Uitdagings en struikelblokke by die vertaling van die FIT internasionale-vertaalterminologielys in Afrikaans

Abstract

This article reports on a project whereby a translation list consisting of some 200 key concepts identified by the International Federation of Translators (FIT) was revised and translated into Afrikaans. The article is concerned with the processes followed in compiling a multilingual translation terminology list and reflects on some of the challenges and pitfalls experienced in the process. The project was conceptualised and executed against the backdrop of the government's Language Policy for Higher Education (DoE, 2002) and its requirement that opportunities to promote multilingualism in the higher education context be created. The aim of the list is therefore primarily pedagogical, that is, to facilitate access to central concepts of translation through carefully selected terms that are used in the teaching of translation studies and translation practice. A secondary aim is to contribute to the process of creating and sustaining a dynamic environment for the use of indigenous languages as a medium of instruction in higher education and ultimately for scientific progress.

Opsomming

In hierdie artikel word daar terugskouend gekyk na ‘n projek waartydens ‘n Afrikaanse vertaalterminologielys gegrond op 200 sleutelkonsepte wat die Internasionale Federasie van Vertalers (FIT) as basislys gebruik, vertaal en aangepas is. Die artikel doen verslag van die proses wat gevolg is en besin oor enkele van die eiesoortige uitdagings en struikelblokke wat ondervind is. Die projek sluit aan by die opdrag vervat in die regering se Taalbeleid vir Hoër Onderwys (DoE, 2002) waarvolgens geleenthede geskep moet word om gestalte te gee aan veeltaligheid in hoër onderwys. Die oogmerk met die lys is derhalwe primêr pedagogies, naamlik om deur versigtig gekose terme toegang tot sentrale konsepte wat in die onderrig van vertaalkunde en vertaalpraktyk gebruik word, te fasiliteer. ‘n Sekondêre oogmerk is om ‘n bydrae te lewer tot die proses om ‘n dinamiese omgewing vir die gebruik van die inheemse tale in hoër onderwys te skep en in stand te hou en uiteindelik om wetenskapsbeoefening te bevorder.