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www.translationjournal.net
Linguistic and Cultural Issues in
Literary Translation
by Mohammed Albakry
Northern Arizona University |
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Abstract
The article is a discussion of a case study of
translating a short story from Arabic into English. The discussion revolves
around the translation process and its reconstruction focusing on some of the
linguistic and cultural issues encountered in the original and how they were
resolved in the translation.
Linguistic and Cultural Issues in Literary Translation
This paper is based on my translation of a collection
of short stories "A night in Casablanca" by the late
Moroccan writer Muhammad Zefzaf. The critical introduction offered here is
informed by translating a number of his short stories. These short stories
come from two of Zefzaf's collections part 1 and part 2
published by the Ministry of Morocco (Publications of the Cultural Affairs, Manshurat
Wizarat Alsh'un Althakafi'ia) 1999. The specific discussion of the
translation process and its reconstruction, however, will revolve around only
one of these short stories: The Nests.
Zefzaf is well known in the Middle East
and particularly the Northern African part of it. Owing to the special
cultural ties between France and North Africa, some of his works have been
translated into French, but, in general, little is known about him in other
western languages. My rendition is the first translation of Zefzaf's stories
into English, and there could be no more urgent cultural need to introduce
writers like him to the American reader.
Since the
events of September 11, 2001, the western world has developed a consuming
interest in Islamic life and culture. However, since then most of what has
been written about the Islamic world by the so-called experts on Islam and
the Middle East—who claim to tell us the real truth about Islam and its
people—has often focused on war, political turmoil, and religious conflict
and has often been colored by ideological orientations.
As Edward
Said (2002) points out, however, only good literature is particularly capable
of dispelling "the ideological fogs" that has for so long
surrounded the Middle East and obscured its people from the West. Said argues
that the West needs the kind of literature that can open up the world of
Islam as pertaining to the living and the experienced rather than the
ideological books that try to shut it down and stuff it into a box labeled
"Dangerous—do not disturb". And Zefzaf's stories are examples of
that kind of literature.
Zefzaf's
stories, represented here by The Nests, offer a unique window into the
everyday, domestic life of ordinary people in a Muslim world steeped in its
own context, unfiltered by western sensibilities. In his stories, we are able
to see ordinary moments in the lives of ordinary characters unfold from the
inside out. We see men and women who struggle to survive and understand the
meaning of life in a culture startlingly different yet glowing with universal
glimpses of love, hate, jealousy, fear, cynicism, pathos, disappointment,
regret, and bursts of insight into the human condition.
Reconstruction of the Translation Process: Linguistic Issues
1. Narrative
Style
Realism
and attention to details in simple stark style characterize most of Zefzaf's
stories and this aspect poses no problems to the translator. In some of his
stories, however, Zefzaf is more experimental in his use of literary styles. The
Nests, for example, stylistically makes use of free direct style as a
narrative technique. Congruent with this narrative style, Zefzaf probes into
the character's multifarious thoughts and feelings without paying much
attention to a narrative sequence since the emphasis is not so much on the
external events as it is on the character's thought-events at a single
moment. Particularly challenging from the translation point of view is
handling the extensive use of free direct speech merged with the narration
without any overt indication by a reporting clause or a switch to indirect
speech. The following quote illustrates this point:
"He threw the letter under his feet
and started to cry. How many nests were built and destroyed! My God!
What can a man do with himself?"
Here we
have a descriptive sentence prefaced by the narrator's third person pronoun
'he' whereas the next exclamatory statement can be an expression of the
character's consciousness or a commentary on this consciousness. The
following question, however, starts with the first person possessive 'my' in
an exclamation phrase, an indication that the utterance represents the
subjectivity of the narrated subject. In other words, two different subjects
of consciousness are present at the same time, but how do we know whose
perspective or subjectivity is represented at a specific point in the
discourse? This is a question that the translator of this literary style has
to face throughout the story.
The
translation of this kind of literary style has to pay particular attention to
certain linguistic uses. For example proximal deictic adverbs and
demonstratives such as now, here, there, this, these, etc. invite the
inference of a speaking subjectivity. Other features like the use of
third-person pronouns and past tense suggest the presence of another voice
(Wright, 1995, p.153). Zefzaf relays some of the subjective impressions of
his nameless character through the consciousness of that character, and, at
the same time by using the latter features, he manages to maintain the
narrator's perspective. Here is another example that illustrates this
interaction or tension between the two perspectives:
"He
picks up radish roots, takes a drink and looks from behind the window at the
vases of flowers and the couple of doves flying together in return to their
place over the roof. Maybe they have a nest there. Every couple above or
under the earth builds some kind of nest for themselves, but it might get
destroyed before they leave each other or after their deaths. Every nest is
destined to be destroyed and people fight with all possible means to destroy
their nests. But he is not positive what the two doves have on the roof,
a nest, a hen, a cock or nothing. Whatever is hidden, no one else can know
when it is hidden behind walls or barriers."
