Abstract
INSIGHTS INTO TEACHING POETRY TRANSLATION: A PLEASURABLE TASK
Highlights
The aim of this article is twofold: to display a classroom model consisting of several stages of teaching of poetry translation to 4th year students of Translation at the undergraduate level in the Translation departments in Turkish Universities, and secondly, to highlight the importance of a literature-oriented approach as a prerequisite for the students to practice poetry translation into their mother tongue
In order to teach poetical translation, having the necessary qualities and skills to be an instructor in the field of literary translation along with following and adopting certain methods, strategies and steps in poetical translation will open new opportunities and motivation for the students in poetry translation courses
In my experience as a Professor of Translation for more than 30 years in Turkish Universities’ Translation Departments, I have come to the conclusion that teaching poetry translation course requires a multi-dimensional approach which integrates the study of literature and study of translation in theory and practice
Summary
The aim of this article is twofold: to display a classroom model consisting of several stages of teaching of poetry translation to 4th year students of Translation at the undergraduate level in the Translation departments in Turkish Universities, and secondly, to highlight the importance of a literature-oriented approach as a prerequisite for the students to practice poetry translation into their mother tongue. It is hoped that this study may present a testimonial insight into the scope of this paper by way of drawing largely from the experience gained as a teacher of translation for more than 30 years in Turkish Universities and will provide helpful insights for the instructors elsewhere. In this paper what is attempted to be discussed is ways to motivate and encourage students to practice poetical translation by strengthening their knowledge of literature and poetry in general as the basis for translation, rather than providing steps for the act of poetry translation as a classroom activity. Students must gain confidence in their knowledge and appreciation of poetry to be able to try their hands at translating it by understanding that one need not be a poet to do poetic translation; though according to Landers, the translator must possess a poetic sensitivity, even if he or she has never written a line of original poetry. This paper, will attempt to discuss and put forward the ways of developing such a character in the students which is a prerequisite to start dealing with poetry translation in a pleasurable way, some suggestions of how to deal with the teaching of poetry translation and how to develop this effort into a pleasurable task in the classroom will be the focus
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