Abstract

This chapter introduces a collective volume entitled Moving Boundaries in Translation Studies. Its point of departure is that translation is in motion. Both translation practice and translation studies have seen considerable innovation in recent decades and, consequently, professional and academic boundaries have shifted and moved. Against this backdrop and departing from various vantage points, the authors and editors of the book take stock of and discuss the moving boundaries of translation (studies). They analyse recent developments in the field, addressing new translation phenomena, new practices and tools, new forms of organisation, new concepts and names as well as new scholarly approaches and methods. Analyses and reflections are offered on the boundaries within the discipline (internal boundaries) as well as those surrounding it (external boundaries); issues of delimitation and boundary struggles are focal points, as is the relationship between translation practice and translation studies. This introductory chapter gives an overview of the contributions to the book, and identifies and discusses key topics and movements foregrounded by the authors. Key movements identified include expanding external boundaries and blurring internal lines as well as scholarly attempts at bridging gaps and crossing borders, real or assumed. Translation is in motion. Both translation practice and translation studies (TS) have seen considerable innovation in recent decades, and we are currently witnessing a wealth of new approaches and concepts, some of which reflect new translation phenomena, whereas others mirror new scholarly foci. Volunteer translation, crowdsourcing, virtual translator networks, transediting and translanguaging are only some examples of practices and notions that are emerging on the scene alongside a renewed focus on well-established concepts that have traditionally been considered peripheral to the practice and study of translation: intralingual and intersemiotic translation are cases in point. At the same time, technological innovation and global developments such as the spread of English as a lingua franca are affecting wide areas of translation and, with them, TS. These trends are currently pushing or even crossing our traditional understandings of translation (studies) and its boundaries. The question is: how to deal with these developments? Some areas of the translation profession seem to respond by widening its borders, adding new practices such as technical writing, localisation, transcreation or post-editing to their job portfolios, whereas others seem to be closing ranks. The same trend can be observed in the academic discipline: some branches of translation studies are eager to embrace all new developments under the TS umbrella, whereas others tend to dismiss (some of) them as irrelevant or as merely reflecting new names for age-old practices. Against this backdrop, contributors to this collective volume were invited to take stock of and discuss the moving boundaries of translation (studies). The chapters in this book therefore analyse recent developments in the field, addressing new translation phenomena, new practices and tools, new forms of organisation, new concepts and names as well as new scholarly approaches and methods. Analyses and reflections are offered on the boundaries within the discipline (internal boundaries) as well as those surrounding it (external boundaries); issues of delimitation and 2boundary struggles are focal points, as is the relationship between translation practice and translation studies. Evidently, one book cannot provide full coverage of all new trends in such a wide and dynamic field as TS, but many are addressed, exhaustively or more briefly, in the chapters of the present volume.

Highlights

  • It has been argued that the fuzziness of localisation is due in part to the lack of agreed-upon definitions or models of ‘translation’ that the discipline can provide to industry, society at large, and scholars across disciplines

  • This chapter has claimed that localisation has brought to the forefront of translation studies (TS) and TS theorisations a number of specific models, constructs, and perspectives.These have been subsequently adopted to extend the notion of localisation to non-digital texts such as comics, news, and advertising

  • Localisation has introduced new theories, approaches, and conceptualisations to TS, validating Munday’s words that interdisciplinarity “challenges the current conventional way of thinking by promoting and responding to new links between different types of knowledge and technologies” (Munday 2016: 25).This specific set of new interdisciplinary connections has been examined in the present chapter with respect to whether they can be said to make up the proposed sub-branch called ‘localisation studies’

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Summary

Introduction

The past decade has seen an increase in the amount of translation studies research focusing on translation in virtual environments, whether this means online fan translation communities (e.g. O’Hagan 2009; Pérez-González 2014), crowdsourced translation initiatives (e.g. McDonough Dolmaya 2012), or translators interacting with one another via social media platforms such as blogs, micro-blogs, online forums, and professional networks (cf Dam 2013; Desjardins 2017; McDonough 2007; McDonough Dolmaya 2011; Risku et al 2016; Risku and Dickinson 2009) Such technologies push the boundaries of traditional translation practices: crowdsourcing platforms such as Wikipedia facilitate the integration of non-professionals into translation activities, including quality assessment (Jiménez-Crespo 2011; McDonough Dolmaya 2012, 2015), fan translation communities allow internet users to disrupt traditional translation practices and distribution channels (O’Hagan 2009), and virtual translation networks provide an open forum for discussions between novice and experienced translators, professionals and non-professionals (McDonough 2007). Commenting on the same domain, Oulasvirta and Blom highlight that individuation of learning materials has been shown to increase “ motivation, but depth of engagement, amount learned, perceived competence, and levels of aspiration” (2008: 3)

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