Span315 Introduction to Translation: Spanish/English
Introduction to Translation: Spanish/English Students perform introductory translation assignments from Spanish to English and vice versa. They develop an understanding of translation theory through reading and class discussion and come to understand communicative translation and compare it to a direct, word-for-word approach. Problematic grammatical, discursive, and pragmatic issues are analyzed and the grammar of Spanish is reviewed in detail.
Introduction to Translation: Spanish/English helped me to fulfill MLO 1 & 2; literacy and cultural knowledge. This course of one of the first one I took in my educational career here at CSUMB and one of the most challenging. It was a very interesting but difficult class. I migrated to the United States at 11 years of age and after two years of school, my parents expected me to be able to translate. I remembered that many times I was unsuccessful at translating because it's not an easy task to develop and I was very excited to take a class that was going to help me to learn about the translation theory.
This course helped me to develop many skills to be able to translate from Spanish to English and vise versa. In this course, we analyzed the techniques used to translate texts as well as common mistakes when translating I was able to apply the concepts learned in the completion of different and difficult translation tasks. Profesora Zapata started the course explaining the importance of student participation for class readings and discussions and to be sure to stay in track with homework assignments. Many times we worked in groups to complete class work to exchange our ideas and answers of how to translate.
We also analyzed and learned the different Spanish varieties of Latin America. For example in Mexico for a speed bump is “tope” and in Argentina is “burro”. It was very interesting and helpful to be able to know the difference at the time of translation. Another example is the use of “vosotros” commonly used in Paraguay, Argentina, and Spain verses “nosotros” used in the rest of Latin America. For a lot of the transactions we had to do we also had the explain the translation techniques that we used for example: equivalencia, préstamo, reducción, etc. Our final assignment was to translate a section from Cat in the Hat. Even though we worked in groups of three, it was very difficult to translate it because we had to maintain the meaning of the work while also maintaining the rhyme.
This course helped me to develop many skills to be able to translate from Spanish to English and vise versa. In this course, we analyzed the techniques used to translate texts as well as common mistakes when translating I was able to apply the concepts learned in the completion of different and difficult translation tasks. Profesora Zapata started the course explaining the importance of student participation for class readings and discussions and to be sure to stay in track with homework assignments. Many times we worked in groups to complete class work to exchange our ideas and answers of how to translate.
We also analyzed and learned the different Spanish varieties of Latin America. For example in Mexico for a speed bump is “tope” and in Argentina is “burro”. It was very interesting and helpful to be able to know the difference at the time of translation. Another example is the use of “vosotros” commonly used in Paraguay, Argentina, and Spain verses “nosotros” used in the rest of Latin America. For a lot of the transactions we had to do we also had the explain the translation techniques that we used for example: equivalencia, préstamo, reducción, etc. Our final assignment was to translate a section from Cat in the Hat. Even though we worked in groups of three, it was very difficult to translate it because we had to maintain the meaning of the work while also maintaining the rhyme.
marquez_d_span315_evidence.pdf |