March 2015 • v. 55, n. 2 NewsNet News of the Association for Slavic, East European, and Eurasian Studies Translation and Beyond Brian James Baer, Kent State University For many people, the image of a translator that first Advisory, conservatively estimated the global market for comes to mind resembles the iconic depictions of the me- outsourced language services for 2012 at $33.5 billion, with dieval Saint Jerome, who translated the Greek Bible into almost 25% of this market in North America. Continued Latin: a solitary, ascetic figure surrounded by dictionaries. growth in the field, accompanied by increasing complexity The rapid evolution of the language industry over the past and specialization, is in turn creating a need for the profes- thirty years, however, has relegated that image to the dust- sional education of translators and interpreters, for while the bin of history. Not only has the growth of the language in- BLS report lists a Bachelor’s degree under “entry level educa- dustry produced more work for translators, it has also led to tion,” it goes on to note that, “Job prospects should be best for the diversification of the field. Today graduates of translation those who have professional certification.” Indeed, the latest programs regularly find employment not only as translators International Organization for Standardization and Ameri- but also as software localizers, project managers, terminol- can Society for Testing and Materials standards recommend ogy managers, and posteditors, or revisers, of both human- certification or some form of academic credentialing. translated and machine-translated texts. The language indus- try is regularly cited as one of the fastest-growing sectors of Many factors have contributed to this growth and the U.S. economy, on a par with nursing. According to the ensure its continuation into the foreseeable future. The pri- Occupational Outlook Handbook (2014-15) published by the mary one is, of course, globalization coupled with advances U.S. Department of Labor’s Bureau of Labor Statistics (BLS), in technology. In the early days of the Internet, for example, “Employment of interpreters and translators is projected to many believed English would be the lingua franca among grow 46 percent from 2012 to 2022, much faster than the Web users. However, studies soon showed that users stayed average for all occupations.” And the size of the translation on web pages significantly longer when surfing in their native and interpreting sector is already quite impressive. The lead- language, even when they had a strong command of English. ing language industry market research firm, Common Sense This began to change the economic calculations, and many Inside This Issue • March 2015 • v. 55, n. 2 Translation and Beyond 1 2015 ASEEES Distinguished Awards 14 by Brian James Baer, Kent State University 2015 Additional Prizes 14 Plutopia: An Interview of Kate Brown (UMBC) by Lewis Siegelbaum Travel Grants 16 (Michigan State University) 5 Publications 17 ASEEES Member Spotlight: Antony Polonsky, Brandeis U 8 Institutional Member News 19 Recent Developments in the Publishing Industry of the 10 In Memoriam 21 Russian Federation Affiliate Member News 22 by Christina Peter, Frick Art Reference Library Personages 23 2015 ASEEES Book Prize Nomination Instructions 11 Calendar 24 2015 Graduate Student Prizes 13 March 2015 • NewsNet 1 companies and organizations saw the worth of investing in At the same time that demand is growing for pro- translation. Similarly, the globalization of the economy and fessional translators and interpreters, many academic disci- the opening of new markets have made it no longer viable for plines in the Humanities are taking the “translation turn” in international businesses to introduce new products in Eng- an effort to globalize the curriculum in an ethical way, that lish and then let the versions in other languages trickle in is, by avoiding the simple “appropriation” of foreign cultures some time later. Best practices today include the launching in unreflective, “readable” English translations. Even in for- of new projects in several languages simultaneously, which eign language instruction, we are witnessing a rapproche- has led to the internationalization of digital products and as- ment with translation, which was for so long exiled from sociated documentation, such as user guides, Help systems the communicative classroom—and not without reason. In and marketing collateral. At the same time, increasing ethnic traditional foreign language classrooms, close translation and linguistic diversity produced by accelerated migration was often used as a comprehension check or as a language flows has made the provision of timely, high-quality transla- acquisition activity, encouraging students to view language tion and interpreting services, especially in legal and medical proficiency—and, by extension, translation competence—as settings, into a matter of social justice, a basic human right. a kind of linguistic matching game. But translation and in- Just as the creation of international organizations, such as the terpreting have found their way back into SLA in the form United Nations, following the Second World War led to the of real-world tasks and in connection with possible career establishment of some of the first translation and interpret- paths. The Golosa textbooks for elementary and intermedi- ing training programs, the creation of new political entities, ate Russian are a good example of this approach. Interpret- such as the European Union, with its inclusive language poli- ing tasks simulating real-world encounters are included in cies, has created increased demand not only for professional every chapter. What student of a foreign language hasn’t had translators and interpreters but also for educators of transla- to serve as an ad hoc interpreter when studying abroad or tors and interpreters—and educators of educators of transla- hosting international students at home? Moreover, the tasks tors and interpreters. All this has fueled the explosive growth are constructed in such a way as to frustrate simple word- in Translation and Interpreting Studies in many parts of the for-word translation. At the same time, researchers have be- world over the last twenty five years. gun to study the relationship between translation and sec- ond language acquisition. At a panel devoted to translation While the professionalization of translation and in- in second language development held at the 2013 MLA con- terpreting has led to greater calls in Western Europe and the vention, Bradley M. Blair reported on the findings of an em- U.S. for certification, as well as enforcement of best practices pirical study that suggested—although the sample was rather in regard to directionality (translation and interpreting into small—that exposure to translation and interpreting was one’s native language) and domain expertise, in many other not only not detrimental to the development of the foreign parts of the world, conditions of diglossia and rapid econom- language, it appeared to accelerate the acquisition of reading ic advancement have made some degree of translation and proficiency. interpreting competence a necessity across a variety of job descriptions. Graduates of the foreign languages program at The integration of translation and interpreting into the Kokshetau State University in Kazakhstan, for example, the foreign language curriculum reflects the broad recom- find themselves working in international corporations in As- mendations of the 2007 MLA Report “Foreign Languag- tana and Almaty where they are expected to translate docu- es and Higher Education: New Structures for a Changed ments, when necessary, into and out of English, Russian, and World,” namely, that foreign language departments reorient Kazakh and to serve as escort interpreters and cultural me- themselves away from the unrealistic goal of “replicat[ing] diators in interactions involving foreign business associates the competence of an educated native speaker, a goal that and clients. In fact, the curriculum for the graduate program postadolescent learners rarely reach,” toward “the idea of in foreign languages at Kokshetau State University includes, translingual and transcultural competence, [which] places in addition to coursework in both translation and interpret- value on the ability to operate between languages.” Here the ing, an introduction to social work. And so, while not ev- report invokes the kind of transfer competence that is a key ery college and university can or should create a program feature of translator and interpreter expertise. The impor- in translation or interpreting, the integration of translation tance of translation to the humanities in general and to the and interpreting throughout the FL curriculum can prepare study of foreign languages in particular was underscored two students for work in a variety of markets. years later when MLA President Catherine Porter chose as the convention theme “The Tasks of Translation in the Glob- al Context.” March 2015 • NewsNet 2 And so, what does all this mean for us and for our student serving as the target-language expert, and the other students? While the linguistic and cultural competence as the source-language expert. This is an easy way to dif- fostered by departments of foreign languages are essential ferentiate instruction and to foster peer-to-peer learning. It components of translator and interpreter expertise, foreign is surprising perhaps to those of