ktravula – a travelogue!

reflections on the world

Browsing the archives for the Academic category.

Discoursing Translations

I spent a few hours last week in the house of an American colleague who teaches Chinese here. He had invited me and a few other friends for an evening of Chinese food and conversations in his St. Louis home. His partner is a Chinese woman who works as a writer as well as a translator from Chinese into English.

The conversation soon turned to the matter of writing, and the challenge of translating from one language to the other. What is lost in translation? What remains? How authentic is that product of translation in representing the original thought of the writer? Who makes the call of how translations should turn out? How much is taking too much liberties with original ideas? Where does translation end and improvisation/adaptation begin? They were interesting questions for me not only because I’d considered them many times myself before, but also because I discovered, a few years ago, that the translation of George Orwell’s classic book Animal Farm into German was not uniform because the translators belonged to different ideological camps during the cold war. I have spent countless moments pondering the literary tricks that would be needed to render something so clearly anti-socialism (or at least anti-leninism) as anti-capitalism. But then, that is the power of translation – which thrives on running an original idea through the conduit of the mind of a removed second reader-writer.

I’ve read a few Chinese literature in English. We discussed the ideas behind Soul Mountain, the famous novel by Gao Xingjian, translated by Mabel Lee into English. It is a travelogue of some sort incorporating elements of soul-searching autobiographical non-fiction, fiction, vignettes, ethnographic writings, musings, jottings, poetry, and story fragments. One of the challenge of translating from Chinese must also include rendering an idea of communality into an English-speaking culture of individualism. But therein lies the pleasures of translation – a special brand of serving that is not totally belonging to one culture, and not totally transformed into the other. In language learning, that would be a sort of “interlanguage” – a language that is neither the first nor the second language. What we read when we read something translated into English from Greek or Latin, or Arabic, is neither those languages, nor is it English. The ideas are most times successfully conveyed in the target language, but not enough to prevent literary/language purists from a snobbery that insists on the original as the most authentic standard bearer. And they are sometimes right. Yet, the “interlanguage” of translation carries in itself an original and yes authentic voice.

Garcia Marquez is famous in English speaking Africa even though we don’t speak Spanish. Vargas Llosa will be too soon enough, for good reason. How much did we lose if we did at all reading in English? Does it ever matter? Does my friend from Morocco have a better and richer literary experience than me because he speaks Tamazight (his local language), Arabic (his national language), and French (his country’s official language) and English and is thus able to read many more literature in original languages? If I read Naipaul in English and he reads it in French, what have I gained that he hasn’t? Does an Indian reading Naipaul or Rushdie (in English) gain something more? After all, they are co-sharers in the cultural conditioning that produced the texts? If I read Onitsha by JMG Le Clezio in French, do I gain any more or less than those who do it in English? After all, the writer is French. But then, after all, I am Nigerian, and the story in the book are based on the writer’s adventures in the Nigeria of the 60s. For those who have read George Orwell’s 1984 in German, or in Japanese, how does the writer translate words like “newspeak” and “thoughtcrime”. Does it make the same compact sense as it does it in English?

I first read Plato On the Trial and Death of Socrates in the early 2000s and what struck me the most was how beautifully it was written. It was a translation. Plato did not write in English. A few of the other plays we read as undergrads The Frogs by Aristophanes, Oedipus Rex by Sophocles, and Wole Soyinka’s notable translation of D.O. Fagunwa’s classic novel into The Forest of a Thousand Daemons all struck me as bearing very distinct literary styles that stand in their own stead as authentic study of thoughts in translation. The last time I read Plato On the Trial and Death of Socrates was late last year in Edwardsville, and I was greatly surprised at how insipid it read compared to the one I read back in Ibadan. The conversation on the dinner table went back and forth within these many areas of literary translation and I learnt as much as I grubbed. By the time the evening was over, all I wanted was a financial grant to go live in a small house by river and complete all the pending translations I have been working on for many years.

