TRANSLATION GUIDELINES Under ILR/STANAG 6001 Ed. 4 James Dirgin Director, Test Review and Education Division DLIFLC Monterey, California USA BILC Conference Vilnius, Lithuania 9-12 MAY 2011

Goal - Establish a matrix for definition and classification of translation skills - Based on the Interagency Language Roundtable (ILR)/STANAG 6001 Ed. 4 Guidelines - Combining Proficiency and Performance for operational use of language in translation and interpretation

A successful translation is one that ….conveys both the explicit and implicit meaning of the source language into the target language as fully and accurately as possible….

Required Subskills for Translation * Reading Proficiency * Writing Proficiency plus…

* Specific Content Knowledge * Technical Abilities to apply - transfer of meaning - equivalency between “cultures” - congruity judgment

FULL BI-LINGUAL 5 4 3 2 1 AVR NON-NATIVE AVR NATIVE Typical Translator 4/25/2017 Adapted from Rachel Brooke’s presentation, ILR 101, presented at the ILR meeting in June 2009. 5 4 3 2 Purpose: to show that a person’s capacity to translate is limited by the lower prerequisite skill. A person who is a native of the source language (NSL) may be highly proficient in reading the source document, but a weakness in writing the target language will limit translation capacity. A person who is a learner of the source language (LSL) may have a lower reading comprehension and a higher writing ability in the target language. In both cases, the person will not perform higher than the lower prerequisite skill. It must be noted that prerequisites limit maximum capacity, but lack of congruity judgment (the ability to choose proper equivalents) may further bring down the quality of the product. The effect of congruity judgment is not shown in the chart. 1 AVR NON-NATIVE AVR NATIVE FULL BI-LINGUAL Typical Translator Reading Comprehension in the Source Language Writing Ability in the Target Language Maximum Translation Ability 6

FACTORS TO CONSIDER Meaning Form and content are transferred through - replacement - equivalency - recreation and/or adaptation

Function / Purpose - Informative -- providing information - Expressive -- presenting evaluation - Operative -- focusing on task/mission

Presence - Translation aspect transparent - Translator is heavily “present”

Orientation Reader Oriented - Aims at readers’ expectations Text Oriented - Readers adjust to the translation

Style & Register Appropriateness Target language and culture Source concept and facts Smooth and target-oriented “Level” is maintained

Process (1) read and comprehend the source language text, and (2) write comprehensibly in the target language, and…

Process (cont.) (3) choose the best equivalent expression in the target language that both fully conveys and best matches the meaning intended in the source language (congruity judgment) with the required style and format.

STRATEGY AVIATION POLITICS Everexpanding , 3D nature of the scale.

Level 5 / Professional Performance Level Can successfully translate virtually all texts, including those where lack of linguistic and cultural parallelism between the source language and the target language requires precise congruity judgments and the ability to apply a translation methodology. Expression is flawless. At this level, the translator consistently excels in a number of specialties, and is generally regarded as one of the arbiters of translating very high level language by persons competent in dealing with such material. The translation process is completely transparent, that is the text appears to be capturing all the linguistic and socio-cultural features and elements of the target language and culture. Can successfully apply a translation methodology to translate texts that contain highly original and special purpose language (such as that contained in religious sermons, literary prose, and poetry). At this level, a successful performance requires not only conveying content and register but also capturing to the greatest extent all nuances intended in the source document. Expression is virtually flawless. Can produce fully accurate translations in a number of subject fields. When the need arises to perform in areas outside of specialization, a translator at this level is able to reach a successful level of performance given the time necessary for acquiring the relevant knowledge of the subject matter. 

Level 4 / Professional Performance Can successfully apply a translation methodology to translate a wide variety of complex texts that contain difficult, abstract, idiomatic, highly technical, and colloquial writing. Able to capture subtleties, nuances, and tone and register (such as official, formal, and informal writing) most of the time. Such texts range from commentary reflecting a specific culture to analysis and argumentation. Translations reflect style, register, and cultural context of the target and source cultural in every respect except highly Linguistic knowledge and familiarity with source language norms enable an individual at this level to translate handwritten documents and other texts that represent spontaneous expression characteristic of native speakers. Expression reflects native usage and consistent control of target language conventions. Can translate materials outside the individual's specialties, but may not reach the absolute subject matter accuracy of the specialist in the given field. The resulting product is a professional translation which may be subject to quality control.

