Posts filed under 'teaching'

The Teacher’s Task: Translation in a High School English Classroom

September 4, 2024  |  in Essays  |  by Kena Chavva

They had stumbled upon a fundamental question that interested them more than Benjamin: what does it mean to produce something original?

Where did you first encounter translation—at home, in a classroom, online? In the following essay, Kena Chavva reflects on her experience prompting high school students to consider their own interactions with language and translation, and the ways both shape their lives and the world around them. Throughout the course, she and her students delved into questions of authenticity and identity, of faithfulness and creativity, seeming always to come back to concerns of originality: translation or not, how can we make something that is truly our own? 

It’s not uncommon to hear teachers speak of the joy in teaching something that they, as individuals, love. I had experienced something akin to this in my first year of teaching high school English—I adore Frankenstein and have an abiding affection for Macbeth, and when I taught those texts, it was clear to both me and my students that we were having a better experience of the literature and one another than we’d had with The Canterbury Tales some several months earlier. But what I’ve always found less commonly discussed is how soul-crushing it is to teach something you deeply love when your students aren’t responding to it the way you hope they will.

For me, that text was an excerpt from Pascale Casanova’s 1999 book The World Republic of Letters. The first chapter, titled “Principles of a World History of Literature”, outlines some of the hidden rules that govern the world’s literary economy:

In thrall to the notion of literature as something pure, free, and universal, the contestants of literary space refuse to acknowledge the actual functioning of its peculiar economy, the “unequal trade” (to quote Braudel once more) that takes place within it.

Casanova goes on to explain how “Literary value therefore attaches to certain languages” and that “…literature is so closely linked to language that there is a tendency to identify the “language of literature”—the “language of Racine” or the “language of Shakespeare”—with literature itself”. When I first read this very same chapter as a junior in college, it felt the way that education should feel: like you were presented with a framework through which to understand your lived experiences.

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An Architect of Words: Mahmoud Rezvani on the Decade-long Translation of Golestan

January 18, 2021  |  in Interviews  |  by Siavash Saadlou

All we can do is do a better job translating our poets instead of picking on others for what a poor job they might have done in the past.

For all its punishing workload, translation can be a thankless task, and translators are often the unsung heroes. This is especially true when it comes to breathing fresh air into a work of medieval literature wherein the translator perseveres with a bygone zeitgeist that challenges his artistic and literary prowess alike. To say that writing and translation are inextricably linked is to state the obvious. Sometimes, however, the translator needs to reexamine the history through the lens of literature and vice versa. The most ingenious translators aren’t the ones who faithfully rewrite the original work in the target language, but those who creatively reimagine it as well. In doing so, they might have to gingerly zigzag their way through a stilted language drenched in obsolete words that nevertheless communicate timeless ideas. In one such case, Mahmoud Rezvani, an Iranian scholar, teacher, and literary translator, has been able to do exactly that—bringing Sa’di’s Golestan, a work of classic Persian literature, to life in all its austere grandeur by preserving the rhyme in the poems and the musicality in the rhymed prose in ways never done before.   

Abu-Muhammad Muslih al-Din bin Abdalah Shirazi, better known as Sa’di, was a thirteenth century Persian poet whose plangent poetry and compassion for humanity once received effusive encomium from the likes of Ralph Waldo Emerson and Henry David Thoreau. Even the oft-quoted opening lines of Whitman’s Leaves of Grass—I celebrate myself, and sing myself / And what I assume you shall assume / For every atom belonging to me as good belongs to you—have arguably been inspired by Sa’di’s timeless bani adam poem.

Rezvani is sixty-six now, with a salt-and-pepper handlebar mustache and a gregarious affect. He first began teaching in 1971 at the age of seventeen, and has since taught through such turbulent times as the Islamic Revolution, the Iran-Iraq war, and now the COVID-19 pandemic. “I still remember the very first air strike in Tehran during the war,” he says, “and I even remember what exactly I was teaching that day.” Still, Rezvani has never relinquished his sanguine attitude over the years. In the classroom, he is well known for his exuberance, oratorical bravura, and improvisational teaching style. Beyond that, his Renaissance-man bona fides—he has had serious grounding in math, Persian calligraphy, awaz (traditional Persian singing), literature, and martial arts—are also worth noting, most of which have served him well in his preparation for translating Sa’di.

