EXPERIENTIAL TOOL

Translation

Personal Orientation Project

(POP)

“Dictionary” by sAeroZar, CC BY-NC-SA 2.0, https://www.flickr.com/photos/52291469@N00/2237413022/

Document version 3.1

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T R A N S L A T I O N

Activity Guide

This activity guide was created in collaboration with experts in the field and is intended to be used in the classroom

under teacher supervision. The information it contains is not meant to be exhaustive. The external links mentioned in

this guide may no longer be active or may direct you to content that is outdated or inappropriate. Please check these

links before using them with students, as we cannot guarantee they will work. Moreover, the Commission scolaire de la

Beauce-Etchemin does not endorse nor shall be held responsible for the reliability or accuracy of these external links or

for the consequences of their use. In addition, the Commission scolaire de la Beauce-Etchemin does not accept

responsibility for the erroneous interpretation or improper use of this activity guide.

Note that the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Canada licence may not apply to

some of the text or images in this guide, which are copyright protected with all rights reserved. Any use of the

elements of this guide that are marked with a © for purposes other than for this activity guide, in whole or in

part, is strictly forbidden.

This work may be reproduced in whole or in part in accordance with the terms of the Creative Commons licence below,

provided such use also meets the requirements mentioned in the previous paragraph.

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You are free to share — copy and redistribute the material in any medium or format.

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Document number: 1 Document version: 3.1

Year: 2015

Property of the Commission scolaire de la Beauce-Etchemin

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Table of Contents

General information 1

Credits 3

I N T R O D U C T I O N 5

A C T I V I T Y 1

Idiomatic expressions 7

A C T I V I T Y 2

False friends 10

A C T I V I T Y 3

Adaptation 12

A C T I V I T Y 4

Revision 20

A C T I V I T Y 5

Translation 25

C O N C L U S I O N 35

A N S W E R K E Y

Activity 1 36

Activity 2 37

Activity 3 38

Activity 4 40

Activity 5 41

1

List of materials

The following is a list of all the materials and resources required to complete this tool kit

on translation:

Translation Activity Guide

Multimedia computer

Printer

French dictionary (optional)

French-English dictionary (optional)

Letter size paper

Binder

Websites for activities

Bing Translator

www.bing.com/translator

Google Translate

http://translate.google.ca/

Le grand dictionnaire terminologique (GDT)

http://gdt.oqlf.gouv.qc.ca/

La Presse

www.lapresse.ca/

Termium Plus®

www.termiumplus.gc.ca

Translation blog

http://ppo.wiki.zoho.com

WordReference.com

www.wordreference.com

General information

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2

Other recommended websites

Canadian Translators, Terminologists and Interpreters Council (CTTIC)

www.cttic.org

The Free Dictionary

www.thefreedictionary.com

Larousse

www.larousse.com/en/dictionaries/french

Linguee

www.linguee.com

Merriam-Webster Online Dictionary

www.merriam-webster.com

Ordre des traducteurs, terminologues et interprètes agréés du Québec (OTTIAQ)

http://ottiaq.org/

Files and other resources

None

Note that all the links mentioned in this section are listed on the POP Links website

at http://liensppo.qc.ca in the “Translation” section.

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3

French conception and adaptation

Cécile Latizeau Translator

Cynthia Kelly Translator

Pedagogical Validation Committee for POP Activity Guides

English translation and adaptation

Pedagogical Validation Committee for POP Activity Guides

Images

The Commission scolaire Beauce-Etchemin and POP Links logos appearing throughout

this guide are copyright protected with all rights reserved and are therefore excluded from

the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Canada licence.

The cover page photo was taken by user sAeroZar (“Dictionary,” Flickr®, accessed

May 6, 2015, http://www.flickr.com/photos/52291469@N00/2237413022/). It is under

Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic licence

(https://creativecommons.org/licenses/by-nc-sa/2.0/).

The clip art at the beginning of Activity 2 was created by the US EPA SunWise Program

and uploaded by user ryanlerch (“Thinkingboy outline,” Openclipart, created May 6,

2015, http://openclipart.org/detail/630/thinkingboy-outline-by-ryanlerch). It is in the

public domain.

The photo used in the example advertisement in Activity 3 was taken by Robert Haab

(“Utcazenész – Street musician,” Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/tzupi/4574323880/). It is under Creative Commons

Attribution-NonCommercial-ShareAlike 2.0 Generic licence

(https://creativecommons.org/licenses/by-nc-sa/2.0/).