Professional Performance Level 3 Can translate texts that contain not only facts but also abstract language, showing an emerging ability to capture their intended implications and many nuances. Such texts usually contain situations and events which are subject to value judgments of a personal or institutional kind, as in some newspaper editorials, propaganda tracts, and evaluations of projects; strategic, political, and military campaign policy papers, statements, and publications. Linguistic knowledge of both the terminology and the means of expression specific to a subject field is strong enough to allow the translator to operate successfully within that field.  Word choice and expression generally adhere to target language norms and rarely obscure meaning. The resulting product is a draft translation, subject to quality control. Able to produce reasonably accurate translations of conversations that exhibit some complexity and deal with matters outside everyday matters. Can usually render jargon, slang, and speech that is colloquial, substandard, or regional, capture most nuances, idioms, and cultural allusions, reflecting the source register appropriately. Can often, but not always, overcome many unfavorable conditions and other factors impeding comprehension of the source, completing the assignment in a timely manner.

Level 2 / Limited Performance Able to render into the target language some straightforward, factual texts in the standard variety of the source language. Can typically render accurately uncomplicated prose (such as that used in short identification documents, simple letters, instructions, and some narrative reports) that does not contain figurative language, complex sentence structures, embedding, or instances of syntactic or semantic skewing. Can normally rely on knowledge of the subject matter to operate within one given subject field, consisting of a narrow body of material that is routine, repetitive, and often predictable. Expression in the target language may be faulty, frequently reflecting the structure and word order of the source language to the extent that faulty expression may obscure or distort meaning, accuracy will suffer. The resulting product is not a professional translation and must be submitted to quality control. May be a reliable source for “topic specific” translations and triage of documents before submitting to higher level translators.

Level 1 / Minimal Performance Able to make word-by-word transfers, not always with accuracy. May be able to identify documents by their label or headings and scan graphic materials, such as charts and diagrams, for items of specific interest. Constant oversight and review of the product are necessary. May be most useful for “triage” of documents that come in for determining the “who, when, where” to provide the initial review of documents. Level 1 / Minimal Performance

Translation performance level depends on (1) command of both languages (Language proficiency) (2) ability to exercise congruity judgment and apply a translation methodology Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.

Translation performance level depends on (cont.) (3) familiarity with the cultural context of both languages (Cultural Competence) (4) knowledge of terminology in specialized fields (Performance) (5) Skills and abilities in translation techniques , research, and use of resources Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.

ILR/STANAG 6001 Ed. 4 translation guidelines can be applied to… Final remarks… ILR/STANAG 6001 Ed. 4 translation guidelines can be applied to… establish a matrix to define, describe, and categorize translation skills from proficiency and performance perspectives. Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.

ILR/STANAG 6001 Ed. 4 based translation guidelines can be applied to… Final remarks… ILR/STANAG 6001 Ed. 4 based translation guidelines can be applied to… design and provide training and curriculum materials for translators and interpreters Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.

ILR/STANAG 6001 Ed. 4 based translation guidelines can be applied to… Final remarks… ILR/STANAG 6001 Ed. 4 based translation guidelines can be applied to… close the gap between proficiency and performance “dichotomy” around low level content specific language tasks Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.

ILR/STANAG 6001 Ed. 4 based translation guidelines can be applied to… Final remarks… ILR/STANAG 6001 Ed. 4 based translation guidelines can be applied to… cover the performance related specific fields and areas of work that fall “out-of-bounds” of proficiency content areas Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.

Thank you… Let’s look at some of the features of level 2 texts. Bullet 1. Level 2 texts are instructive in nature, that is, they convey factual information. Bullet 2. The content of these texts comes mostly from news-item variety. Other types of level 2 texts include extended instructions or complicated directions, narrations etc. Bullet 3. Even though the author of these texts is still anonymous, i.e. the reader is still uninterested in the author behind the texts, shaping begins. Shaping means subtle choosing and ordering of material (to reflect the target language use), and interpretative comment on the author’s part. Bullet 4. In level 2 texts, discourse is cohesive and vocabulary is topic-specific as we will see in the sample text that follows. Some examples of topic-specific vocabulary in this text are: (Jana reads underlined words). Bullet 5. Level 2 texts contain other verbal times than the present, and in news articles such as the one shown, they contain densely packed information.