Call for Papers

Current:
CfP Vol. 4, no. 1 (2023)
CfP Vol. 4, no. 2 (2023)

CfP Vol. 4, no. 2 (2023): Paratexts as a Valid Component of (Re)translations

Edited by Francesca Raffi (University of Macerata), Emília Perez (Constantine the Philosopher University in Nitra) and Matej Martinkovič (Constantine the Philosopher University in Nitra)

The concept of paratext was first analysed by Gérard Genette, who defines the term as “what enables a text to become a book and to be offered as such to its readers and, more generally, to the public” (Genette 1997: 1). According to the author, in fact, a literary work not only consists of the main text itself, but is also surrounded by other elements, such as the title, cover, preface and all those elements that help to present it to the public and that “ensure the text’s presence in the world, its ‘reception’ and consumption” (Genette 1997: 1).

The paratexts of (re)translations are indeed elements that offer interesting insights from many perspectives, with retranslation intended as “the act of translating a work that has previously been translated into the same language, or the result of such an act, i.e. the retranslated text itself” (Gürçaglar 2009: 233). By framing the core text in a certain way, these added elements present a work to the audience with the potential to influence its reception. Paratexts are also a powerful tool through which translators may convey their vision and purpose, invite new interpretations, and claim their role.

Paratexts, being flexible, versatile and transitory can thus be a tool for adapting a text to a dynamic and ever-changing target culture, while also offering a place for the (re)translator to claim their presence and visibility. Since the early 2000s, several studies have examined retranslations by taking into account their paratextual aspects to investigate issues related to the context and reception of a given literary (Gürçağlar 2008; Deane-Cox 2012, 2014; Badić 2020, among others) or, more recently, audiovisual (O’Sullivan 2018; Mével 2020; Raffi 2022; Bucaria and Batchelor forthcoming, among others) work. These studies have confirmed that paratextual aspects reflect the context in which a retranslation is produced, highlight the dominant ideologies and norms of a target culture, but may also act as a marketing tool and a catalyst for the (new) audience.

The aim of this issue is to provide an opportunity for scholars in Translation Studies, Reception Studies, and Media Studies, among others, to present their findings, insights, and interdisciplinary perspectives on paratextual elements in the (re)translation of both literary and multimodal works. Following Genette (1997: 12), paratexts may be here intended as a very broad category of elements that are “fundamentally heteronomous, auxiliary, and dedicated to the service of something other than itself”. These may include prefaces, blurbs, notes, interviews, private communications (e.g., letters, diaries), promotional campaigns, fan-made materials, social media posts, endorsements, trailers, among others. The topics of interest may include but are not restricted to those listed below:

paratextual elements in (re)translated literary works
paratextual elements in (re)translated multimedia works (e.g. films, TV-series, videogames, operas, musicals, theatre plays)
accessible paratexts and inclusive design
the (in)visibility of the translator
paratexts and the editor
theoretical and methodological challenges of studying paratexts
ideological discourse in (re)translation
paratextuality and (re)translation across different media

We welcome full-paper submissions reflecting the abovementioned issues. All articles must be written in English and should not exceed 7,000 words. We also welcome reviews of publications related to the main topic of this issue.

Deadline for submission: 15 October 2023

Your submission should be sent via the journal website after your registration at: https://www.bridge.ff.ukf.sk/

Please follow the journal stylesheet at: https://www.bridge.ff.ukf.sk/index.php/bridge/about/submissions

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References:

Badić, Edin. 2020. “An analysis of paratexts in the (re)translations of Oliver Twist into Croatian.” Libri & Liberi. 9(1): 37-59.

Bucaria, Chiara and Batchelor, Kathryn (forthcoming). “Special Issue on Media Paratexts and Translation.” Translation Studies Journal.

Deane-Cox, Sharon. 2012. “The framing of a belle infidèle: Paratexts, retranslations and Madame

Bovary.” Essays in French Literature. 49 (1): 79–96.

Gennette, Gérard. 1997. Paratexts: Thresholds of Interpretation.Cambridge: Cambridge University Press.