The photo used in Advertisement 1 in Activity 3 was taken by Michael

Vesia (“Jacques-Cartier Bridge,” [cropped], Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/vesiaphotography/8569221660/). It is under Creative

Commons Attribution-NonCommercial-ShareAlike 2.0 Generic licence

(https://creativecommons.org/licenses/by-nc-sa/2.0/).

Credits

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Images (cont.)

The photo used in Advertisement 2 in Activity 3 was taken by Francesco Sgroi

(“Sangiovese grapevine,” [cropped], Wikimedia Commons, last modified May 6, 2015,

http://commons.wikimedia.org/wiki/File:Sangiovese_grapevine.jpg). It is under Creative

Commons Attribution 2.0 Generic licence

(http://creativecommons.org/licenses/by/2.0/deed.en).

The photo used in Advertisement 3 in Activity 3 was taken by user

woodleywonderworks (“hands,” [cropped], Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/wwworks/535439394/). It is under Creative Commons

Attribution 2.0 Generic licence (https://creativecommons.org/licenses/by/2.0/).

The photo used as Advertisement 4 in Activity 3 was taken by Mark Stevens (“A Sea of

Clouds” [cropped], Flickr®, accessed May 5, 2015,

https://www.flickr.com/photos/14723335@N05/12722778014). It is under Creative

Commons Attribution 2.0 Generic licence (https://creativecommons.org/licenses/by-nc-

sa/2.0/).

The photo used in Advertisement 5 in Activity 3 was taken by Andrea

Schaffer (“Northern gannets,” [cropped], Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/aschaf/7614095314/). It is under Creative Commons

Attribution 2.0 Generic licence (https://creativecommons.org/licenses/by/2.0/).

The photo used in Advertisement 6 in Activity 3 was taken by Paul Bica (“mammoths,”

[cropped], Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/dexxus/3017515135/). It is under Creative Commons

Attribution 2.0 Generic licence (https://creativecommons.org/licenses/by/2.0/).

The photo used in Advertisement 7 in Activity 3 was taken by user Dana&Ron

(“swimming in lake Bonhinj 20120811 (45),” Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/danaron/7844417372/). It is under Creative Commons

Attribution-NonCommercial-ShareAlike 2.0 Generic licence

(https://creativecommons.org/licenses/by-nc-sa/2.0/).

The photo used in Advertisement 8 in Activity 3 was taken by Conrad Olson

(“Fat Racoons in the Park,” Flickr®, accessed May 6, 2015,

http://www.flickr.com/photos/conradolson/6183961424/). It is under Creative Commons

Attribution-NonCommercial 2.0 Generic licence

(https://creativecommons.org/licenses/by-nc/2.0/).

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Images (cont.)

The clip art at the beginning of Activity 4 was uploaded by user

Antoine (“Personnage_ordinateur,” Openclipart, created May 6, 2015,

http://openclipart.org/detail/37129/personnage_ordinateur-by-antoine). It has been

released into the public domain.

The clip art at the beginning of Activity 5 was uploaded by user

johnny_automatic (“Look it up,” Openclipart, created May 6, 2015,

http://openclipart.org/detail/1036/look-it-up-by-johnny_automatic). It has been released

into the public domain.

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People who work in the translation industry enjoy reading, writing and research; they are

also usually interested in foreign cultures. They are detail-oriented and meticulous

individuals who are typically well-organized, resourceful and comfortable working

independently. The translation field includes the professions of translator, localization

specialist, terminologist, reviser and interpreter. All of these professions generally require

at least a bachelor’s degree.

Translators

Translators take written texts and translate or adapt them into another language. They are

highly proficient in their mother tongue and have a good working knowledge of at least

one other language. Most translators translate from a foreign language into their mother

tongue, since the latter is the language they are most comfortable in.

Translators generally work independently, but may also work in teams. They may work

in the translation or communications department of a large company, for the government

or for a translation firm; they may also freelance. In addition, they come from a variety of

backgrounds and usually specialize in particular fields, such as the arts, medicine and

pharmaceuticals, marketing, tourism, finance or law. Some translators may complete a

bachelor’s degree in a specific field (such as law) and then go on to do a diploma or

certificate in translation. Others may simply opt to do a bachelor’s degree in translation.