Starting in 2008, the translation took Rezvani ten good years to finish. In March 2016, in an interview with Exchanges: Journal of Literary Translation, he cited “love” as the most important driving force behind his labor. That same month, he gave a first public reading of his translation at the University of California, Berkeley. Among the attendees were former US poet-laureate Robert Hass and his wife, poet Brenda Hillman, a Chancellor of the Academy of American Poets, both of whom applauded the decade-long effort. Since then, Rezvani’s translation has been endorsed by UNESCO and published—quite apropos to Sa’di’s hometown—by the University of Shiraz.

Our conversation took place on two separate occasions, and with diametrically opposite vibes. For the first part of the interview, I met Rezvani at his office after his last online class of the day which had ended around 10 pm. He was characteristically lively and rather voluble in his responses. For the second part, however, a somber mood was on full display during our discussion, following the death of Grand Maestro Mohammad-Reza Shajarian—Iran’s most internationally recognized awaz songster—who happened to be Rezvani’s longtime and beloved friend.

Siavash Saadlou (SS): How did the decision to translate Golestan come about? Why did you begin in 2008 and not sooner or later? 

Mahmoud Rezvani (MR): I considered translating Golestan several times, but I was too afraid to give it a shot. Part of this had to do with my perfectionist nature, and part of it had to do with the enormity of the task. But an interesting incident gave me the belief that I could translate Golestan after all. About twenty years ago, Mohammad Hoghooghi, the late poet and literary critic, had a niece living in the United States who was getting married. He had written a letter in Persian for the wedding, and he needed someone to translate it into English, since his niece understood very little Persian. The letter was filled with purple prose, and Mr. Hoghooghi couldn’t find the right translator for the job. One day, he came to my language institute and asked if I could translate the letter. When I did translate the letter, it became somewhat of a sensation in small literary circles in the US at the time. Flash forward six months, Mr. Hoghooghi invited me to a get-together where many renowned Iranian translators were present. The moment I entered, he introduced me to everyone as “the one who translated the impossible,” and this served as a huge confidence-builder for me. That was the first time I seriously considered translating Golestan.

You asked me why I didn’t put off the translation until later, and I can only think of Sa’di’s own words from one of his poems, about how none of us can be sure if we would still be here in this world when the next spring comes around. That’s why I told myself, there’s no time like the present, and began to translate the book. When I first started working on Golestan, I never thought it would take me a decade to finish it. I still teach full-time, so I can’t solely focus on translation. When I was working on Golestan, I mostly translated on Thursday afternoons sitting in my office. Sometimes I used to translate as many as ten or twenty lines at a time, and other times I struggled with one particular page, even a single word, for days.  READ MORE…

Teaching and Learning Narrative Identity

October 8, 2018  |  in Essays  |  by Claire Jacobson

"Though there is no substitute for language immersion in pursuit of fluency, you don’t need to leave home...all you need is a book"

What does it take to truly communicate? In this essay, Claire Jacobson takes us on a journey from language classrooms to the souqs of Morocco, exploring the narrative frameworks that create culture. Read on to discover the differences between learning a language, and the narrative identities that language use is built on.

Humans are inveterate storytellers. We narrativize our memories, use allegory and metaphor to communicate complex ideas, and search for meaning in suffering by placing it in the narrative arc of our lives. “When someone asks you who you are,” writes Richard Kearney, “you tell your story. That is, you recount your present condition in the light of past memories and future anticipations. You interpret where you are now in terms of where you have come from and where you are going to.” Or, as Paul Ricoeur says, “Selfhood is a cloth woven of stories told.”

But it’s not only individuals, Kearney writes. “Communities come to know themselves in the stories they tell about themselves.” When families gather, we always tell stories, sometimes new ones but mostly the old ones over and over—these stories are part of what makes us family. No Christmas celebration in my home is complete without reading about shepherds and wise men and the sociopolitical implications of the term “messiah” in first-century Palestine. These stories are part of what marks us as people of faith and also total nerds. A few weeks ago, my boss told me about the day we went from one bookmobile in town to two, traveling around to neighborhoods without access to the public library—this is one of the many stories that place me firmly in Iowa City, the only city I’ve ever known where you can find inter-bookmobile competition drama.

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In Conversation: Cristina Serverius on Teaching and Translation

November 6, 2017  |  in Asymptote for Educators, Interviews  |  by Cristina Serverius and Lindsay Semel

It is extremely important for education to be rooted in place, and for children to learn about the world through their immediate surroundings.

