BUILDING LANGUAGE JUSTICE: TRANSLATION PEDAGOGY AND SPANISH HERITAGE LANGUAGE LEARNERS

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Notes

1. Kaza, ed., Kitchen Table Translation, 17.

2. For a discussion of the development of the category of heritage language learners and the different approaches to defining this group, see: Hornberger and Wang, “An Introduction.”

3. Parodi, “Stigmatized Spanish Inside the Classroom and Out,” 210–13.

4. Parra, “Understanding Identity,” 195.

5. “Constructivism is a philosophy that claims that learning is an active process in which learners ‘construct’ their own knowledge through action and reflection. Thus, knowledge is socially and actively constructed from experiences, and not from the mere transmission of information from instructor to student.” Correa, “Advocating for Critical Pedagogical Approaches,” 311.

6. See: Baer, “Introduction to the Inaugural Issue,” 5; Gentzler, “Macro- and Micro-Turns,” 138; and Venuti, “Introduction,” 2.

7. Gentzler, Translation and Identity, 9.

8. Hawkins, “Undisciplinable,” 183.

9. Pascual y Cabo and de la Rosa-Prada, “Understanding the Spanish Heritage Language Speaker/Learner,” 5.

10. Gentzler, Translation and Identity, 9.

11. See note 9 above.

12. May, Language and Minority Rights, 230–235.

13. Ibid., 241.

14. Gentzler, “Macro- and Micro-Turns,” 131.

15. Maier, “Taking Stock,” 108.

16. May, Language and Minority Rights, 10–11.

17. Venuti, “Introduction,” 4–7.

18. Van Wyke. “Undergraduate Certificate,” 21.

19. Massardier-Kenney, “An MFA in Translation,” 34.

20. Cotter, “Interdisciplinary Humanities,” 141.

21. Chávez-Moreno, “Researching Latinxs, Racism, and White Supremacy in Bilingual Education,” 1–2.

22. “Misinformation has not only made its way into education and language policy in the United States, but it seems to be deeply rooted in the people’s conceptualization of what language(s) ‘must be’ like.” “Understanding the Spanish Heritage Language Speaker/Learner,” 5.

23. Kaza, Kitchen Table Translation, 13.

24. Ibid., 14.

25. Pascual y Cabo and de la Rosa-Prada, “Understanding the Spanish Heritage Language Speaker/Learner,” 2.

26. Parra, “Understanding Identity,” 191.

27. Pascual y Cabo and de la Rosa-Prada, “Understanding the Spanish Heritage Language Speaker/Learner,” 3.

28. McGregor-Mendoza, “El desplazamiento intergeneracional del español en los Estados Unidos,” 288–289.

29. Tse, “Resisting and Reversing Language Shift,” 686 and 692.

30. Parra, “Understanding Identity,” 179.

31. Ibid., 178.

32. Ibid., 190–196.

33. Hofer and Pluecker, How to Build Language Justice, 2.

34. Chávez-Moreno, “Researching Latinxs,” 5–7, can be summarized as “research identified restrictive language policies as stemming from racist, nativist, and colonialist discourses and ideologies” 6; May, Language and Minority Rights, 241.

35. Hofer and Pluecker, How to Build Language Justice, 2.

36. Ibid., 3–10.

37. Developed and taught with the support of the Collegium of University Teaching Fellows program, my syllabus and assignment design benefitted enormously from the mentorship of program director Dr. Chris Mott (UCLA) and the collaborative course design workshop he led with a cohort of other graduate student instructors.

38. Cotter, “Interdisciplinary Humanities,” 142.

39. Jakobson, “On Linguistic Aspects,” 145.

40. Dickinson, Poems, 140.

41. Legault, The Emily Dickinson Reader, 52.

42. Dickinson, Poems, 630.

43. Legault, The Emily Dickinson Reader, 210.

44. Haywood, Thompson, and Hervey, ed., Thinking Spanish Translation, 6–7 and 47–64.

45. Bervin, Nets.

46. Haywood et al., Thinking Spanish Translation, 228–242.

47. García Manríquez, Anti-Humboldt, 62.

48. Ibid., 44.

49. Ibid., 15.

50. Ibid., 71.

51. Ibid., 72.

52. de Andrade, “Cannibalist Manifesto,” 38–47.

53. de Andrade, “História do Brasil,” 79–80.

54. de Campos, “Translation as Creation and Criticism,” 312–26.

55. Gómez, “Transcreation/Transcriação.”

56. Bastin, Echeverrí, and Campo, “Traducción y las primeras repúblicas en Latinoamérica,” 45–76.

57. “The unity that made their triumph over their Tyrants possible is the only thing that can save us. Stay united, Colombians, if you ever want to rise to the rank of Nations of the Universe. Never forget that all European powers have always envied Spain their exclusive right to tyrannize us” García de Sena, trans. Historia concisa de los Estados Unidos desde el descubrimiento de la América hasta el año de 1807, 5–6, my translation.

58. He decides to translate the Declaration “despite my lack of knowledge of English, and even of my own language” because “neither the vexing style nor the many defects to be found in my translation will be able to disfigure the facts I plan to transmit into Spanish for those who cannot obtain them otherwise” Sena, 3–5, my translation.

59. Translation by de Castro, “Yo, también,” 26.

60. Translation by Borges, “‘Yo, también…’,” 165.

61. Hughes, “I, Too,” 46.

62. Pym, Exploring Translation.

63. Stavans, Spanglish, 251.

64. Ibid., 12–13.

65. Ibid., 15.

Additional information

Notes on contributors

Isabel Gómez

Isabel Gómez is an Assistant Professor in the Department of Latin American & Iberian Studies at the University of Massachusetts Boston. Her research focuses on Translation Studies, Latin American literatures, and contemporary poetics in Brazil and Mexico, and her recent articles include “The Sor Juana Striptease by Jesusa Rodríguez: Gestural Translation and Embodied Protest” in Hispanic Journal (2017) and “Anti-Surrealism? Augusto de Campos ‘Untranslates’ Spanish-American Poetry” for Mutatis Mutandis (2018). A 2019 ACLS Fellow, her current book project titled Cannibal Translation: Literary Reciprocity in Contemporary Latin America illuminates the translation practices of Latin American authors of the late twentieth century as forms of creative destruction and gift exchange.