you want to put our assessments to the test, get in touch for a demonstration. E: contact@englishlanguagetesting.co.uk W: www.englishlanguagetesting.co.uk
La creatividad literaria no ha parado a pesar de que 2020 ha sido un año difícil para el sector, y poco a poco van viendo la luz los resultados de tanto trabajo. Entre ellos, las traducciones del euskera subvencionadas por Etxepare Euskal Institutua, que han comenzado a publicarse. Hasta ahora han llegado a librerías cinco publicaciones y está por llegar el sexto. El Instituto concedió el pasado año una subvención para un total de 28 obras vascas, con un presupuesto de 64.913 euros. Poesía, novela, cuento, ensayo… Son muchos los contenidos traducidos del euskera. Por ejemplo, las ya publicadas hasta ahora incluyen el libro de poesía multilingüe ‘En las ciudades. Nas ciudades. Hirietan’ de Beatriz Chivite, con traducciones de Isaac Xubin; ‘Nika Vekilanka’, versión eslovena del cuento ‘Rita gigante’ de Mikel Valverde traducida por Zalozba Malinc; ‘Atãria’ de Yolanda Arrieta Malaxetxebarria, traducida al castellano por la propia escritora; y ‘Armoniskuja’ de Joxemari Iturralde (‘Perlas, golpes, besos y traiciones’), editado por Lurra Editions en finlandés. Gerardo Markuleta Gutierrez también ha traducido al español el libro de poesía de Kirmen Uribe ‘19 segundos’. Además, la novela de Katixa Agirre ‘Atertu arte itxaron´, ‘Esperar a que pare’ en castellano, será publicada próximamente en alemán por Edition Converso. La lista de otros libros que se publicarán a lo largo de este año incluye ‘Etxeak eta hilobiak’ o ‘De casas y tumbas’ de Bernardo Atxaga, ‘Miñan’ de Ibrahim Balde y Amets Arzallus, ‘Amek ez dute’ o ‘Las madres no’ de Katixa Agirre y dos libros antológicos sobre poesía vasca. Una de las principales líneas de trabajo de Etxepare Euskal Institutua es la promoción de la traducción al euskera. Anualmente concede ayudas para la traducción de obras de autores vascos a lenguas extranjeras, así como la gestión de otras actividades que fomenten la traducción; como el Premio Etxepare - LABORAL Kutxa de Traducción.
BECA DE TRADUCCIÓN IDARTES 2021 (Colombia)
30:04:2021 Género: Traducción Premio: 2 estímulos de $ 9.000.000 Abierto a: persona colombiana o extranjera, mayor de 18 años que resida en Bogotá Entidad convocante: Instituto Distrital de las Artes — IDARTES País de la entidad convocante: Colombia Fecha de cierre: 30:04:2021 BASES
Información básica
El Instituto Distrital de las Artes – Idartes y su Gerencia de Literatura les ofrece a las traductoras y los traductores del portugués y del inglés, residentes en Bogotá, esta beca de traducción de obras literarias que serán publicadas en 2022 en el programa de fomento a la lectura Libro al Viento. Línea estratégica: Creación
Área: Literatura
www.escritores.org
Categorías:
N° / Categoría / Descripción
1 Categoría A. Traducción del portugués al español
Esta categoría apoya la traducción del portugués al español de una obra del autor Joaquim Machado de Assis. 2 Categoría B. Traducción del inglés al español
Esta categoría apoya la traducción del inglés al español de una obra de autoras victorianas. Estímulos categoría: Categoría A. Traducción del portugués al español
Número de estímulos:1
Total de recursos:$ 9.000.000
Descripción general de los recursos a otorgar: se otorgará un (1) estímulo de nueve millones de pesos ($9.000.000) m/cte. El valor de los recursos está sujeto a las retenciones de ley. Estímulos categoría: Categoría B. Traducción del inglés al español
Número de estímulos:1
Total de recursos:$ 9.000.000
Descripción general de los recursos a otorgar: se otorgará un (1) estímulo de nueve millones de pesos ($9.000.000) m/cte. El valor de los recursos está sujeto a las retenciones de ley. Cronograma Categoría A. Traducción del portugués al español
Tipo de evento / Fecha(s)
Fecha de publicación 15/02/2021
Fecha de apertura 19/02/2021
Fecha de cierre 30/04/2021 17:00:00
Publicación de resultados de evaluación 23/07/2021
Fecha máxima de ejecución 06/12/2021 (Tenga en cuenta que para esta fecha ya deberá estar aprobado el informe final por parte del área misional que realiza acompañamiento a la ejecución de la propuesta.) Categoría B. Traducción del inglés al español
Tipo de evento / Fecha(s)
Fecha de publicación 15/02/2021
Fecha de apertura 19/02/2021
Fecha de cierre 30/04/2021 17:00:00
