Lang, Lit & Culture/Comparative Literature

The power of global thinking-along with its hazards-has been much debated by comparatists. This has been especially true in a year when uncertain communication and violence have marked the return of world attention to the birthplace of Sumerian culture, where the oldest mappa mundi was found on a sixth-century Babylonian tablet. We have had ample occasion to reflect on the complex factors that affect how history is written, and more specifically how cultural history is forged or forgotten. Forces that may seem remote and vague, like the "bitter river" that circled ancient Babylon on that tablet, have come home, threatening freedom of travel and intellectual exchange. Programs and departments of comparative literature have been challenged to keep their budgets balanced and to continue supporting research. This year, the ICLA meeting planned for Hong Kong had to be cancelled. Libraries are struggling to preserve freedom of speech in the face of excessive security measures. Yet in many ways, this forty-third anniversary of the ACLA has also been a year for comparatists to celebrate. The annual meeting on April 4-6, 2003, ably hosted by Heather Richardson-Hayton and Laurel Amtower at the California State University San Marcos and San Diego State University, attracted well over 600 presenters at 70 panels. This set another record in spite of financial cutbacks, reduced travel in response to the war in Iraq, fears of SARS, and visa problems for some esteemed international scholars who were forced to withdraw. The beautiful hillside setting of the university at San Marcos, between the desert and the sea, as well as the elegant modern buildings and high-tech classrooms, offered participants the possibility of enjoying a fine balance between provocative papers and relaxed pleasures. The theme of border crossing drew reflections on gender, genre, media, material culture, audiences, and Arabic culture, among many other topics. The distribution of our annual prizes at the conference underscored the continuing vitality of comparative scholarship today. Henry Remak, who received the first Lifetime Achievement Award, handed out offprints of his recent scholarship. The Harry Levin Prize, which was awarded to Julie Stone Peters for her superb Theatre of the Book, 1480-1880, attracted such strong submissions that three other authors-Gil Anidjar, Ian Balfour, and John C. Shields-also received honorable mention. Although we are still working to build up the fund for the Bernheimer Prize, we were able to award the prize this year to Emily Wilson for her doctoral dissertation in comparative literature at Yale University. The Horst Frenz and A.O. Aldridge prizes went to excellent graduate students selected from an impressive cohort.

Currently in the United States, researchers and educators are emphasizing the importanceof classroom talkas a means to a particular instructionalgoal, while in the United Kingdom, speaking and listening skills in themselves are being foregrounded as a site of pedagogic activity. The effect of such legitimation has not been fully investigated however, and in the U.K. setting, it is not always clear what the aims and purposes of a particular oral activity are. Based on observations in six inner-London schools, we consider how such ambiguities of purpose are reflected in official oracy policy, in the design of classroom activities, and at the level of discourse organization.

In recent influential work in language and social cognition relevant to pedagogical contexts, references to Basil Bernstein's work are notably absent, despite renewed recognition of the significance of his continued contribution to theories of classroom practices, sociolinguistics and the sociology of education. This article discusses several historical and ideological factors that have contributed to this lacuna. It reconsiders the organisation of the intellectual field of English education in Britain during the 1970s within which Bernstein's theorising about language took place. Within that field, it pays particular attention to the divergent readings of Vygotsky by James Britton and Bernstein with respect to power and the discursive regulation of 'legitimate' meanings in the pedagogic context. Finally, it considers the relevance in the post-Vygotskian field of social cognition of Bernstein's early attention to the relationship between social/institutional factors and individual functioning.

