Posts featuring Kári Tulinius

Among the Drift Ice: Larissa Kyzer on Modern Icelandic Literature in Translation

A lot of the best outlets for Icelandic literature in English translation are actually based in Iceland.

Larissa Kyzer translates from the Icelandic works in a wide range of genres, including novels, short stories, and poetry; microplays and film scripts; picture books, chapter books for young readers, and YA fantasies; essays and nonfiction; daily news, and more. Her recent projects include the Impostor Poets’ Manifesto; “A Radio Operator Goes Hunting,” a stand-alone excerpt from art curator-turned-author Steinunn G. Helgadóttir’s first, as-yet-available in English novel; Bookworm in a Chrysalis,” an essay reflecting on immigration, language-learning, and a lifelong love of books by Natasha S.; and “On the Edge,” a special issue of new and timely writing from Iceland, which she curated for Words Without Borders in 2021. She’s also a writer herself, and has published book reviews (mostly focusing on contemporary Nordic and Icelandic literature), travel writing, personal essays, and articles (most while working as the staff journalist for The Reykjavík Grapevine). 

In this interview, I conversed with Larissa about the changing landscape of contemporary literature and literary translation in Iceland, her translation process, and her work to build a more inclusive literary world. 

Alton Melvar M Dapanas (AMMD): Before the First World War, translations of Icelandic writings were mostly into German, English, and Scandinavian languages. Eventually, the translations expanded to other languages such as Chinese, Georgian, Gaelic, Esperanto, Slovenian, Macedonian, Uzbek, and even French, Dutch, and Japanese. But this was the landscape of literary translation until the mid-70s through the early 90s, according to Cornell University Press’ Bibliography of Modern Icelandic Literature in Translation. What’s the scene of literary translation in Iceland these days like? 

Larissa Kyzer (LK): Thanks to Iceland’s fabulous landscapes and nature (not least its volcanic eruptions, which the country has had four of in the last four months), its perennial popularity as a tourist destination, and its status as a small, European island nation of many listacle-able quirks, there is always at least some demand for Icelandic literature in translation, although the scales still tilt towards crime fiction, as they do for most, if not all, of the Nordic countries. Per the Publishers Weekly Translation Database, which covers first-time English translations “distributed through conventional means” in the United States, there have been 93 Icelandic books translated into English since 2008, when the folks at Open Letter Books started collecting this data. 44 of them (that is, nearly half) are crime novels. Consider that in 2019 (the most recent year data was collected), 1,712 books were published in Iceland, whereas in 2008, at the height of the country’s boom years, we saw the publication of 2,125 books—in a single year. For a country with a population currently hovering around just under 400,000, that’s pretty impressive. But we’re only getting a fraction of this wealth in English.

A sidenote, because I think it’s interesting, and also worth highlighting: the figures for Icelandic literature in English translation are still way more heartening than you see for many so-called minority languages, including ones that have far more speakers. For example, there are about 5.4 million speakers of Finnish worldwide; according to the Translation Database, only 88 Finnish books have been published in English translation since 2008. Thirteen million people speak Greek; only 70 Greek books have been published in English in the same time period. Almost 40 million people speak Thai worldwide; only 3 English-language translations of Thai titles are listed in the database. Hindi has over 600 million speakers; only 14 Hindi-language books have been translated into English in the last 16 years. There’s a lot that can be inferred from these numbers—not least that there is obviously a significant Eurocentricity in English-language publishing—but the baseline point is that as English-language readers, we’re only ever getting access to a tiny sliver of the literature that exists in the world.

READ MORE…

To Learn the Wider World: The Summer 2021 Educator’s Guide

Stories set in other places and cultures, written in different languages, widen the world; I try to bring that feeling into the classroom.