The
initial narrator's stance is indicated by the use of the third person pronoun
in the first descriptive two lines. In the following italic part, this
presence is dominated by the character's perspective, at least in terms of the
explicit features of narration. The passage, then, can be understood as
expressing the narrated subject consciousness. However, the experience is not
just narrated but also mediated by the narrator's didactic and intrusive
presence. As typical in this style, in many parts of the story the author
portrays the subjectivity of his character from the vantage perspective of
the reporting narrator and, through a process of empathy, identifies himself
with the character (see Brinton, 1995; p.173-175).
2. Semantic Prosody
Another
area of sensitivity in the translation of this story is semantic or discourse
prosody (Baker, 2000; Stubbs, 2001). This is the aura of meaning acquired by
a lexical item "through its repeated association with other items in the
language (Baker, p.24) or "a feature which extends over more than one
unit in a linear string" (Stubbs, p.65). The pivotal word nest/s
in the translated story for example occurs 27 times and interacts with a
number of different mainly positive collocates such as the adjective happy
(5 times) and the verb build or rebuild (8 times). By looking
at the textual environment of this word, however, we find that the author
skillfully conveys a negative attitude towards its content by infusing it
with irony and casting doubt on its traditionally pleasant connotations.
Examples:
"Keeping
his nest so people could say he has a happy nest...What matters is that the
nest is believed to be happy. Cheers to all, all is well...How many nests
were built and destroyed."
The overall
effect is that the idea of the nest is a mythical construct that people
tenaciously believe in when they know that it is not true. The challenge of
the translation here is to capture the tone, the discourse coherence and the
attitudinal meaning served by this semantic prosody.
3. Syntax and Punctuation
Zefzaf's
use of Standard Arabic throughout his stories is a feature of his writing
that facilitates the task of the translator. In spite of the standard Arabic
prose style, however, he could be a quirky writer especially in the areas of
syntax and punctuation.
The
original literal arrangement of the clausal elements in the opening of the
story reads as follows:
[He] sits
by the window. [He] lonely looks at that bright sky. The sky might not be
clear later. Some clouds or flocks of black birds might pass by. But he got
used to all that.
In the
translation, these five sentences were compressed into two to produce an
acceptable English text with flow:
"Lonely,
he sits at the window looking at the bright blue sky. The sky might not be
clear later when clouds or flocks of black birds pass by, but he got used to
all that."
In many
cases, for the sake of clarity, I needed to shorten and simplify without
sacrificing the deliberately repetitive quality of the style. At different
places in the story, moreover, there was a need to sacrifice some stylistic
idiosyncrasies since these peculiarities were sometimes hard to preserve.
Calquing too reverently or following the distinctive syntax too closely would
impede comprehensibility and yield unidiomatic results.
Another
challenging task is the less standardized and more fluid nature of Arabic
punctuation compared to English. The uses of commas, periods, and
paragraphing in Arabic are more subject to the writer's discretion and do not
necessarily have a one-to-one relationship with English. Moreover, a series
of question marks and a combination of a question mark and an exclamation
point is possible in Arabic to produce a dramatic effect. These conventions,
or lack thereof, are capitalized on in Zefzaf's writing but they were
normalized in the English translation so as not to violate the norms of the
target language.
4. Grammatical Gender
Finally,
there is the issue of grammatical gender, which is more marked in Arabic, and
how to render it into English. Gender distinctions operate massively and
persistently in the Arabic language with the masculine being the unmarked
form as opposed to the neutrality, or at least the apparent neutrality, in
English. In reference to people, Zefzaf uses man and the generic he,
as is the convention in Arabic. However, he makes a nod to the feminine
pronoun in the following passage:
"They
try to give the impression that they live in happiness. They lie to
themselves until the time people say God bless his or her souls."
This
unusual nod, however, was not taken up after that and the Arabic text
reverted back to the regular use of the he-language. All the italicized
references in the immediate following passage contained overtly masculinized
singular references. In the English translation, it was deemed appropriate
and consistent with the spirit of the story to de-genderize and pluralize
these references. Even though the pronoun 'them' in the third line as a
reference to the antecedent 'deceased' in the second line might sound
ungrammatical from a prescriptive point of view, (that is if we consider the
antecedent singular) , it was considered a safe option:
"If they
were well off, they would have a small obituary on a newspaper page
written by a poor journalist reading: "The deceased [man] (May he [or
she] rest in peace) departed this world to be with God." But who
gave them rest or peace? Only the One who can give rest and peace and
grant protection to the human soul knows why the lie of grieving the
dead [man] is over few days after their death, just as the lie
of conjugal happiness becomes revealed in time."