This paper builds on previous work by the author (Inghilleri 2003) which explored the status of norms in relation to the notion of an 'interpreting habitus' and the contexts and cultures of interpreter training and practice. It attempts to further elaborate one aspect of the conceptual framework used in this previous work, namely the notion of an interpreting habitus, considering it in relation to translation and interpreting theory more generally. The paper argues for a view of interpreted events within the asylum system as crucial sites for the convergence of competing fields and their accompanying habitus. It suggests that, given the present constitution of the public service interpreting profession as a 'zone of uncertainty', a term Bourdieu uses to refer to weak positions located in the gaps between fields within social space, the status of interpreters' knowledge within interpreted events remains vulnerable to exercises of power outside of their control. Under these conditions, the 'interpreting habitus' -the 'product' of the convergence of fields, habitus and capitalremains oriented toward the maintenance of control of the social/ interactive space by the dominant legal and political institutions involved in the political asylum process. The paper is based on a current ethnographic investigation of interpreting activity in the political asylum application process in the United Kingdom. 1 In Bourdieu's theoretical work, habitus plays a crucial role in social reproduction. The social structure is conceived as comprised of inter-locking fields and their accompanying habitus, the relations of fields within the wider 1 The paper is intended to further develop a theoretical background for on-going empirical research.

In recent influential work in language and social cognition relevant to pedagogical contexts, references to Basil Bernstein's work are notably absent, despite renewed recognition of the significance of his continued contribution to theories of classroom practices, sociolinguistics and the sociology of education. This article discusses several historical and ideological factors that have contributed to this lacuna. It reconsiders the organisation of the intellectual field of English education in Britain during the 1970s within which Bernstein's theorising about language took place. Within that field, it pays particular attention to the divergent readings of Vygotsky by James Britton and Bernstein with respect to power and the discursive regulation of 'legitimate' meanings in the pedagogic context. Finally, it considers the relevance in the post-Vygotskian field of social cognition of Bernstein's early attention to the relationship between social/institutional factors and individual functioning.

This conversation, which took place in the summer of 2020, traces 25 years of publishing The Translator, from its inception and early days, to its establishment as a leading international publication in the field of Translation Studies, to the move from St Jerome to Routledge in 2014. We invited three scholars who have played different roles in the history of the journal and who are all part of its 'historical memory': Mona Baker, founding editor of both The Translator and the St Jerome publishing house, Moira Inghilleri, who was reviews editor and, later, co-editor and also guest edited two thematic issues, and Dirk Delabastita, the guest editor of the very first special issue of the journal, devoted to 'Wordplay and Translation', in 1996. Our questions and their answers take us through a quarter of a century of scholarship, publishing and personal memories.

The thesis examines the key concept of 'incommensurability' in relation to issues of language and culture as they became salient to developments in English as a school subject in the United Kingdom during the 1960s and 1970s. Beginning with an outline of the notion of incommensurability as it has been discussed within anthropology and philosophy within the 20th century, the thesis traces the roots of a complex of educational issues through their immediate intellectual and social background in the mass culture debates in the 1920s and 1930s and as they were developed in the post-war period. The thesis analyses the dominant themes within the paradigm shift towards a focus on language that took place in English education during the 1970s. This it does particularly with respect to their immediate intellectual heritage, paying special attention to the position of F. R. Leavis, Basil Bernstein, James Britton and M. A. K. Halliday in the intellectual field. The thesis continues to ...

This article presents an outline of a sociological and linguistic-ethnographic perspective as applied to contexts of community interpreting. It describes a theoretical and methodological approach which, drawing on Toury ’s descriptivist theory of norms and Bourdieu ’s social reproduction theory, considers how relevant macro-social features impact on interpreting activity. This approach has as its aim to theorise configurations of the social in lo- cal interpreting contexts and to demonstrate how interpreters, as pivotal players in these contexts, are caught up in larger social configurations of power and control, both internal and external to their professional field of practice. It suggests that norms of interpreting activity and training can be linked to the wider social and political contexts of their occurrence. A descriptive language of interpreted events is developed which reflects participants’ embeddedness in social and political processes, and how this impacts on both actua...

