Session Title

Teaching with Translations

Sponsoring Organization(s)

Dumbarton Oaks Medieval Library

Organizer Name

Daniel Donoghue

Organizer Affiliation

Harvard Univ.

Presider Name

Daniel Donoghue

Paper Title 1

Teaching Old English through Translations: The Triangulation Method

Presenter 1 Name

Michael R. Kightley

Presenter 1 Affiliation

Univ. of Louisiana-Lafayette

Paper Title 2

Word a Day: Teaching History through Greek and Latin Etymology

Presenter 2 Name

Andrew J. Cuff

Presenter 2 Affiliation

Catholic Univ. of America

Paper Title 3

Teaching Off Book

Presenter 3 Name

Jay Gates

Presenter 3 Affiliation

John Jay College of Criminal Justice, CUNY

Start Date

11-5-2018 3:30 PM

Session Location

Schneider 1135

Description

As medievalists we place a premium on original-language research, and yet in the classroom we habitually rely on translations. Today the pedagogic side of this divide is undergoing revolutionary changes thanks to the proliferation of translations in print and on the internet. This new range of choices forces us to confront questions about the role of translation in the classroom. It’s not that such questions have never crossed our minds before, but they had less urgency when teachers had fewer alternatives. The pedagogy is implicit, for example, when instructors single out key words in the original for special explication, which has the advantage of putting our training to good use.

This session has both a theoretical and practical focus. What is the role of translation in the classroom? Is one kind of translation preferable to others? How does the relation between original and translation change from one discipline to another? From one genre to another? Is there an advantage to showing the original along with the translation even if students lack the competence to read it?

Daniel Donoghu

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May 11th, 3:30 PM

Teaching with Translations

Schneider 1135

As medievalists we place a premium on original-language research, and yet in the classroom we habitually rely on translations. Today the pedagogic side of this divide is undergoing revolutionary changes thanks to the proliferation of translations in print and on the internet. This new range of choices forces us to confront questions about the role of translation in the classroom. It’s not that such questions have never crossed our minds before, but they had less urgency when teachers had fewer alternatives. The pedagogy is implicit, for example, when instructors single out key words in the original for special explication, which has the advantage of putting our training to good use.

This session has both a theoretical and practical focus. What is the role of translation in the classroom? Is one kind of translation preferable to others? How does the relation between original and translation change from one discipline to another? From one genre to another? Is there an advantage to showing the original along with the translation even if students lack the competence to read it?

Daniel Donoghu