Publicación de resultados de evaluación 23/07/2021
Fecha máxima de ejecución 06/12/2021 (Tenga en cuenta que para esta fecha ya deberá estar aprobado el informe final por parte del área misional que realiza acompañamiento a la ejecución de la propuesta) Objeto Esta convocatoria visibiliza el trabajo de las traductoras y los traductores y reconoce su importancia en el sector literario, a partir de la entrega de un (1) estímulo económico a dos (2) traductores(as) residentes en Bogotá, para la traducción de obras literarias que se publicarían parcial o totalmente en Libro al Viento*, programa de fomento a la lectura gestionado por la Gerencia de Literatura del Instituto Distrital de las Artes - Idartes. La beca está abierta bajo la modalidad de ANÓNIMO. La persona participante debe tener en cuenta lo contenido en el numeral 7.3.3. ‘Participación anónima’ de las Condiciones Generales de Participación. *Todas las decisiones editoriales de Libro al Viento serán potestad de la Gerencia de Literatura del Idartes, de acuerdo con la política editorial del programa. Bases completas: sicon.scrd.gov.co/site_SCRD_pv/publicar.html?id=804
(From Coulson Aviation) Coulson team members work all over the world supporting communities and firefighters which means adapting to different systems, operations and firefighting partners. In Chile, it’s also meant adapting to operating in a different language. While some of the team members speak Spanish, each of the 4 Chinooks and a Blackhawk fly with … Continue reading "Coulson pilots in Chile are aided by translators in the cockpits"
Le groupe propriétaire de Tinder a récemment annoncé son intention d’acquérir un spécialiste sud-coréen de la traduction instantanée de contenus écrits et vocaux, pour 1,725 milliard
Publié le 25 février 2021 (Mise à jour le 25/02) Par Antoine Nouis Les réformateurs ont pris la décision de s’appuyer sur le canon de la Bible hébraïque. Dans le Premier Testament, les Bibles catholiques ont quelques livres de plus que les Bibles protestantes qu’on appelle les deutérocanoniques (deuxième canon). Ce sont essentiellement les livres de Judith, Tobie, les 2 Macchabées, la Sagesse et du Siracide. Lorsque les Juifs ont arrêté le canon de la Bible hébraïque au premier siècle de notre ère, ils ont décidé de ne retenir les livres écrits en hébreu et de ne pas retenir les deutérocanoniques qui étaient écrits en grec et qui avaient été ajoutés par la tradition à la septante (traduction grecque du Premier Testament). Comme l’Église s’est développée dans un milieu culturel marqué par la langue grecque, elle a pris l’habitude de se référer à la septante avec les deutérocanoniques. Les réformateurs ont pris la décision de s’appuyer sur le canon de la Bible hébraïque. Luther a déclaré que les deutérocanoniques – parfois appelés livres apocryphes – peuvent être bons à lire, mais qu’ils ne sauraient avoir la même autorité que les livres canoniques. Certaines pratiques comme la prière pour les morts trouvent leur source dans les deutérocanoniques. Les Bibles œcuméniques comme la TOB (traduction œcuménique de la Bible) ou la Bible en français courant rapportent les deutérocanoniques qu’elles ajoutent à la fin du Premier Testament pour souligner leur statut particulier. En dehors de ces livres particuliers, il n’y a plus de différences entre les Bibles catholiques et protestantes. Les différences entres les Bibles relèvent plus des choix de traduction entre celles qui privilégient la lisibilité et celle qui préfèrent se tenir au plus prêt de la langue originale, que des origines confessionnelles des traducteurs.
Plusieurs cours ou Webinars ont été organisés dans le cadre du projet « #CoronavirusFacts : Addressing the disinfodemic of COVID-19 in conflit prone areas », financé par l’Union Européenne, pour le renforcement des capacités des acteurs des médias. Dans le souci de décentraliser et rendre plus accessibles ces contenus pédagogiques, le projet prévoit de recourir au service d’un(e) prestataire pour la traduction en langues locales de la formation. Les objectifs sont : - Faire la traduction audio d’un cours/webinar portant sur la COVID-19 et la vaccination https://www.youtube.com/watch?v=GMDYueKhVcc en langues locales (Wolof et Bambara ou Bamanankan) ;
- Enregistrer la version traduite en format audio MP3 haute qualité.