This conversation, which took place in the summer of 2020, traces 25 years of publishing The Translator, from its inception and early days, to its establishment as a leading international publication in the field of Translation Studies, to the move from St Jerome to Routledge in 2014. We invited three scholars who have played different roles in the history of the journal and who are all part of its 'historical memory': Mona Baker, founding editor of both The Translator and the St Jerome publishing house, Moira Inghilleri, who was reviews editor and, later, co-editor and also guest edited two thematic issues, and Dirk Delabastita, the guest editor of the very first special issue of the journal, devoted to 'Wordplay and Translation', in 1996. Our questions and their answers take us through a quarter of a century of scholarship, publishing and personal memories.

Literary translation is a culturally significant task, but it is bottlenecked by the small number of qualified literary translators relative to the many untranslated works published around the world. Machine translation (MT) holds potential to complement the work of human translators by improving both training procedures and their overall efficiency. Literary translation is less constrained than more traditional MT settings since translators must balance meaning equivalence, readability, and critical interpretability in the target language. This property, along with the complex discourse-level context present in literary texts, also makes literary MT more challenging to computationally model and evaluate. To explore this task, we collect a dataset (PAR3) of non-English language novels in the public domain, each aligned at the paragraph level to both human and automatic English translations. Using PAR3, we discover that expert literary translators prefer reference human translations over machinetranslated paragraphs at a rate of 84%, while state-of-the-art automatic MT metrics do not correlate with those preferences. The experts note that MT outputs contain not only mistranslations, but also discourse-disrupting errors and stylistic inconsistencies. To address these problems, we train a post-editing model whose output is preferred over normal MT output at a rate of 69% by experts. We publicly release PAR3 to spur future research into literary MT. 1

This article presents an outline of a sociological and linguistic-ethnographic perspective as applied to contexts of community interpreting. It describes a theoretical and methodological approach which, drawing on Toury's descriptivist theory of norms and Bourdieu's social reproduction theory, considers how relevant macro-social features impact on interpreting activity. This approach has as its aim to theorise configurations of the social in local interpreting contexts and to demonstrate how interpreters, as pivotal players in these contexts, are caught up in larger social configurations of power and control, both internal and external to their professional field of practice. It suggests that norms of interpreting activity and training can be linked to the wider social and political contexts of their occurrence. A descriptive language of interpreted events is developed which reflects participants' embeddedness in social and political processes, and how this impacts on both actual and potential discursive moves within interpreted interactions. The sociological and linguistic-ethnographic perspective takes the view that what happens at the surface level of interactions is more often than not a micro drama through which a larger social and political reality is acted out in a refracted form.

In recent influential work in language and social cognition relevant to pedagogical contexts, references to Basil Bernstein's work are notably absent, despite renewed recognition of the significance of his continued contribution to theories of classroom practices, sociolinguistics and the sociology of education. This article discusses several historical and ideological factors that have contributed to this lacuna. It reconsiders the organisation of the intellectual field of English education in Britain during the 1970s within which Bernstein's theorising about language took place. Within that field, it pays particular attention to the divergent readings of Vygotsky by James Britton and Bernstein with respect to power and the discursive regulation of 'legitimate' meanings in the pedagogic context. Finally, it considers the relevance in the post-Vygotskian field of social cognition of Bernstein's early attention to the relationship between social/institutional factors and individual functioning.

Literary translation is a culturally significant task, but it is bottlenecked by the small number of qualified literary translators relative to the many untranslated works published around the world. Machine translation (MT) holds potential to complement the work of human translators by improving both training procedures and their overall efficiency. Literary translation is less constrained than more traditional MT settings since translators must balance meaning equivalence, readability, and critical interpretability in the target language. This property, along with the complex discourselevel context present in literary texts, also makes literary MT more challenging to computationally model and evaluate. To explore this task, we collect a dataset (PAR3) of non-English language novels in the public domain, each aligned at the paragraph level to both human and automatic English translations. Using PAR3, we discover that expert literary translators prefer reference human translations over machine-translated paragraphs at a rate of 84%, while state-of-the-art automatic MT metrics do not correlate with those preferences. The experts note that MT outputs contain not only mistranslations, but also discoursedisrupting errors and stylistic inconsistencies. To address these problems, we train a postediting model whose output is preferred over normal MT output at a rate of 69% by experts. We publicly release PAR3 to spur future research into literary MT. 1