The last time we conversed, I sent them a long Yoruba to English translation of some of my father’s poetry. Half insecure in my experimentations (I’d completed the translation in 2005 and haven’t worked on it since then), and half wondering if any of the beauty of oral literature is lost when they become text, I was pleasantly surprised to read as a response to it, an email from my colleague: “That is a lovely, rich and absorbing poem,” it read “I have read it twice and found myself drawn in so many directions, wishing I could climb its hills, listen to its music more closely and roll around in its musky earth – love is a vast world, mysterious and ordinary and always full of pungent flavors and astonishing depths and heights.  I would like to read more.” See? Maybe all that is lost to translation should be the expectations we bring to it from our knowledge of the depths of the original. A few hours later, he sent me a work-in-progress Chinese to English novel translation excerpt that he and his partner (the writer) had been working on. I found it a delightfully splendid read. And I don’t speak Chinese.

Good literature will always speak out, in whatever tongues it finds.

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American Mean Time

Universal time used to be determined at a village of Greenwich in the United Kingdom, and everything was measured against it. I never could figure it out and I grew up wondering why Nigeria was always one hour ahead of the BBC clock. Later in the Geography class, I figured out why. It had to do with the equator or something like that. Then one day I came to America and found out that there is something called Universal Time (UTC). Again, like the old British hubris, Americans expected everything in the world to be measured in relation to that so called universality. A few weeks ago, I had scheduled a phone interview with Rosetta Stone and it was due to come at 2pm (UTC). All I saw was the 2pm, and I planned my day accordingly. I was sitting by my desk at 1pm when the phone rang. It was the representative of the company, and they were calling for the said interview. Good thing I was not still in the shower at the time. What I didn’t bother to wonder at the time was why I seem always to be one hour away from the standard or universal time.

There are other things that have changed. Yesterday I scrolled through a list of the world ranking of universities. In the 60s and 70s when the now ruling leaders and of the Nigerian society were going to school, schools in the United Kingdom and the Soviet Union among others in Europe were the leading citadels of knowledge in the world. A few people came to the United States to study. Now, according to the list, the first dozen or so universities in the world are universities located in the United States. I scrolled down for a bit before locating my own institution somewhere down on the list, and it was enough to inspire a little urge for schadenfreude at the other ones a little farther down the list. But then, it could be worse, we could be one of the British universities who used to occupy the pride of place in the top list of world class universities. Now, they are somewhere scattered on the list, sometimes even farther lower than Taiwanese, Japanese, Swiss and Swedish institutions. I will not try to hazard a guess as to why.

Chuks is a MacArthur foundation scholar from Nigeria now here in the US. He has his own ideas of why it is a better alternative to go to school in the US in today’s world, beyond the common knowledge that its universities are ranked far higher now more than before. The system of learning and studying are such that the student is built to become independent in thought and research. What is wrong with European schools? “I know of the British schools,” he’d say, “and the system is built in such a way that you get to regard the professor as some repository of knowledge – a person high up there who knows everything and who should not be challenged – rather than a colleague like you who only happens to have read more, and spent more time on the field studying the same things that are available to you if you work just a little bit harder.” Chuks has never studied in the United Kingdom.  The system in Nigeria is a mixture of both, with a slant towards the British, naturally, and unfortunately. I have been fortunate to have experienced the impatience with professors in Nigerian class who believe that just by the virtue of their age, experience or qualification, that they were beyond questioning or challenge. I have also been lucky to have met the right ones who would fix appointments with you in a bar so that you could both examine academic ideas over glasses of beer. I have met egoistic teachers who disallowed you from entering their class only because you didn’t scurry into the class when you saw them coming. I have also met those who set their evening classes under a tree just for a change of perspective. The progress in my academic development is mostly due to the inspiration and positive reinforcement of those good ones, and my rebellion against the hubris and negative reinforcement of the bad ones. At least, I survived.

