A New Kind of Translation

A New Kind of Translation
Jamie Midyette ’08
Special Major in Spanish and Education
Thesis Statement: Literary translation and original poetic composition combine to form a dynamic method of teaching a foreign language.
El corazón de la tierra
by Jazmín, 6th grade
El corazón de la tierra
Suciedad del pegamento de miel,
A donde sea que vas se pega el amor
en el pegamento.
El corazón de la tierra
historia de romance inmortal
de chocolate viejo
como el poema que nunca muere.
El corazón de la tierra
como el volcán que
explota con un amor que
truena y el poema acaba ahora.
The Heart of the Earth
Research Questions
Methodology
1. How and why was translation
phased out in favor of more
“natural” or “communicative”
methods?
• Externship with Poetry Inside Out (PIO) in San
Francisco, CA
• Interview with John Oliver Simon, artistic director of
Poetry Inside Out
2. How does the union of literary
translation and original poetic
composition enhance
students’ creativity and
imagination as well as
improve their skill level in
each language?
3. If this new kind of translation
is successful, why is it not
used more in schools?
Key Findings
• Grammar-translation method emphasizes rote
memorization and tedious exercises.
• Translation of PIO uses works of famous authors
and encourages variation over accuracy.
• Original poetic composition joins with literary
translation to form new kind of translation that
honors voices of each language as well as voices
of students.
translated by Jazmín, 6th grade
The heart of the earth,
filth of sticky honey.
Wherever you go
love sticks in the stickyness.
The heart of the earth,
history of immortal romance
of old chocolate, like the poem
that never dies.
The heart of the earth,
like a volcano that
explodes with a love that
erupts and burns your soul
with a tiny sparkle.
Conclusion
This new kind of translation that combines literary translation and original poetic composition:
• gives rise to fluidity, creativity, and spontaneity.
• increases students’ ability in each language by giving them freedom to be themselves.
Reflections
Future research needs to examine policy and curriculum to determine the best ways to bring
this technique into schools.
Acknowledgments
Frank Grossman, Carina Yervasi, and John Oliver Simon.