ia ;% S YÍrh idys ;a hs l w¾: m% Njhla f,i .= Kodi wurfia lr iy ihs uka kj.;a f;a .u úis ka rÑ; m% nka O l;dj, ks rEms ; ia ;% S YÍrh ms <s n| ia ;% S jdoS ls hùula m% fõYh ñks ia YÍrh ms <s n| jk úúO woyia w;r uQ ,s l;a jh .ka fka th ia jdNdúl Wreuhla h hk cS júoHd;a ul woyihs ' tfy;a fndfyda ia ;% S jdoS yq ia ;% S YÍrh cS j úoHd;a ul Wreuhla jk w;ru iudc ixia lD;s l f.dvkexùula o jYfhka i,l;s ' 1 ixia lD;s h" wd.u" kS ;s h" foa Ymd,kh wdoS úúO ^mq reI uQ ,s l& l;s ldjka úis ka zmrudo¾YS ia ;% S YÍrhZ ms <s n| f.dvk.d we;s ks ¾kdhl úis ka ls is hï rgl fyda iudchl ia ;% s hf.a yeis Íu iy tu yeis Íu flfrys jk iudc m% ;s pdrh ;S rKh fõ' úúO rgj, ia ;% s hf.a YÍr yevh ms <s n| mj;s ka fka úúO iïuq ;S ka h# fmros . rgj, flÜgq njo wm% s ldkq rgj, ;rula ;rndre njo ia ;% S YÍrfha wjYH ks ¾kdhl njg ms <s .efka ' ms hhq rej, m% udKh ys iflia j, ia jNdjh iy fof;df,ys yevh mjd zmej;s h hq ;a f;a flfia oZ hka k ta ta ixia lD;s hg wkq j fjkia fõ' 2 wú{dks lju ia ;% s h tlS ks ¾kdhlhka g wkq l+ ,j ;u YÍrh mj;a jd.ekS ug l% s hd;a ul fõ' cS j úoHd;a ul YÍrh fj; iudc jHq yh úis ka W;a ;rdfrda ms ; fun÷ w¾:l:khka Tia fia is ÿjka fka ia ;% s h ms <s n| úúO oDIa ájdohka iudc.;ùuhs ' 3 tneúka ia ;% S YÍrh yq fola cS j úoHd;a ul Wreuhla jYfhka ie,ls h fkdyels ;rug ixia lD;s h úis ka ta flfrys mj;a jk wêldÍ n,h m% n,h' YÍrh ms <s n| fuu wdia :dkh ia ;% S jdoh ;= < kj kHdhka j¾Okh ùug;a kj oekq u f.dvke.S ug;a wjldY iemhS h' 1 "The body is a cultural interweaving and production of nature"(Grosz 1994, 18) 2 ls hjka k¦ fudßia 1122 3 " …(according to the social constructionists) it is not biology per se but the ways in which the social system organizes and gives meaning to biology that is oppressive to women" (Grosz, 1994, p. 17) zzfkdfjkia jk wl% S h wixia lD;s l iy wfoa Ymd,ks l fhÿula jYfhka mj;s kjdg jvd YÍrh wd¾Ól" foa Ymd,ks l" ,s x.s l iy nq oa êuh w¾nq o ud,djla ;= < ;r.ldÍjfha wjldYhla jYfhka " ;S rKd;a ul fhÿula jYfhka oels h yels h'ZZ (Grosz, 1994, p. 19) 4 idys ;Hh hkq tla w;ls ka fuu ks ¾kdhl m% ;s ks Ia mdokh lrñka mj;a jdf.k hk jdylhla jk w;ru ;j;a w;ls ka tu ks ¾kdhl m% Ya k lrka kls ' fuu m¾fha IK m;% s ldfõoS ihs uka kj.;a f;a .u iy .= Kodi wurfia lr hk m% nka O rplhka fookd ia ;% S YÍrh ;u lD;s j, ks rEmKh lrwe;s wdldrh ia ;% S jdoS kHdhka wdY% s ;j idlÉPd flf¾' .