This study looks at the translation process, certification and assent of legislation after it had followed the Parliamentary legislative process as required by the Constitution of the Republic of South Africa and the Joint Rules of Parliament. This was done against the background of the history of South African languages, South African Parliament, legislative framework and the history of legal language translation. The study emphasised the fundamental role played by second-language translation in the legislative process. Even though the indigenous languages are still not awarded an equal status in Parliament, a lot has been done in ensuring that most of the new Bills and Acts are translated into the South African indigenous languages. An overview of translation strategies is highlighted to provide a contextual understanding of the functionalist approach to translation. In terms of legal translation, there is a great need that legal language translators be fully trained in the language of the law to be able to deliver an error-free translated legislation. Through observations and interviews, the study showed that Parliament needs to use all indigenous languages on a rotational basis when translating Bills, Acts and on all itsinternal daily papers to promote equality. Certification in English and one other second language translation will assist in creating a working relationship between legal advisers who draft legislation and translators who translate the drafted Bill. This process can lead to the birth of co-drafting in Parliament. The study found that there is a lack of dedication and vision in interpreting and enforcing the provisions stipulated in the Constitution and the legislation governing languages. Parliament of the Republic of South Africa is used as a case study to shed some light on what is happening in the translation unit and the problems that are faced by non-legal translators when translating legal documents. Recommendations are offered, among others, the need for Parliament to develop a training model that dwells more on the use of plain language in legislative drafting and translation. The study concluded by indicating the importance of working hand-in-hand with tertiary institutions in translator training as this will assist in keeping up with some of the developing trends in the legal language field.

No description available.

Thesis (M.A. (African Languages)) --University of Limpopo, 2005 / Pictures play a role in dictionaries as they show what a particular object looks like. African languages do not always have readily available translation equivalents for some of the English words, and also, English does not always have translation equivalents for Tshivenda cultural bound words. The study has been undertaken to try to solve the problem of lack of equivalents when English and Tshivenda are used as the treated languages in a bilingual dictionary. The study discovered that lexicographers of Tshivenda-English and English-Tshivenda dictionaries do not always give direct and appropriate translation equivalents for English scientific and technological terms in Tshivenda and translation equivalents for Tshivenda cultural bound words. The study found that these lexicographers end up giving transliteration of scientific and technological terms and even a mere borrowing of Tshivenda cultural terms as translation equivalents. In this case the study recommends that Ostensive addressing be introduced in Tshivenda – English and English – Tshivenda bilingual dictionaries as a solution to the problem of lacking equivalents and that pictures not be used excessively but only where necessary and be given immediately after the lemma in the microstructure of a dictionary.

Thesis (M.A.) --University of Limpopo, 2008. / The study analyses some of the translation problems of terms from English to Xitsonga, taking into consideration the translation work done thus far with special reference to South African law. The study is divided into six chapters: Chapter one is the introduction. It indicates the aim and rationale behind its study. It also highlights the methodology to be used, scope, terminological work done thus far and a brief definition of significant themes that are of importance to the study, which include “Terminology, Language for General Purpose, Language for Specific Purpose, Translation, Semantics and Indigenous law”. The chapter will also have a summary. Chapter two outlines some of the translation problems of terms from English to Xitsonga. In order to achieve this, the study will look into some of the translation work on terminology done thus far. A summary to the chapter will be given. Chapter three is about some of the terminology of the South African Law, where the translation problems outlined in chapter 2 will guide with the translation of the terminology of this law. These terms will be defined in English, summarised in Xitsonga which will then assist with the equivalents of these terms in Xitsonga. The chapter will also be summarised. Chapter four gives the summary of all the terms which have been used to bring forth this analysis, guided by the translation problems found in chapter 2. A summary to this chapter will be given. Chapter five is the general conclusion of the study and recommendations. Chapter six lists cited materials in the study. / University of Limpopo.

