Re: [Czechlist] Re: translators vs. teachers
> Melvyn Clarke wrote:Yes, I do. It works well, except for the moments when I do not have time to
> > I do both, you do, Zdenek does...
> Me, too.
> Jirka Bolech
translate because I have to go teaching or I do not have time to get ready
for the lesson because I am too busy translating or when I am am behind with
a translations and come late to my lessong because I am lazy, I have a
hangover, I do not sleep well because I do not have sex enough, I do not
sleep at all because I have too much sex, etc. etc. etc.
Generally said it works well.
- Hi Vladimir,
>No way did I mean to brag about the two jobs. I don't think we are/I amexceptional being so although statistically maybe yes.
Hmmm, we didn't even mention Todd - and Michael has "confessed" to doing it
in the past too:) - that makes a good quarter of our contributors. Quite a
large area of overlap, I'd say.
In my experience, a lot of teachers at language schools dabble in
translation work - they often give me the impression they would like to get
into it more but they aren't quite sure how to go about it in practice. This
is particularly so in the poorly-paid state schools.
>as someoneon this list has said, being a good teacher may not mean they would make a
good translator and vice versa.
I said that:)as well as Martin J.
>I agree the two complement each other in aunique and wonderful way (at least for me),
Right - for example, when you are teaching specialists you learn valuable
background and terminology. Preparing lessons can be like doing background
research for a translation job. The students are usually pretty helpful on
this, I find, if you explain in advance that you are not cracking on that
you are an expert in their field. For example, I had a regular weekend
course with some students from a paper-mill in South Bohemia, and we agreed
on a procedure whereby I prepared a bunch of hopefully intelligent questions
on the processes involved and we went over them using diagrams taken from
one of those pictorial technical dictionaries. They also supplied me with
some supporting documentation in English, which was useful too.
You can then draw up little glossaries and ask them to go over your work.
Conversely, when I am translating contracts, I will make a note of anything
I think might be useful for my students involved in legal work and we have a
section of our lesson where we discuss such finds.
And of course, when I come up against a terminology problem, I find there is
often an old student who can help out >->
I'm sure a bit of brainstorming would throw up a few more ideas.
>Is my standpoint any clearer now?Yup.
>P.S. Glad there so many of you who dare stand in front of a bunch of wildand dangerous, hungry and roaring beasts 8-D.
Oh you just have to be a bit firm with agency staff >->
>Well, I believe our studentsare NEVER like that but just fancy that idea ...
Oh THEM. Nah, they're all pussy-cats...:)
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