Gürçağlar, Şehnaz Tahir. 2008. The politics and poetics of translation in Turkey 1923–1960. Amsterdam/New York: Rodopi.

Gürçağlar, Şehnaz Tahir. 2009. “Retranslation.” In Routledge encyclopedia of translation studies. London/New York: Routledge. 233-236.

Mével, Pierre Alexis. 2020. “Accessible paratext: actively engaging (with) D/deaf audiences.” Punctum: International journal of semiotics. 6(1): 203-219.

O’Sullivan, Caroll. 2018. “New and improved subtitle translation. Representing Translation in Film Paratexts.” In Linguistic and Cultural Representation in Audiovisual Translation. New York: Routledge.

Raffi, Francesca. 2020. ”Paratexts and retranslation. The journey of The Lord of the Rings in Italy from 1967 to 2020.” Trans-kom. 15(1): 44-62.

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CfP Vol. 4, no. 1 (2023): Training Interpreters: Old and New Challenges

Edited by Martin Djovčoš (Matej Bel University, Banská Bystrica), Ondřej Klabal (Palacký University Olomouc) and Pavol Šveda (Comenius University in Bratislava)

The field of interpreter training has experienced an enormous evolution over the last three years. First pandemic of Covid-19 and then an illegal Russian aggression in Ukraine have entirely redefined the status quo and our usual landscape. The situation brought new challenges: the pandemic to everyone, the war mainly to Central Europe. In addition to these new challenges, the old ones remain, i.e. how to improve note-taking, how to start with simultaneous, but also how to handle the rising demand for digital skills in interpreting. Even though the availability of materials has improved substantially for some modes and levels, for others, suitable materials are still hard to find. Therefore, this issue aims to address open questions and best practices in post-pandemic and war-times interpreter training, hopefully providing some answers or solutions.

The topics that may be addressed by the papers in this issue include, but are not limited to:

the balance between the public service interpreting and conference interpreting in the curriculum
teaching dialogue (bilateral) interpreting (using role-plays)
remote interpreting in the classroom
speech selections: what topics and what difficulty
the challenges involved in material creation
exercises to use in addition to “interpreting proper” exercises
giving effective feedback
creating crash courses for PSTI interpreters

Deadline for submission: 10 May 2023

Your submission should be sent via the journal website after your registration at: https://www.bridge.ff.ukf.sk/

Please follow the journal stylesheet at: https://www.bridge.ff.ukf.sk/index.php/bridge/about/submissions

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References:

Ahrens, Barbara, Morven Beaton-Thome, and Anja Rütten. 2021. “The pivot to remote online teaching on the MA in Conference Interpreting in Cologne: Lessons learned from an unexpected experience.” Journal of Specialised Translation. Vol. 36b. pp 251-284.

Cirillo, Letizia and Natacha Niemants. 2017. Teaching dialogue interpreting: research-based proposals for higher education. Philadelphia: John Benjamins Publishing Company,

Herring, Rachel E.; Laurie Swabey; Elisabet Tiselius, and Manuela Motta, Manuela. 2022. "Re-examining “Practice”in Interpreter Education," International Journal of Interpreter Education. Vol 14(1). Pp 82-88.

D’Hayer, Danielle. 2013 “Public Service Interpreter Education. A Multidimensional Approach Aiming at Building a Community of Learners and Professionals.” In Schäffner et al. Interpreting in a Changing Landscape. pp 322–337.

Seeber Kilian G. and Eléonore Arbona. 2020, What’s load got to do with it? A cognitive-ergonomic training model of simultaneous interpreting, The Interpreter and Translator Trainer. Vol. 14 pp 369-385.

Setton, Robin, and Andrew Dawrant. 2016. Conference Interpreting: A Complete Course. Amsterdam: John Benjamins.

Štefková Marketa and Pavol Šveda. 2022. War in Ukraine and public service interpreting in Slovakia: Initial impressions and implications. Bridge. Vol. 3 No. 1. pp 42-57.

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