As a postdoctoral research fellow at Simon Fraser University’s Centre for Education, Law, and Society, Cristina Serverius continues her lifelong quest to “understand humans, understand the self, and understand community,” while promoting educational environments that encourage all its participants to thrive. Native to Belgium, she earned an M.Ed in Contemplative Inquiry and Approaches from SFU and a Ph.D. in Comparative Literature from Brown University. Cristina currently works as an educational consultant. Asymptote for Educators Lindsay Semel interviews her about the questions driving her interdisciplinary inquiries and how they manifest in the classroom.

LS: From the perspective of a border-crossing scholar (in terms of discipline, country, and language), can you speak about the extent to which education is or isn’t a field/practice rooted in place? How does your foreignness impact your relationships within the schools?

CS: I think it is extremely important for education to be rooted in place, and for children to learn about the world through their immediate surroundings. We do children (and the environment!) a great disservice by denying them an intimate knowledge of their surroundings in favor of studying the world “at arm’s length,” as physicist Arthur Zajonc calls the learning enforced in many schools, which adhere to a rigid barrier between self and object of study. How are we supposed to learn to care for a neighbor or a local marshland when we are taught in a context of separation; how can we examine the far-away before we explore that which is close by? In Belgium, we call secondary school “humaniora,” a place where one becomes a human. Most schools, for a variety of structural, systemic, and societal reasons, have forgotten their role in this process and have been reduced to places where (a certain kind of) knowledge transfer either happens or, frustratingly, doesn’t happen.

Obviously, when looking at place-based education, we have to consider that places (and the communities that inhabit them) change over time. Place-based education in Belgium, for example, must include exploration of the large Maghrebi communities; the village church and the mosque are both opportunities for place-based learning. As such, it is representative of contemporary society for Canadian schools to have staff who did not attend Canadian elementary or secondary schools, and a great deal of the children attending school now are first-generation Canadians. Bringing in staff who do not have a Canadian background can lay bare and put up for debate some of the things we do “because they’ve always been done this way,” and that can only be healthy for any organization. My (or any other foreigner’s) learning about the school system starts a conversation that necessarily leads to self-reflection for those who have been embedded (in this case) in the Canadian system. Those are wonderful conversations that advance learning for both parties.

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In Conversation: Natasha Wimmer on Teaching Translation

October 30, 2017  |  in Asymptote for Educators, Interviews, Profile, Translator's Profile  |  by Lara Norgaard and Natasha Wimmer

Teaching translation feels like I’ve been lifting weights, and then I go to my own translation and it's like, whoa, these weights are so light!

What does it mean to teach translation? Many translators are self-taught, having honed their skills in careers as writers or editors, academics or language experts. But some universities in the United States also offer seminars in the craft of translation. The teacher-translator, then, takes on the unique challenge of developing new pedagogy for a field in flux, one that exists at the intersection of language study, theory, and the instructor’s own experiences in the creative practice of translation.

Today, translator Natasha Wimmer sits down with her former student and Asymptote Editor-at-Large in Brazil, Lara Norgaard, to discuss her approach to teaching translation. 

Lara Norgaard (LN): How did you begin teaching translation? What made you interested in education?

Natasha Wimmer (NW): Princeton approached me, actually. I had never taught a class. Not only that, but I also only have an undergraduate degree, so I had never even taken a graduate class. I was a little bit nervous about taking the job. A few years later I started at Columbia. In that case, I did a panel discussion with the other Bolaño translator, Chris Andrews, and the department heads enjoyed the discussion, so they asked me to teach.

LN: Was there a particular class you took or text you read that influenced the way you approached teaching for the first time?

NW: I actually imagined the course as the class I wish I’d taken before I became a translator. I had no formal education in translation at all. I had never taken a translation class and, in fact, I hadn’t even read anything about translation until about eight years into my translation career. When I was asked to give a talk about translation, I realized I had avoided reading about translation because I was afraid that I would discover that I had been doing it wrong, or that maybe I would mess with the instinctive approach that had somehow been successful so far. But then I found reading about translation really stimulating. I discovered that, not surprisingly, there was a conversation about the questions I had and about the things that I hadn’t articulated but had been working through as a translator.

I worked really hard the first year I taught the Princeton class. I spent a few months just reading translation theory and translation essays for material that I thought was interesting and put together a reading list. The first semester I taught at Princeton was very experimental. In retrospect, I’m surprised I survived. The format of the class changed a lot from the first year to the second.

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