Cultural Issues
A literary
translation is a device of art used to release the text from its
"dependence on prior cultural knowledge" (Herzfeld, 2003; p.110).
However, it is not an easy task to transplant a text steeped in one culture
into another. Particularly demanding from the translator's point of view is
the use of culturally specific metaphors and allusions.
1. Metaphors
Zefzaf's
use of metaphors or similes is sparing and the few used pose no significant
problems in translation. The italic noun phrase at the end of the following
quotation might not be crystal clear but it is connotative and, therefore,
was literally translated:
"Always
he sits there in the same place smoking, drinking, and trying to remember
many things that might take him back to the naked childhood."
Other than
that, Zefzaf's metaphorical language seems to be affected by the western
idiom. And no more is this point well illustrated than in the following
italicized simile from the ending of the story:
"In a
moment, he fell off his chair near the window bumping his head against the
wall. The sky remained bright while he was grunting like a hog in a
sty."
Such transparent
similes pose no problems in understanding to the western reader.
2. Allusions
The
occurrence of allusions, however, is more challenging. Not only does the
translator of Zefzaf have to cope with the usual linguistic difficulties of
translating from such a foreign language as Arabic, but he also has to handle
different references and allusions. In some of its parts, the text of this
story is interspersed with diverse references: Qu'ranic, historical and
cultural. The following excerpts illustrate this point:
"How
many strange things the human body carries without our being aware of them!
There are two angels for example, one on the right shoulder recording the
good deeds and the other on the left recording the bad deeds. The human body
may also be inhabited by devils, and in this body there is also a spirit
whose essence we cannot know since it is from a command of the Lord."
In this
excerpt, there is more than one allusion. The reference to demons possessing
human bodies is almost a universal superstitious belief shared in many
cultures and is in no need of explanation. The other two references to the
angels and the spirit, however, are more Islamic in their nature and the
English reader needs to be made aware of their scriptural origins: "When
the twin keepers [angels] receive him, the one seated on his right, the one
on his left, each word he utters shall be noted down by a vigilant
guardian" (Surah 50, verse 17). And "They ask you about the spirit,
say: "The spirit is from a command of my Lord and I have only given you
[people] a small amount of the knowledge" (Surah 17 verse 85); Qu'ran
(trans) Dawood 2000).
These
references, and other similar in nature, are part of the prior cultural
knowledge taken for granted by the author writing for a predominantly Muslim
Arab audience. To give the closest approximation of the source language,
therefore, it was necessary to opt for 'glossing' or using explanatory
footnotes. Here is another example with an historical reference that also
requires the use of a footnote:
"When
they divorced, he didn't think she would do that, but he soon knew that a
woman is capable of doing anything. Didn't she cause Adam to be dismissed
from Eden and waged a war against Ali (May God be pleased with him)?"
The first
reference to Adam and Eve in Eden is a biblical one and needs no commentary
to the western reader. The second allusion, however, derived from Islamic
history, might be a vague one to the western reader. It refers to A'ishah,
one of prophet Muhammad's wives and daughter of his first caliph (successor).
She played a significant role in supporting those who were fighting against
the fourth caliph Ali—a revered figure in Islamic history especially for the
Shiite sect. These cultural and historical allusions give a certain density
to the language and need to be explicated in the translation to bring forth
the richness of the text for the new readers. Footnotes, however, can be
rather intrusive, and, therefore, their uses were minimized as much as
possible. Sometimes, explanatory notes were deemed unnecessary or were
integrated into the body of the text. The following citation is an example:
"His
wife was pretty, and he used to buy her glasses, pottery, sweets and rabbits
slaughtered and live. And sometimes he even preferred her to his two young
children. But she used to hit him, beat her cheeks and thighs [as some women
do when they mourn their dead]."
The
cultural reference to a husband buying pottery and rabbits slaughtered and
live as gifts to his wife are indicators of the local culture. Keeping this
reference adds a foreignizing fidelity and gives the original flavor of a
different culture. The reference does not need a footnote, however, since it
is clear from the contextual surroundings. The second reference is to the
custom of some women in the Middle East who beat their cheeks and thighs as
an ultimate sign of sadness when they are mourning their dead. The bracketed
note was inserted in the text to ensure that the significance of this
humiliating act on the part of the wife is not lost to the western reader.