Translators may also be certified by a professional association such as the Ordre des

traducteurs, terminologues et interprètes agréés du Québec (OTTIAQ) or the Canadian

Translators, Terminologists and Interpreters Council (CTTIC).

Localization specialists

Localization specialists, also sometimes known as technolinguists, specialize in the

translation and adaptation of electronic media for different linguistic, cultural and

regional markets. They work on software, video games, video dubbing and websites.

Localization projects generally involve several languages as well as several teams made

up of different types of professionals. The job of a localization specialist is to make a

product look, feel and function as though it were originally created for a specific market.

Localization specialists have strong language and writing skills and are fascinated by

other cultures. They enjoy working with computers, programming and complex software

tools. They also work well under pressure and enjoy the challenge of constantly learning

new things. Localization specialists are proficient in at least two languages and often

more. They usually have a bachelor’s degree in translation as well as a specialized

certificate or diploma in localization at either the undergraduate or graduate level.

Introduction

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Interpreters

Interpreters provide oral or sign language translations of spoken or signed words in court

or during speeches, meetings, conferences or debates. They have an excellent grasp of

their mother tongue and can sign or speak in at least one other language. They are

comfortable working and communicating with people and are good at memorizing new

vocabulary on short notice. Interpreters usually have a university degree with a

specialization in interpretation, while sign language interpreters require a college training

program or university certificate in sign language interpretation.1 Interpreters may also be

certified by a professional association such as the OTTIAQ or the CTTIC.

Terminologists

Terminologists research and document terms (specialized words or expressions). They

are proficient in at least two languages and work with translators to provide them with the

correct terms for their translations. For example, a translator faced with a very technical

medical document written in French may need a terminologist to research and find

equivalent terms in English. As part of their work, terminologists create bilingual

lexicons, which are banks of terms with their equivalents in another language. Many of

these lexicons are now available online, such as Termium (www.btb.termiumplus.gc.ca),

which was developed by the Government of Canada, and Le grand dictionnaire

terminologique (www.gdt.oqlf.gouv.qc.ca), which was developed by the Office de la

langue française.

Terminologists are detail-oriented and meticulous; they also enjoy researching the origins

of expressions. Terminologists generally complete a bachelor’s degree in translation (or

some other field of language studies) with a specialization in terminology. Terminologists

may also be certified by a professional association such as the OTTIAQ or the CTTIC.

Revisers

Revisers are experienced translators who compare an original text with its translation to

make sure the translation is accurate and to suggest changes, if necessary.

Revisers enjoy improving and polishing the syntax and style of translated texts to make

them easier to read and understand. They have the same qualifications as translators (and

often work as translators as well), but usually have many years of experience in the field.

They may also be certified by a professional association as translators or editors.

1. Note that, as of the creation of this guide, the only sign language interpretation program available in Québec is a

certificate program offered at the Université du Québec à Montréal.

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Idiomatic expressions

One of the challenges of translation is that expressions vary from one language to

another. Each language has its own assortment of proverbs, sayings and colourful

expressions, which are also known as idioms. This is why it is often impossible to

translate texts literally or word for word.

Here is an example of a literal translation that works:

-Je cours vite.

-I run fast.

The following are examples of idiomatic translations (these sentences could not be

translated word for word):

-Elle s’est mise sur son trente et un.

-She dressed up to the nines.

-Elle m’a posé la question à brûle-pourpoint.

-She asked me the question point blank.

-C’est simple comme bonjour.

-It’s as simple as ABC.

Being able to recognize and understand idiomatic expressions in the texts you are

working on is essential to be able to translate them correctly into English.

What you will need to complete this activity:

French dictionary (optional)

French-English dictionary (optional)

Activity

1

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Exercise

Identify the best translation for each of the idiomatic expressions below. Try to complete

this exercise without relying too much on the Internet.

Example

J’ai d’autres chats à fouetter.

a) There’s more than one way to skin a cat.

b) I see the cat’s got your tongue.

c) I have other fish to fry.

Answer: c)

1) Julie fait marcher sa mère.

a) Julie is pulling her mother’s leg.

b) Julie pushes her mother around.

c) Julie pushes her mother’s buttons.

2) Il ne faut pas vendre la mèche.

a) Don’t sell your friends down the river.

b) Don’t stoop to settling old scores.

c) Don’t let the cat out of the bag.

3) Il a sûrement une idée derrière la tête.

a) He must have something up his sleeve.

b) His ideas are ahead of his time.

c) He turned an idea on its head.