= Kodi wurfia lr ^1929& mYa pd;a hg;a úcs ; Y% S ,xldfõ jeo.;a m% nka O rplfhls ' h:d¾:jdoS Í;s h wkq .ukh lrk Tyq f.a iEu m% nka O l;djlu mdfya mYa pd;a hg;a úcs ; iudc foa Ymd,k ;;a jh ia ;% S ka úIfhys n,mE iy n,mdk wdldrh ks rEms ;hs ' kj.;a f;a .u ^1940-2005& fudyq foa Ymd,ks l jYfhka iy m% ;s ks ¾udKfõoS uh jYfhka .= Kodi wurfia lrf.ka fjkia fjhs ' fndfyda úg mq rdfKda la ;s h:d¾:jdoS Í;s ho iuyr úg h:d¾:jdoS Í;s ho wkq .ukh lrk fudyq f.a m% nka O l;d ;= < iEu úglu mdfya ia ;% s h rEmld;a ulj ks rEmKh flf¾' kQ ;k is xy, f,a Llhs ka ia ;% S YÍrh ks rEmKh lrka fka flfia o@ tu ks rEmKhka Y% S ,xldfõ mYa pd;a hg;a úcS ; kQ ;k;a jh iu. noa O jka fka flfia o@ YÍrh idys ;a hs l 4 "Far from being an inert, passive, noncultural and ahistorical term, the body may be seen as the crucial term, the site of contestation, in a series of economic, political, sexual and intellectual struggles." (Grosz, 1994, p. 19) yels hs ' fï lD;s foflys u ks rEms ; m% % Odk ia ;% S pß; is xy, fyda fmros . ixia lD;s l ia ;% s hf.a ,la IK fyda iS udjka orka fka ke;' tneúka u ta jd úfYa Ifhka ia ;% s hf.a ,s x.s l ks oyi ms <s n| flfrk tla ;rd ÿrlg fjkia ueos y;a ùuls ' zla IS r id.rh le<ôKZ lD;s fha oS <dnd, oeßh yd rc;= ud w;r mj;s k ne|S u iïnka Ofhka wmg oa fõYhla yg.ka fka ke;' zidfma la IKS Z lD;s fha oS mQ ¾Kd nq la ;s ú|s k ,s x.s l ks oyi ms <s n| mdGlhd WrK jka fka ke;' tfia jka fka f,a Llhd úis ka Wmhq la ; m% ;s ks ¾udK úêh úis ka wod< lD;s h ls hjk fudfydf;a oS mdGlhd Tyq f.a $wehf.a ixia lD;s fhka uq ojd ;nk neúks ' kj.;a f;a .u úis ka rÑ; h:d¾:jdoS lD;s j, ks rEms ; ia ;% S YÍrh yd ks oyi jq j;a wurfia lrf.a lD;s j, ks rEms ; ia ;% s YÍrh fyda ks oyig jvd meyeos ,s fjkila igyka lrhs ' kj.;a f;a .uf.a iq oa oS ,df.a l;dfõ iq oa oS f.a pß;h ia ;% S ,s x.s l;a jh ms <s n| ;S rK.ekS ug ia ;% s hg we;s ia jdëk whs ;s h ms <s n| b;d id¾:l f,i w`.jhs ' zzwjq iohd ug ls õjd uq o,d,s ug fkdiEfyka g l;d l<d ls h,d' fuÉpr ld,hla uu uf.a yeÜfg .,j, we|s j; Wk, wuq ojdf,a yE,U .y uq , je;= refKa uq o,d,s f. iS ks rd;a ;," f;a fld< ùis u n,df.k ls h, ys ;ka k tmd' ug ta j ´k kï uq o,d,s f. lfvka u fï .fï ´k ms ßñfhla ,õj uf.a f.orgu f.ka k .ka k ;s nq K' uu weye wer, uQ K os yd ne¨fjd;a ug nE ls hk ms ßñ fï .