Conclusion
It is a
great challenge dealing with a language that has a different feel and nuance
embedded more in culture than in literal meaning, but I hope that this
reconstruction of the translation process sheds some light on some of the
linguistic and cultural issues that might be encountered in literary
translation in general and from Arabic into English in particular.
Bibliography
Baker,
Mona. (2000). Linguistic perspectives on translation. In The Oxford guide
to literature in English translation. (Ed) Peter France. Oxford
University Press. Oxford, New York. Pp.20-25.
Brinton,
Laurel. (1995). Non-anaphoric reflexives in free indirect style: expressing
the subjectivity of the non-speaker. in Stein Dieter and Wright Susan (eds.)
(1995). Subjectivity and subjectivisation: Linguistic Perspectives.
Cambridge University Press. Cambridge and New York. Pp.173-194.
Dawood, N.
J. (Trans). (1956, 2000). The Koran. Penguin classics. London, New
York.
Herzfeld,
Michael. (2003). The unspeakable in pursuit of the ineffable: Representations
of untranslability in ethnographic discourse. In Paula G. Rubel and Abraham
Rosman Translating culture: Perspectives on translation and anthropology.
Berg: Oxford. New York.
Said, Edward.
(2002). Impossible Histories: Why the many Islams cannot be simplified.
July 2002 issue of Harper's Magazine.
Stubbs,
Michael. (2001). Words and Phrases: Corpus studies of lexical semantics.
Blackwell Publishers Inc. Massachusetts.
Wright,
Susan. (1995). Subjectivity and experiential syntax" in Stein, Dieter
and Wright Susan (eds.) (1995). Subjectivity and subjectivisation:
Linguistic Perspectives. Cambridge University Press. Cambridge and New
York. Pp.151-172.
Acknowledgment:
I would
like to express my gratitude to Peter Owens from University of Massachusetts,
Dartmouth for his advice and help in translating this short story.
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© Copyright Translation Journal and the
Author 2004
URL: http://accurapid.com/journal/29liter.htm Last updated on: 05/19/2014 17:09:33 |
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Volume
8, No. 3
July 2004 |
Mohammed
Albakry is an instructor and PhD candidate in applied linguistics at Northern
Arizona University, USA. His dissertation project is on style in American
newspaper language. His research interests are in the area of corpus
linguistics, discourse analysis, lexicography and translation studies. His
articles and reviews appeared in such journals as Critical Inquiry in
Language Studies: International Journal, Journal of English Linguistics, and
International Journal of Lexicography.
Mohammed Albakry can be reached at Mohammed.Albakry@nau.edu. |
Ya, dalam melakukan terjemahan, seseorang harus mengikuti cara-cara tertentu. seperti yang ditentukan dalam skema tersebut.(Hasan)
BalasHapusya, dalam melakukan terjemahan, seseorang harus mengikuti cara-cara tertentu.
BalasHapusevolusi sistem pendidikan Indonesia tercermin dari perjuangan yang unik berkenaan dengan tatanan nasional dan pembangunan bangsa. Sebagai negara dengan jumlah penduduk terbesar keempat di dunia, dengan ratusan bahasa dan suku, dan penyebaran penduduk yang beragam budaya di sejumlah pulau, pemerintah Indonesia telah memilih pendidikan sebagai pilar utama sebagai strategi pembangunan bangsa. Dengan demikian sejak awal kemerdekaan pemerintah mengadopsi sistem pendidikan kolonial sebagai sistem pendidikan nasional yang tidak hanya mengajarkan bahasa nasional (Bahasa Indonesia), tetapi juga mengajarkan filosofi nasional (Pancasila). Hal ini mencerminkan perumusan prinsip-prinsip nasional, sesuai dengan motto, “Bhinneka Tunggal Ika.”
BalasHapusevolusi sistem pendidikan Indonesia tercermin dari perjuangan yang unik berkenaan dengan tatanan nasional dan pembangunan bangsa. Sebagai negara dengan jumlah penduduk terbesar keempat di dunia, dengan ratusan bahasa dan suku, dan penyebaran penduduk yang beragam budaya di sejumlah pulau, pemerintah Indonesia telah memilih pendidikan sebagai pilar utama sebagai strategi pembangunan bangsa. Dengan demikian sejak awal kemerdekaan pemerintah mengadopsi sistem pendidikan kolonial sebagai sistem pendidikan nasional yang tidak hanya mengajarkan bahasa nasional (Bahasa Indonesia), tetapi juga mengajarkan filosofi nasional (Pancasila). Hal ini mencerminkan perumusan prinsip-prinsip nasional, sesuai dengan motto, “Bhinneka Tunggal Ika.”
BalasHapus