Or so I think. The biggest misconception about the teaching and learning system of the American classroom today – at least from developing countries that I have some experience of – is that the presence of books and the internet makes it easy to get through. Well, it is true only to the extent of the student’s adequate balance of time and responsibilities. This takes me back to my title. American mean time refers not just to the new role of America’s very engaging, individualistic, and absolutely absorbing educational system in the world of academics. I am using it to refer to its absolute mercilessness when a student dares to take up more courses per semester than necessary. (Yes, this post is about me again). I have personally come to see the benefit of a more relaxed, yet ultimately absorbing schedule that allows the student to get all that is needed in, within a realistic time table that puts the least manner of stress on their mind. I do believe that I have become a better student of language due to the work of the past one year. And thanks to that is due to all my teachers, both the brilliant, open-minded ones, and the empty and needlessly hard-assed ones. At least I learnt something. Perseverance will get you through everything. Or almost everything. Brilliance (or modesty) plus an innate curiosity will compensate for the rest.

But maybe a few decades from now, we’d be talking about Chinese/Japanese Mean Time. Who knows?

 

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Five People in China

Five students of three countries from various disciplines sat down in a Chinese restaurant downtown Edwardsville today for dinner. It was the first time the five of them would be sitting together in one place, and it soon dawned on them that they were all beneficiaries of the Fulbright program. “Wow,” one of them said. “This is really interesting – three generations of scholars in one place at the same time.”

“By this time next year, if the current two return here, we’d be almost ten,” another person said, “and it would be interesting to gather around again for a discussion like this.”

“We could actually do something right now, you know.” The Egyptian said.

“Yes,” said the Moroccan. “I’ve been thinking of a public project involving us all and this environment, either on campus, or the public school system in the state. Some volunteer project in town, you know.”

“Why didn’t we think of this earlier? This actually sounds great. What do you have in mind?” I said.

“We can go to elementary schools to talk to them about where we’re from and what we do?”

“Or tell them stories, teach them songs, or share some cultural ideas. Or show a movie on campus?”

“It will enlighten them, I believe. I’m sure students will benefit from this. A cultural exchange. Something.”

“Totally.”

By the time the evening ended, they had discovered a new level of usefulness for the bond that they all shared. They had also figured out a more detailed plan of action and the path to putting the many ideas into practice. After all, it was right before their very eyes, and within their collective reach. They just hadn’t noticed it before because of individual commitments. Now everything had become clear. The day had served its usefulness. They cheered and partook of it with all relish.

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The President’s Sputnik Moment

I did not watch the first part of President Barack Obama’s State of the Union address a few hours ago, but while reading the full transcript, I caught glimpse of these paragraphs in a speech written to direct the country’s attention to the prospects of innovation, change, evolution and industry from educated immigrants:

One last point about education. Today, there are hundreds of thousands of students excelling in our schools who are not American citizens. Some are the children of undocumented workers, who had nothing to do with the actions of their parents. They grew up as Americans and pledge allegiance to our flag, and yet live every day with the threat of deportation. Others come here from abroad to study in our colleges and universities. But as soon as they obtain advanced degrees, we send them back home to compete against us. It makes no sense.

He continues:

Now, I strongly believe that we should take on, once and for all, the issue of illegal immigration. I am prepared to work with Republicans and Democrats to protect our borders, enforce our laws and address the millions of undocumented workers who are now living in the shadows. I know that debate will be difficult and take time. But tonight, let’s agree to make that effort. And let’s stop expelling talented, responsible young people who can staff our research labs, start new businesses, and further enrich this nation.”

My interest here is not the case of children of illegal immigrants even though he has a point there as well. It is in the sense in making it easy for immigrants who come from abroad to study in American colleges to be able to integrate, if they so wish, and contribute to the country in professional capacities. The situation at the moment is far from ideal. In a world where innovation is fueled by ideas and commitment rather than just geographical boundaries, it’s hard not to see the President’s point. One could only hope that his aspirations are shared by more of his conservative countrymen.