Thesis (M.A.) (Language translation) --University of Limpopo, 2007. / See document, page 135. / N/A

M.A. / Please refer to full text to view abstract

Magister Artium - MA / This study evaluates the accuracy and equivalence of translated news from English to isiXhosa version in four community radio stations, two from the Western Cape and two from the Eastern Cape. Community radio stations source their local news through interviews and eye witness accounts. They get other news-worthy stories through media releases from Government Communication and Information System (GCIS), Police stations, Municipalities, Royal houses and from the office of the president. Most of the time, media releases are written in English and they have to be translated into isiXhosa as they use a high percentage of isiXhosa as a medium of their broadcasting.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study investigates the manner in which Marita van der Vyver’s semi-autobiographic novel Die hart van ons huis – ’n skrywer in Provence has been translated. The question that arises is who the reader of Marita van der Vyver’s translated works is – the local South African or the international English reader? If the text was translated for the local English reader, will the text be translated as if it was written by a local English speaker and if the text was translated for an international reader, are the Afrikaans cultural elements in the novel neutralised, adapted or omitted in such a way that the text would be fluent and understandable for the international English reader? In the first chapter, Van der Vyver’s background as an author is discussed and the source text used in this study is contextualised. The problem statement, research questions, methodology, and course of this study are also discussed. The next chapter provides the theoretical background used as background of this study, namely the descriptive and functionalist translation theories where translation is generally viewed as a cultural activity. The translation approaches used are domestication and foreignisation. Chapters 3 and 4 both contain the empirical analysis of the source text. This analysis is done by using an adapted model of Lambert and Van Gorp on both macro- and micro-levels: larger aspects of the target text are explored on macro-level, such as the genre, title, overall translation approach and paratext while analysis on the micro-level deals with pragmatic, intercultural and text-specific translation problems. The techniques the translator applies to adequately deal with these translation problems are also investigated. It is concluded that the translator generally transfers the culturally specific French and Afrikaans terms from the source text and makes use of a generally foreignising approach in the target text. The translator stays loyal to the author of the source text but also shows loyalty towards the reader by domesticating the target text on a linguistic level and generally making the target text more understandable for the English speaker. It is shown throughout the text that it isn’t only the target text that is foreignising to targer readers, but that the source text would also be foreignising for an Afrikaans reader because of the French cultural elements that are strongly featured throughout the text / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die wyse waarop Marita van der Vyver se deels outobiografiese roman Die hart van ons huis – ’n skrywer in Provence vertaal is. Die vraag wat ontstaan, is wie die spesifieke Engelse leser van Van der Vyver se vertaalde werke is – is dit die plaaslike Suid-Afrikaanse, of die internasionale Engelse leser? Indien die teks vir ’n plaaslike Suid-Afrikaanse leser vertaal word, word die teks so vertaal asof dit deur ’n plaaslike Engelssprekende geskryf is en indien dit vir ’n internasionale leser vertaal word, word die Afrikaanse kulturele gegewens geneutraliseer, aangepas of weggelaat sodat die teks vlot en verstaanbaar vir die internasionale leser sal lees? In die eerste hoofstuk word Van der Vyver se agtergrond as skrywer bespreek en die bronteks wat in die studie aan bod kom, gekontekstualiseer. Die probleemstelling, navorsingsvrae, metodologie en verloop van die studie word ook bespreek. Die volgende hoofstuk verskaf die teoretiese agtergrond waarteen die studie geplaas word, naamlik die deskriptiewe en funksionalistiese vertaalteorieë waarbinne vertaling hoofsaaklik as ’n kulturele handeling beskou word. Die vertaalbenaderings wat hanteer word, is domestikering en vervreemding. Hoofstuk 3 en 4 bevat die empiriese ontleding van die doelteks – dit geskied aan die hand van ’n aangepaste Lambert en Van Gorp-model op sowel makro- as mikrovlak; op die makrovlak word groter aspekte van die teks soos die genre, titel, oorkoepelende vertaalbenadering en parateks ondersoek terwyl ontleding op mikrovlak die fyner aspekte van die doelteks onder die loep neem – hier word gekyk na pragmatiese, interkulturele en teksspesifieke vertaalprobleme en die wyse waarop die vertaler daarmee in die doelteks omgaan. Die gevolgtrekking is dat die vertaler die spesifieke Franse en Afrikaanse verwysings in die doelteks behou en van ’n hoofsaaklik vervreemdende vertaalstrategie gebruik maak deur eg Afrikaanse en Franse kulturele aspekte in die doelteks te behou. Die vertaler bly deurlopend lojaal aan die outeur van die bronteks, maar toon ook lojaliteit teenoor die doelteksleser deurdat sy linguisties domestikeer en die teks sodoende meer verstaanbaar vir die doelteksleser maak. Daar word ook deurgaans aangetoon dat nie net die doelteks vervreemdend is vir die doeltekslesers nie, maar dat die bronteks reeds vervreemdend is ook vir die brontekslesers deur die Franse kultuur wat so sterk aan bod kom.