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Chinese / Year 7 and 8 / Communicating / Translating
Curriculum content descriptions
Translate texts for different audiences varying the language to explain key points for these different audiences
[Key concepts: equivalence, meaning; Key processes: translating, experimenting, comparing]
(ACLCHC055)
Elaborations
- identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
- translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
- discussing reasons for producing different versions of texts for different audiences
- describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
- avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
- reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
- comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
- exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning
General capabilities
ScOT terms
Themes (Texts), Translation (Language), Chinese languages