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On The Origin of Names (III)

Two days ago at the office, a faculty member and I sat by the computer in the language lab to put in names of students billed to take the SOPI test next week. The SOPI is a Simulated Oral Proficiency Interview that is meant to test the proficiency of said students in a language in question, this time Spanish. All, or most, of the students were Americans. To save time, I volunteered to type in the names and generate a username and password for the students while she wrote down the passwords against the names of the students so that when the time came for them to take the test, all they’d need to do would be to log in and begin.

The problem began when she started calling the names. I – a sometimes overconfident believer in my own ability to pronounce and spell any name as long as it is pronounced correctly – stared however into the screen confused each time I wrote out what I heard of a name, and my colleague told me that I’d written a totally different thing from what is correct. First there was Shawn which I thought was “Sean”, then Tiffannie which in my mind could only have been “Tiffany”. When she called “Lindsi”, I thought she meant Lindsay, and I wrote it, only to be corrected once again that the name is written just as it pronounced, and not Lindsay. And there came the others: Kathryn, Catherine, Kathrine, Brittney, Brittany, Lindsey, Devan, Devon, Kaitlyn, Cathlyn, Caitlin, Katelynn, Elisabeth, Elizabeth, Ashlee, Ashley, Megan, Meagan, Staci, Stacy, Alexandre, Alexander, Kelli, Kelly, Halle, Haley, Jasmyne, and Jasmin. Of course, before we finished typing in all the names, I’d simply given up on trying to type them from sounds. I would listen, and then peep into the student register myself in order to see how the names are spelt.

The occasion reminded me of so many instances in which my name is misspelt by many people who one would expect to know better. I remember very many exasperating moments in school in Nigeria where an overzealous teacher or secretary would insist on putting another “n” somewhere in-between my last name just because some other variation exist with that kind of spelling. A few months ago – last year – when I returned to my home university in Ibadan to pick up my long overdue certificate, I found out that they had written my last name on it with their own spelling in mind, and they had kept it for me since 2005, waiting for me to come pick it up. Since the document itself had started to look aged from dust and poor keeping, it was very convenient for me to complain as loudly as possible that the name written on it actually doesn’t belong to me. When I was in Kenya in early 2005, I remember having a similar discussion with a friend of mine, co-traveller from Nigeria, whose last name was Olarewaju but who had almost always had to deal with people who (by their own assumption of correctness) always insisted on writing it as Olanrewaju, the most conventional spelling.

So, here I am in America – the land of the free, with liberty and a thousand name variations. It used to be hard enough to accept people’s inherent laziness to even try to pronounce one’s name as soon as they just see that it is a foreign one – even if that name is “Amory”, as my room mate from Philippines said to me a few weeks ago. All they have to know is that you are a foreigner and your name suddenly assumes a certain difficulty to pronounce that wasn’t there before. I have always attributed it to laziness and an inability to even make an effort. It’s not as if the letters of said names were brought out from the sky. I understand not being able to write down a name you hear because of ambiguities that I myself have acknowledged above, but not being able to pronounce ones already written must require a certain level of intellectual laziness.

To encounter names and variations from this new angle of spelling, for me, makes for an interesting humbling, and a realization that in the end, man’s need to confound himself with his quest for identity really transcends geographical or linguistic boundaries. This explains why, sometimes in December, the editor of a Faculty publication insisted over our email conversations that instead of writing my name as simply Kola Tubosun as I had advised, she would write it in full along with the tone marks. She was afraid that, by asking her to write my name without the marks, I was compromising the integrity of a meaningful name for the convenience of American pronunciation. We eventually settled on a compromise: “Kola Tubosun, born Kóláwọlé…” and that was how it appeared in the publication. Her insistence touched me and I’ve been thinking about it ever since.

Now, having been on the many sides of this naming experience, I don’t know how to conclude. Maybe there’s not even a nice summary to it, except that when next I meet someone whose name is Chris, it might be better to ask him first if his begins with a “C” or a “K”.