Pour plus d'information :
UNIVERSITE DE LIEGE Poste scientifique définitif vacant dans le domaine des littératures postcoloniales de langue anglaise Date d’entrée en fonction : 1er octobre 2021 Description du poste : Un poste de 1er.e assistant.e à temps plein dans le domaine des littératures postcoloniales de langue anglaise, rattaché au Département de Langues modernes : linguistique, littérature et traduction. Activités d’enseignement : - Tâches d’enseignement dans le domaine de la littérature anglophone et des civilisations postcoloniales ; - Encadrement de travaux pratiques dans le domaine de la littérature anglophone ; - Encadrement de travaux de fin d’études. Activités de recherche : - Développement de recherches personnelles et collectives dans le domaine des études littéraires postcoloniales ; - Encadrement de thèses de doctorat ; - Affiliation à une U.R. (unité de recherche). Activités de service à la Communauté : - Implication dans les activités du Département, du Conseil des études ; - Participation aux activités de promotion de la Faculté et de l’université (salons, journées d’accueil, etc.). Qualifications requises / Profil : • Être titulaire d’un doctorat ; • Se prévaloir d'un dossier de recherches dans le domaine des littératures postcoloniales de langue anglaise. Afin de compléter les domaines actuellement couverts par le Département, une attention particulière sera accordée aux candidat·e·s qui disposent d’une solide expérience de recherche dans le domaine des Caraïbes anglophones ; • Posséder une connaissance au moins élémentaire du français ou veiller à l'avoir acquise au terme de la période probatoire. Procédure de sélection : Les candidat·e·s seront amené·e·s à donner une leçon publique sur un sujet défini au préalable par la Commission d’attribution. Cette leçon sera suivie d'un entretien en anglais. Candidatures : Les candidat·e·s sont prié·e·s de faire parvenir leur dossier de candidature, par voie électronique à l’adresse : Postesscientififiques@uliege.be avec copie à decanat.phl@uliege.be et à Marc.Delrez@uliege.be pour le 25 mars 2021 au plus tard. Conditions de recevabilité des candidatures : Répondre obligatoirement aux qualifications requises. Modalités d’introduction des candidatures – documents requis (version anglaise acceptée) : Un curriculum vitae complet ; Une lettre de motivation ; Un rapport détaillant les compétences et l’expérience du·de la candidat·e en lien avec les missions qui lui seront confiées ; Un exemplaire des publications scientifiques du·de la candidat·e (au format électronique). Conditions d’engagement : Les postes sont attribués soit d’emblée à titre définitif, soit à la suite d’une évaluation positive au terme d’un mandat ou d’un contrat à durée déterminée de quatre ans au plus. Notre politique institutionnelle est basée sur la diversité et l'égalité des chances. Nous sélectionnons les candidat·e·s en fonction de leurs qualités quels que soient leur âge, leur orientation sexuelle, leur origine, leurs convictions, leur handicap ou nationalité. Conditions de nomination à titre définitif : Ce poste de scientifique (au départ un poste d’assistant temporaire) a pour vocation de devenir permanent au sein de l’institution. Au terme d’une période de quatre années maximum, une évaluation du · de la candidat·e retenu·e sera réalisée et, dans l’hypothèse d’une évaluation positive, une confirmation au rang de Premier Assistant (Rang A) sera proposée. L’évaluation des 3 volets d’activités (voir ci-dessus) comprendra aussi la vérification que le·la candidat·e retenu·e a acquis le niveau de français lui permettant d’évoluer dans un milieu professionnel francophone. Renseignements : Tout renseignement complémentaire peut être obtenu auprès de la Faculté de Philosophie et Lettres, auprès du Président du Département de Langues modernes : linguistique, littérature et traduction : Julien Perrez – tél. : +32 4 366 58 37 – Julien.Perrez@uliege.be Rémunération : Les barèmes et leurs modalités d’application sont disponibles auprès de l’administration des ressources humaines de l’Université : Mme Ludivine DEPAS – tél. : +32 4 366 52 04 – Ludivine.Depas@uliege.be.