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Traditionally educational interpreting refers to educational interpreting for deaf students using Sign Language. Research that has been done in South Africa in spoken language educational interpreting represents pioneering work in this emerging discipline. One of the most important issues that interests policy makers and educators is the effectiveness of educational interpreting for teaching and learning purposes. This study investigates this issue with reference to contemporary ideas from academic literacy studies. Concepts such as affect, identity, accessibility and participation are investigated in order to describe possible relationships between educational interpreting and teaching and learning. The research is done against a discussion of pertinent concepts in interpreting theory, namely role, quality and professionalism. During a four week period educational interpreting was tested by way of a trial in two modules in the Law Faculty of the Stellenbosch University and with reference to three basic questions, namely: • Do students understand subject content better as a result of educational interpreting? • Do students identify better with the classroom situation because of educational interpreting? • Does educational interpreting help students to save time in the learning process? Data were gathered by way of action research and questionnaires, a focus group discussion, interviews and field observation. The research methodology included both qualitative and quantitative components. The results of the study lead to certain conclusions about the experience of educational interpreting in classrooms in the research context and whether educational interpreting can enhance teaching and learning in this context. Recommendations are made regarding the implementation of educational interpreting and further research in the field of Interpreting Studies. / AFRIKAANSE OPSOMMING: Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik: Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik:Tradisioneel verwys opvoedkundige tolking na tolking vir dowe studente deur middel van gebaretaal. Navorsing in gesproke opvoedkundige tolking is egter onlangs in Suid-Afrika begin; dit verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. In hierdie studie word ’n ondersoek na hierdie vraagstuk onderneem, met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname word verken om uiteindelik moontlike verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die navorsing word gegrond op ’n verkenning van belangrike tolkteoretiese konsepte, naamlik rol, kwaliteit en professionaliteit. Opvoedkundige tolking is deur ’n proefneming binne die Fakulteit Regsgeleerdheid (US) in twee modules oor ’n tydperk van vier weke in klasse getoets met verwysing na drie basiese vrae, naamlik: • Kan tolking in klasse studente help om vakinhoud beter te verstaan? • Kan studente hierdeur beter met die klaskamersituasie identifiseer? • Word tyd sodoende in die leerproses bespaar? Deur ’n proses van deelnemende aksienavorsing is data ingewin deur middel van vraelyste, ’n fokusgroepbespreking, onderhoude en waarneming. As navorsingsmetodologie het die navorser van beide kwalitatiewe en kwantitatiewe metodes gebruik gemaak. Na aanleiding van die resultate word afleidings gemaak oor die ervaring van opvoedkundige tolking in klaskamers binne die navorsingskonteks en of opvoedkundige tolking onderrig en leer binne hierdie konteks kan bevorder. Ten slotte word aanbevelings vir die implementering van opvoedkundige tolking en verdere navorsing in Tolkstudie gemaak.

Approved for public release, distribution is unlimited / This thesis presents Concept of Operations (CONOPS) for two specific automated language translation (ALT) devices, the P2 Phraselator and the Voice Response Translator (VRT). The CONOPS for each device are written as Appendix A and Appendix B respectively. The body of the thesis presents a broad introduction to the present state of ALT technology for the reader who is new to the general subject. It pursues this goal by introducing the human language translation problem followed by nine characteristic descriptors of ALT technology devices to provide a basic comparison framework of existing technologies. The premise is that ALT technology is presently in a state where it is tackled incrementally with various approaches. Two tables are provided that illustrate six commercially available devices using the descriptors. A scenario is then described in which the author observed the two subject ALT devices (depicted in the CONOPS in the Appendices) being employed within an international military exercise. Some unique human observations associated with the use of these devices in the exercise are discussed. A summary is provided of the Department of Defense (DOD) process that is exploring ALT technology devices, specifically the Language and Speech Exploitation Resources (LASER) Advanced Concept Technology Demonstration ACTD. / Lieutenant Commander, United States Navy