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Of the Englishes

The Urban Dictionary defines “Just sayin’” as “a term coined to be used at the end of something insulting or offensive to take the heat off you when you say it.” Here is the example that comes with the definition:

Jordan: Anna you have really let yourself go.

Anna: What the hell! What is your freaking problem?!

Jordan: Just sayin’

Anna: Oh well in that case, I suppose its okay.

Jordan: Friends?

Anna: Fer Sure.

There is a phrase in Yoruba that translates to just that. It’s often just used as “I’m just saying my own”, or in plain English, “I’m just giving my own opinion. Don’t crucify me for it.”  Now we have the Urban Dictionary for telling us what we already know. In other news, the expression “What is doing this one?” will be a perfectly correct Nigerian English expression of exasperation at someone/something that you don’t understand. What’s wrong with him/her?

Those of you not on twitter would have missed the trending topic of a few days back, titled “English Made in Nigeria.” Check out more of them here before they disappear from off the internet. If you can sort through the pidgin rubble, you’ll come away with some golden gems, like: “She’s my senior sister” meaning “older sister.”

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Class: Week Two

Language use and language attitudes is a very interesting subject for me. More than any other classes I’ve ever attended in school, I found the sociolinguistics classes to be the most fun. Everything in it relates to something out of the class into the real world. From discussing language attitudes and language variations to examining language use and the ever expanding argument about what is a language and what is a dialect, I’ve always found things to relate to. The downside of this renewed delight in the sociolinguistics class is the realization that I’ve been here before. It’s new only because it’s a new, graduate class. It is old because I encountered it in my undergraduate days as well. It is fulfilling however because the examples are fresh, and so are the perspectives of classmates. And there is always something to discuss.

It also helps that the teacher is originally from Turkey and was brought up speaking British English. Words like “pavement”, “veranda”, “parlor” and “groundnut” are slowly returning into my vocabulary in the presence of someone who might actually understand them. I’m also learning new ones like “griddle cakes”, “goobers”, “scallions”, among many others. One of the most positive features of (my) American classes has to be the presence of people who speak a different kind of English, and come with a different kind of linguistic outlook. Nothing beats that.

Car hire Turkey

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Scheduling a Semester

One of the more challenging parts of the beginning of a semester is figuring out a right schedule so as to prevent a case when each day is spent trying to catch up with the previous one. A graduate student who is also a graduate assistant faces the challenge of being able to balance his time in order to satisfy both his employers and his academic sponsors. It makes no sense to be a stellar employee and then become a poor student. I’ve always wondered how people who do more than one job (and have families, children etc) cope with being graduate students at the same time. Imagine having two young children, two or three jobs, and three classes a semester. But it’s America. Being resilient might just be the most important trait to possess.

I taught the first Foreign Language Yoruba class yesterday. It was mainly introductory, and it lasted an hour. In my experience, the first class is always the most crucial, especially for students hoping to see if the class is worth taking at all or not. The pattern is also always the same: the strange man walks in to a full class of staring students. They’re all silent and wait for him to break the ice. He stands there for a moment, thinks of the first words to say, and then walks back to the blackboard to write out a list of key words that they would need to remember – Yoruba, Nigeria, West Africa, 30 million speakers, Wole Soyinka, Hakeem Olajuwon, Sade Adu, Adewale Akinnuoye Agbaje… – and then returns, by which time the words would come by themselves. “Hi. I’m Nigerian. Last year was my first time in the United States…”. From experience I know that it always helps to be seen first as the outsider.

I also attended my first class for the semester yesterday. It’s called “Discourse Analysis”, and I’m looking forward to all I can learn about how to analyse conversations and classify them on the basis of content, use, participants, context and many other variables. In the absence of a new commitment to the International Institute, I’m hoping that my class and work schedules will give me enough time to gain as much as possible knowledge from class interactions in a new course whose content looks promising so far.

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