A linguistic revolution is underway, which spares no written language. While the number of spoken languages is estimated at around 7,000, linguists identify around 200 written languages. For a few of them, the Internet offers an unprecedented stimulus, while most languages entered into a form of resistance. In this context, the domain name system serves as an indicator of the progress in developing multilingualism in the digital world. What is an internationalized or multilingual domain name? What are the issues and the foundations? These are the questions to which we will begin to answer in this article. Initially, the Internet only knew “A-Z”, “0-9” and the hyphen “-“. This group of characters is called the “American Standard Code for Information Interchange” (ASCII). A domain name with at least one non-ASCII character is an internationalized domain name (IDN) (IETF, RFC 5890, para. 2.3.2.3). As early as the mid-1990s, at the dawn of the globalization of the Internet, Domain Name System (DNS) engineers began to develop the protocols necessary for the internationalization of domain names. The process is complicated since it relies, in part, on the transliteration of a sequence of non-ASCII characters into a sequence of ASCII characters, preceded by the prefix “xn--” (called “ACE prefix”). After a few attempts, a protocol developed by the Internet Engineering Task Force (IETF) was approved by the Internet Engineering Steering Group (IESG) (RFC 5890, ISSN 2070-1721). Firstly, internationalized domain names were made available, and secondly, top-level domains. Today, the technique allows domain names to be registered in the form idn.idn. The “processes of globalization, which have been facilitated by the rapid development of information and communication technologies, afford unprecedented conditions for enhanced interaction between cultures, they also represent a challenge for cultural diversity, namely in view of risks of imbalances between rich and poor countries” (Preamble of the UNESCO Convention of 20 October 2005 on the protection and promotion of the diversity of cultural expressions: unesco.org). Signed by more than 140 states, this convention entered into force on 18 March 2007 (NB: the United States has not signed it). The UNESCO Universal Declaration of 2 November 2001 on Cultural Diversity (unesco.org) already included declarations and objectives in this direction. Finally, the works resulting from the World Summit for the Information Society systematically reinforce the urgent need to promote cultural diversity to heal the fracture that had set in during the first decade of the Internet. Since domain names are digital addresses, their internationalization was inevitable. In this context, IDNs can help preserve and promote diverse knowledge, sometimes available in the only language understandable by the learner. IDNs can therefore play a central role. “In the information society, language, in addition to being a medium of communication, plays a socio-economic role similar to that of money in industrial society. While money is used to acquire material goods, language is used to obtain knowledge and immaterial goods” (A. El Zaïm, Avant-propos in D. Osborn, Les langues africaines à l’ère du numérique. Défis et opportunités de l’informatisation des langues autochtones, Presses de l’université de Laval, 2011, p. 2). The stakes are such that UNESCO actively engages for a multilingual and inclusive Internet, against the idea of a linguistic hegemony which, by definition, would be exclusive. In this regard, UNESCO has entered into partnerships with ICANN and Eurid (the European top-level domain registry: eurid.eu). The first aims to support the introduction of IDNs “to support the introduction of top level Internationalized Domain Names (“IDNs”) in order to offer new opportunities and benefits for the Internet users around the world by allowing them to establish and use domains in their native languages and scripts” ( article 1) and “collaborate to explore the potential to assist developing countries in enhancing capacities to actively participate in building an inclusive and multilingual Internet” (ibid.) (ICANN-UNESCO Memorandum of Understanding, 10 December 2009). On this occasion, the President of ICANN recalled that “Over half the internet users around the world don’t use a Latin-based script as their native language. IDNs are about making the Internet more global and accessible for everyone” (unesco.org, 10 December 2012). UNESCO and ICANN’s partnership was strengthened the following year by a joint letter of intent (Letter of Intent between UNESCO and ICANN, 16 September 2010). The second partnership, with Eurid, takes the form of the publication of a joint annual report to analyze the development of IDNs (idnworldreport.eu). However, the issues are not only cultural and linguistic. They also raise problems of an economic and societal nature that impact access to knowledge and, therefore, to development, in such a way and to such an extent that we are getting closer to stakes of power and sovereignty. The evolution of internationalized ccTLDs is carried out mainly through ICANN’s fast-track procedure on 16 November 2009 (icann.org). The following table shows the IDN ccTLDs created as part of this procedure. Currently, all of these IDNs have passed the delegation phase, except xn – mgb2ddes اليمن (for Yemen) and xn – 4dbrk0ce ישראל (for Israel), whose delegation phase is underway. Click Here to View the Table An internationalized TLD is not necessarily the translation or transliteration of an ASCII ccTLD. Indeed, an internationalized TLD can also be a generic TLD, identical to a generic word. In 2012, when ICANN called for new gTLDs, it received over 100 requests for internationalized generic extensions. For example, .com exists in several other scripts such as .