Philéas Lebesgue (1869-1958), l’un des premiers passeurs de littératures « marginales » en France, transmet en langue française, au début du XXe siècle, des romans et nouvelles d’écrivains brésiliens et écrit de nombreuses chroniques dans des revues littéraires. En quoi son originalité intellectuelle le distingue des autres traducteurs de José de Alencar ou Machado de Assis ? Et comment son rapport à la morale en littérature s’exprime-t-il dans ses traductions ? Nous proposons d’analyser dans un premier temps son parcours d’érudit, que nous éclairerons ensuite par l’analyse d’extraits de ses traductions afin de comprendre ainsi l’usage qu’il fait de la « pudeur » en traduction
of the Numerous Battles in which she Participated as a Confederate officer; Of Her Perilous Performances as a Spy, as a Bearer of despatches, as a secret service agent, and as a Blockade Runner; of her adventures behind the Scenes at Washington, Including the Bond Swindle; of her Career as a Bounty and Substitute Broker in New York; of her Travels in Europe and South America, her mining Adventures on the Pacific Slope; her residence among the Mormons; her Love Affairs, Courtships, Marriages etc. etc. Ed. Worthington CJ. T Belknap, Hartford, CT. 1876. Print
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The focus of this paper is on the cultural aspects of the internationally, well-recognised and accepted international teacher training course known as Certificate in English Language Teaching to Adults (CELTA), or rather, the lack of it. In what follows, we will first discuss the various aspects related to the importance of culture and its inclusion in the field of English Language Teaching (ELT). Next, we will discuss the main highlights of the CELTA course and its main components and present a practical suggestion for implementing a short ‘culture’ component that can be easily integrated into the course where it will increase cultural awareness amongst new teachers embarking on a career abroad in a foreign country and hopefully achieve pedagogical competence when working abroad.
Just as one’s foreign language skills may be assessed on the basis of the Common European Framework of Reference, so may literary translators’ competences be evaluated following the criteria listed in the PETRA-E Framework of Reference for the Education and Training of Literary Translators. The article reports on the results obtained on the basis of a small-scale investigation aimed at diagnosing the competences of 1st year Translation Studies MA students at the West University of Timișoara, where the authors teach. The investigation covered one month of the fall semester, during which the students were asked to translate a short story (O. Henry’s The Gift of the Magi¸ 1906) and perform a number of other tasks set in accordance with the PETRA-E descriptors for early career translators’ competences. The paper rounds off with the conclusions of the investigation, which may prove useful in outlining directions in literary translators’ training.
The paper aims to analyze the attitudes to German language in the Lithuanian public discourse. Texts written on this topic and chosen for the analysis appeared in two news portals – the national news portal delfi.lt and the regional news portal kaunodiena.lt. The database covers the period from 1 January 2011 to 1 March 2017; it consists of 82 articles from both news portals. For studying the image of German, the present study applies the framework of Critical Discourse Analysis taking into account different argumentation strategies for learning or not learning German as a foreign language as well as main topical priorities. The general attitudes towards countries can serve as an important foundation for motivation to language learning, so the analysis starts with the discussion of the specifics attributed to Germany and German-speaking countries (effectiveness governing the world, sympathy, economic success, and reliability). The analysis of the selected texts confirms that the image of Germany in Lithuania is quite positive: Germany, especially on delfi.lt, is presented as a target country for qualified Lithuanian experts, as an economically stable country having a large degree of political and cultural influence in the world. Regarding the status of German, the analyzed texts reveal a more ambiguous picture: on the one hand, it is stated that German is not popular in Lithuania, on the other hand it is emphasized that the popularity of the German language is increasing. The argumentation scheme for learning German consists of several argumentation lines: German is represented as a commodity in such domains as a professional career in Germany, in dealing with bilateral business relations, and to some extent in building a professional career in one’s home country and upholding cultural relations.
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