Since its inception in 2016, the Educational Arm has developed instructional materials to accompany select pieces from the nonfiction, fiction, poetry, drama, and visual sections of each issue of Asymptote. Now with twenty Educator’s Guides in our archive, and over one hundred lesson plans based on translations from over fifty different languages, teachers can truly experience the world with their students. We encourage educators to explore the myriad of ways Asymptote content can be adapted and used in their curriculums; most lessons can be readily applied in literature courses at the high school or university level, but are also flexible enough to be adapted for a variety of humanities classes such as English, creative writing, cultural studies, and modern languages. They can also be easily applied to engage lifelong learners at community centers or arts organizations.

The Summer 2021 Educator’s Guide features lesson plans based on a diverse array of texts from the latest issue of Asymptote, including nonfiction translated from Czech and Spanish, poetry from Brazil and Iceland, and visual art inspired by China and the U.S. In these lessons, students are invited to observe urban life through the lens of psychogeography; explore the multifaceted relationship between art, memory, and cultural identity; research poets and critically examine the concept of literary canon; and delve into the translation process while reflecting on their own experiences reading works in translation. We hope that the Educator’s Guide will serve as a springboard for the use of world literature in your own classroom.

In this following roundtable, four members of the Educational Arm—representing a variety of teaching contexts—sit down for a discussion about the Educator’s Guide. Anna Rumsby (English language teaching, U.K./Germany), Mary Hillis (English language teaching, Japan), Kent Kosack (creative writing, U.S.), and Kasia Bartoszynska (literature, U.S.) discuss their favorite lessons from previous Educator’s Guides—why they chose the pieces in question, how they adapted them, with additional discourse on teaching through the pandemic and the importance of reading world literature.

Mary Hillis (MH): How does translated literature fit into your teaching practice? Have you taught any lessons from the Educator’s Guide, or do you have any favorite lessons from previous guides?

Anna Rumsby (AR): I teach English to German speakers; most of my lessons revolve around the German school system, and therefore involve rather more pedestrian areas such as grammar and traditional style essays. As a relatively new addition to the Education Arm, I was deeply impressed and invigorated by the creative freedoms we enjoy in producing the incredibly unique material at hand, working from some incredibly talented authors and translators. It definitely highlighted what had sometimes been lacking for me in my other work. I suppose that, in a way, working on the Educator’s Guide means I can design lessons which I would love to teach, rather than those I teach day to day.

In the Fall 2020 Educator’s Guide, I was particularly struck by the lesson plan called “Writing About What is Lost,” on “Living Trees and Dying Trees” by Itō Hiromi, translated by Jon L. Pitt. I am a great lover of both folklore and the botanical world; my MA dissertation involves a lot of Black Forest folklore, and my partner is a gardener, so the exercise on the importance and meaning of trees in Japanese culture really struck me. It reminded me of strolling through botanical gardens in the pre-COVID age, being told the Latin names and significance of all the trees I pointed at. I love how the lesson plan uses Itō Hiromi’s work as a springboard for further research, which in turn explores specific topics in more depth.

Kent Kosack (KK): I’m glad you mentioned “Writing about What is Lost.” It’s a great example of what teaching world literature and literary translation can do—letting the students explore a different place, a culture or sensibility, and using it to learn more about the wider world. By the end of the lesson, they’re making connections to their own lives and—in this case—reflecting on what’s been lost. It’s difficult work, but especially during this pandemic, necessary and potentially cathartic.  READ MORE…

Asymptote Podcast: In Conversation with Kári Tulinius

Writing poetry is part of what it means to be human

Summer has arrived (in the northern hemisphere, anyway), and today we’re heading to Iceland! In this episode, Icelandic writer Kári Tulinius chats with podcast editor Steve Lehman about growing up in Iceland, the advantages of a tight-knit literary community, and how writing poetry is part of what it means to be human. Then, Kári reads one of his poems published in our just-released Summer issue, “Upon seeing Snæfellsjökull Glacier from an idling bus,” in both the original Icelandic and in Larissa Kyzer’s English translation. Listen to the podcast now!