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Legitime Sprachen, legitime Identitäten. Interaktionsanalysen im spätmodernen »Deutsch als Fremdsprache«-Klassenzimmer
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Rellstab, Daniel H.. - : transcript, 2021. : Bielefeld, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Bielefeld : transcript 2021, 375 S. - (Interkulturalität. Studien zu Sprache, Literatur und Gesellschaft; 21) (2021)
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Legitime Sprachen, legitime Identitäten. Interaktionsanalysen im spätmodernen »Deutsch als Fremdsprache«-Klassenzimmer ...
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Enseñanza del uso del imperativo para la construcción de enunciados apelativos atenuados en ELE para estudiantes de nivel B2
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung ...
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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Sprachbetrachtung im Literaturunterricht? Integration von sprachlichem und literarischem Lernen in der Sekundarstufe II. Eine kritisch-systematische Untersuchung
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Landgraf, Thomas. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 282 S. - (Didaktik der deutschen Sprache und Literatur; 3) - (Bern, Universität, Dissertation, 2019) (2020)
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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe ...
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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O processo de aquisição/aprendizagem da competência metafórica pelos falantes de Português Língua Não-Materna em Lisboa e Cracóvia
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Inmersión lingüística en el aula de inglés: ¿Utopía o realidad? Propuesta para favorecer la inmersión en el aula de inglés de 4 ESO a través del trabajo cooperativo.
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Bildungsforschung mit Daten der amtlichen Statistik
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In: Münster ; New York : Waxmann 2019, 267 S. - (Die Deutsche Schule, Beiheft; 14) (2019)
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Sprach- und Bildungshorizonte. Wahrnehmen - Beschreiben - Erweitern ; Horizons in language and education. Perceive - describe - expand
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In: Idstein : Schulz-Kirchner Verlag 2018, 390 S. - (Sprachheilpädagogik aktuell; 3) (2018)
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Hedging in Academic Texts: a Cross-Linguistic Comparison between English and Galician
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Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University
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O desenvolvimento da oralidade para exprimir conhecimento ; The development of the oral expression as a way to express knowledge
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PARLERS HYBRIDES EN TRADUCTION : L'EXEMPLE DU CHIAC ET DU CAMFRANGLAIS
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Abstract:
This thesis analyzes some theoretical and practical problems of the translation of Chiac and Camfranglais, as well as the strategies used by translators to solve these problems. It is based on a number of translation principles that these types of languages present major challenges due to their status as vernaculars and their inherent linguistic hybridity. This work attempts to answer the following questions: what are the translation problems posed by Camfranglais and Chiac as a whole, and linguistically and culturally heterogeneous texts in particular? What are the translation strategies used in order to find solutions to these issues? These questions imply that translating Chiac and Camfranglais is not an easy task. Although the hybrid nature of these languages and their linguistic status as vernaculars make them hard to translate, there are ways of overcoming such difficulties. This study, which falls within the general framework of postcolonial translation theory, draws on data consisting of both literary and non-literary texts. The former include most of the literary production of Acadian writers who have used Chiac in their works whose translated versions are available in English, while the latter encompass Chiac and Camfranglais excerpts from monolingual corpora, as well as bilingual parallel corpora (Chiac-French, Camfranglais-French, Chiac-English and Camfranglais-English) culled from blogs, online chat forums, sociolinguistic surveys, and popular culture texts. The analysis of the translation strategies used in the aforementioned language pairs was inspired by a comparative and contrastive approach. Likewise, some translation premises and principles such as the definition of translation, the postcolonial translation theory, the ethics of translation are reassessed and critiqued in a well-balanced way. Lastly, this work reveals, among other things, that not only are the Chiac and Camfranglais hybrid vernaculars translatable, but also, several of the strategies used to translate them intersect with those employed for the translation of the so-called “cultivated’’ languages.
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Keyword:
'Cultivated Languages'; 'Hybrid Competence'; 'Translational Synergies'; Camfranglais; Chiac; Hybrid Languages; Linguistic and Cultural Hybridization; Postcolonial Translation Theory; Sociolects; Translation Strategies; Vernaculars
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URL: http://hdl.handle.net/10222/73035
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