ï ;= ,dfk bka kj kï ta yeg ms reKq kdls fhla ú;rhs ' ug ´k lula kE jgms g n, n,d le,E mdrla os . yeuodu fuÉpr wE; fï lfâ ms ámia ig tka v' ug ´k kï tl ?g ñks ia iq úis myla f.ka k .;a ;eyels uf.a me,a m;g'ZZ ^kj.;a f;a .u 1112" 229& tfy;a ta ;= < mjd fy,ka is la iQ mejiQ mßos wef.a ixia lD;s l uki l% s hd;a ul fjhs ' ,s x.s l ks oyi nq la ;s ú|s k w;ru weh ta ms <s n| miq ;efjhs ' zzTyq ys f¾ .s h yeuodu wE fjk ñks iq ka weiq re l<dh' zzux yeuodu thdg lr, ;s fhka fk jeros ZZ hs wE we;eï úg ÿla jQ jdh'ZZ ^kj.;a f;a .u 1112" 110& fufia jka fka f,a Llhd úis ka Wmhq la ; h:d¾:jdoS Í;s h úis ka i;HdNdih /lS ug f,a Llhdg n, lrk fyhs ks ' ,xldfõ ms áir fmfoil ia :dk.; flfrk l;djl cS j;a jk ia ;% s hl ks rEmKfha oS wehj ixia lD;s fhka mQ ¾K jYfhka uq ojd,S ug f,a Llhdg fkdyels h' wef.a mj;s k újD; yd ks oyia ,s x.s l yeis ßï mjd idOdrKS lrKh flfrka fka weh k.rfhka meñKs fhl= f,i ^ms gia ;rfhl= & ks rEmKh ls Ífuks ' tfia u wehg oS we;s ku ziq oa oS Z mQ ¾K is xy, ixia lD;s l we`.jq ula njg m;a jka fka ke;' fy,ka is la iQ mjika fka fufia ixia lD;s fha n,mEu lD;s hg ,efnk ;dla mq reI uQ ,s l Ñka ;kho lD;s h flfrys n,mj;a jk njhs ' tneúka ia ;% s hf.a ienE ú|S ï Rcq j m% ;s ks ¾udKh ls Íug kï ia ;% s hu ta i|yd l% s hd;a ul úhhq ;= njhs ' iudcfha iïu; rduQ ka g wNs fhda . ls Íu i|yd ia ;% S YÍrh iudcfha ia ;% S mq reI iudcNdjh we;= ¿ is h¨u u;= ms g m% ;s udkhka f.dvke.S we;a f;a ia ;% S YÍrh iïnka O iudc iïu;hka Tia fia hs ' is xy, ixia lD;s h ;= < ia ;% S YÍr jid ;eìh hq ;= zY= oa O jQ Z wjldYhls ' /ls h hq ;a ;ls ' tneúka u /ls hd la fIa ;% h" újdyh"

This paper focuses on the relationship between literary anthologies and the concept of representation in relation to the anthologies of vernacular literatures translated into metropolitan languages. It examines the manner in which translation mediates in the representation of “peripheral” national literatures through anthologies. Translation that is considered to be the medium of bringing vernacular literature to a metropolitan readership can sometimes become a tool of maintaining colonial power relations between metropolitan literatures and vernacular literatures instead of challenging them. This argument is demonstrated through seven selected English language anthologies of Sinhala literature which were compiled in the twentieth and twenty-first centuries. The socio-political formation of the anthologists and translators of these anthologies influences the representation of Sinhala literature into an English audience. For example, the translation and the anthologising of Sinhala l...