คอม (Thai), .कॉम (Hindi), .كوم (Arabic), and .ком (Russian). An internationalized TLD can also reflect a brandTLD. As the English language dominates the business world, there are relatively few internationalized brandTLDs. However, some markets are large and/or strategic enough to persuade companies to acquire an internationalized brandTLD. In doing so, companies send their marketing message in the language of the target consumer. This commercial strategy is based on the raison d’être of brands: the ability to identify the origin of products. This is, for example, the case of the following TLDs:. 大众 汽车 (.Volkswagen, in Chinese),. 飞利浦 (Philips, in Chinese),. 谷 歌 (.Google, in Chinese),. 诺基亚 (Nokia, in Chinese ) and. 亚马逊 /. ア マ ゾ ン (.Amazon, respectively in Chinese and Japanese). Some companies, whose historical headquarters are in a country where the writing system is different from the Latin system, have acquired internationalized brandTLDs. This is particularly the case of the Chinese companies such as Weibo (. 微 博, in Chinese), PCCW (. 電訊 盈科, in Chinese) and CITIC Group (. 中信, in Chinese), Hong Kong companies such as Shangri-la Hotels and Resorts (.香格里拉, in Chinese) and Kerry Logistics (. 嘉 里), the Singaporean company Temasek (. 淡 马 锡, in Chinese), the Saudi company Aramco (.ارامكو) or the Korean company Samsung (. 삼성, in Korean ). Finally, whether it is a gTLD or a ccTLD, each registry decides which scripts and languages will be made available to the public. For example, among the gTLDs, .com is available in several languages, including Chinese, Arabic, French, Spanish, Japanese, and Korean (iana.org, Repository of IDN Practices). Likewise, it is possible to register .pizza, .career, .coffee, .school or .science domain names in several languages. As for brandTLDs, each company decides according to its commercial policy. Global companies have a vested interest in making domain names available to their regional teams in an intelligible language to the target consumer. For example, .accenture, .bing, .shell, .swatch, .tiffany and .windows brandTLDs can be registered in many languages (iana.org, Repository of IDN Practices).
SAN FRANCISCO, Feb. 24, 2021 (GLOBE NEWSWIRE) -- Today, education technology nonprofit TalkingPoints announced that it has launched a new video translation feature designed to facilitate more effective communication between teachers and families--in more than 100 different languages -- delivered to mobile devices via text message. TalkingPoints translated video caption feature was specifically designed to further the organization’s mission to connect educators and families--particularly those in under-resourced and multilingual communities--in support of student success. TalkingPoints translated video captioning makes it easy for teachers to record and send messages and for parents to view and respond. Teachers simply record a video message in the TalkingPoints app and send. Families can then view and read along in their own home languages, making TalkingPoints more accessible than ever before. “TalkingPoints mission is to facilitate stronger connections between teachers and parents to make a positive impact on student success. We know that video messaging is an increasingly popular and effective way for teachers to share information with parents--particularly those that may be the hardest to reach-- and helps them build more meaningful connections, so it was natural to add translatable video captioning to TalkingPoints,” said Heejae Lim, Founder and CEO of TalkingPoints. The school-home connection is more important than ever and TalkingPoints helps fuel those relationships by removing language barriers and: - Powering consistent engagement with families: With TalkingPoints, teachers don’t have to wait for school or district translators to communicate with parents.
- Enabling teachers to meet families where they are: One in four students in U.S. public schools speak a language other than English at home, and many families are most comfortable communicating via text. TalkingPoints makes it easier for both teachers and family members to connect quickly and effectively across language and technology barriers.
- Encouraging collaboration and community: Research shows that family engagement plays a critical role in student success, yet many families -- particularly those in under-resourced areas -- may be at a disadvantage due to language barriers, internet access and time constraints. TalkingPoints removes those barriers so families can engage in a manner that works best for them.
TalkingPoints is free to all teachers and families. Visit www.talkingpts.org for more information. About TalkingPoints Founded to help teachers connect with families--particularly those of under-resourced and non-English speaking backgrounds, TalkingPoints multilingual platform uses human and AI-powered, two-way translated communication to deliver information and personalized content in more than 100 languages--via web and mobile apps and through text messages. The platform also delivers scaffolded, guided content and eliminates language barriers, fostering strong collaboration to improve students’ academic success. TalkingPoints currently serves more than 3 million teachers and families across the country. CONTACT: Liz Scanlon
liz@talkingpts.org
510.295.7542
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