Although it has become something of a commonplace in translation theory nowadays to dignify the activity of translation by defining it as an act of critical intervention upon a given text written in a source-language,1 this analogy still remains to be 'translated' itself into academic practice. Translation is still all too often considered secondary or derivative with respect both to the creative originality of a given source text, and to socalled 'original' scholarship, and the emergence of Translation Studies as a valid autonomous field of teaching and research has, if anything, further contributed to the segregation, even ghettoization, of translation. There seems to be at work a subterranean, yet powerful, set of pressures forcing translation to the sidelines. Translators continue to be undervalued and underpaid, and usually misunderstood, but at the same time translation is something most of us involved in literary studies today do all the time to a lesser or greater extent, and which is often simply taken for granted. As someone who has published a number of translations, while also being engaged in scholarly research, I consider translation to be an integral part of my work, not only in that it is helping to make writers in whom I have a vested interest, such as Jean Paulhan, more accessible to a wider readership (though this would be reason enough), nor a fortiori because it is an activity that is so intimately bound up with the very creative processes involved in reading and writing. The problem of translation crops up continually within my own literary research, and it surfaces specifically within the texts of Paulhan at a number of significant moments. I would like in this article to look at a number of what I would call 'scenes' of translation, both from Paulhan's texts, and from a translation by Christine Laennec and myself of some of Paulhan's recits,2 as a way of deliberately blurring a number of lines of demarcation that normally separate literary translation from literary criticism, and from translation as a mode of language teaching, so as to question certain presuppositions about the place of translation in literature and language studies, and to offer several suggestions about how these implications might be followed up in the teaching of literature and language.
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