4) On ne peut pas avoir le beurre et l’argent du beurre.

a) Your eyes are bigger than your stomach.

b) You can’t have your cake and eat it too.

c) Everyone wants a piece of the pie.

5) Alice est vraiment casse-pied ces derniers temps.

a) These days, Alice has two left feet.

b) Alice has been a real pain in the neck lately.

c) These days, Alice is all thumbs.

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6) Kevin et Suzanne sont comme chien et chat.

a) Kevin and Suzanne took to each other like ducks to water.

b) Kevin and Suzanne are like night and day.

c) Kevin and Suzanne fight like cats and dogs.

7) Paul crie à tue-tête.

a) Paul has lost his voice.

b) Paul has lost his head.

c) Paul is screaming at the top of his lungs.

8) Linda n’est pas dans son assiette cette semaine.

a) Linda is under the weather this week.

b) Linda is on a tear this week.

c) Linda doesn’t have much on her plate this week.

9) Arrête de tourner autour du pot!

a) Stop the world, I want to get off!

b) A watched pot never boils!

c) Stop beating around the bush!

10) Il est au bout du rouleau.

a) He’s at the end of his rope.

b) It’s the end of the world.

c) He’s the living end.

11) Il ne faut pas réveiller le chat qui dort.

a) Don’t bite the hand that feeds you.

b) Let sleeping dogs lie.

c) When the cat’s away, the mice will play.

12) C’est la goutte d’eau qui a fait déborder le vase.

a) It’s water under the bridge.

b) It’s a drop in the bucket.

c) It was the straw that broke the camel’s back.

Compare your answers to those found in the Answer Key. Do not worry if you were not

familiar with some of these expressions. When you are translating actual texts, the

context will give you more information about the meaning of an expression; if you are

still uncertain, you can always look it up online using tools such as WordReference.com

(www.wordreference.com) or Linguee (www.linguee.com).

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False friends

Language traps abound in translation. Compare any two languages and you will find

plenty of examples of false friends, which may lead a distracted translator to make

mistakes. False friends, also known as deceptive cognates, are words or expressions that

bear an uncanny resemblance to each other in two different languages, but do not share

the same meaning. Sometimes their meanings are close; sometimes they are opposite;

sometimes they are completely unrelated. Some false friends are fairly obvious, while

others are more difficult to detect.

What you will need to complete this activity:

French dictionary (optional)

French-English dictionary (optional)

Exercise

Choose the best translation among the sentences provided below. Again, try to complete

this exercise without relying too much on the Internet.

Example

J’ai besoin de faire de la monnaie.

a) I need to make some money.

b) I need to make some change.

c) I need to forge some money.

Answer: b)

1) David n’est pas très sympathique avec Marie.

a) David is not being very compassionate with Marie.

b) David is not being very sympathetic towards Marie.

c) David is not being very nice to Marie.

2) J’irai chercher de nouveaux livres à la librairie demain.

a) I’ll pick up new books at the library tomorrow.

b) I’ll look for new books in the library tomorrow.

c) I’ll buy new books at the bookstore tomorrow.

Activity

2

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3) On ne comprenait pas leur humeur à ce moment-là.

a) We didn’t understand their mood at that moment.

b) We didn’t get their sense of humour at that moment.

c) We couldn’t fathom why they were joking around at that moment.

4) N’oubliez pas d’inscrire ce point à l’ordre du jour.

a) It’s the order of the day and should not be forgotten.

b) Don’t forget to put this item on the agenda.

c) Remember to write this feature on the daily menu.

5) Ma mère m’a fait la lecture de son livre.

a) My mother lectured to me about her book.

b) My mother read to me from her book.

c) My mother made me lecture about her book.

6) Je ne peux pas attendre jusqu’à la réunion.

a) I can’t wait until the meeting.

b) I can’t attend to it until the meeting is held.

c) I can’t wait until the reunion.

7) Leur dernier échange n’avait aucun sens.

a) They felt nothing during their final exchange.

b) Their latest trade negotiations went crazy.

c) Their last conversation made no sense.

8) J’ai vu un avertissement contre ce produit dans le journal.

a) I saw an advertisement in the newspaper for this product.

b) I saw a warning about this product in the newspaper.

c) I saw an advertisement warning against this product in a journal.

9) Je voulais aller en France, mais actuellement je pars en Grèce.

a) I wanted to go to France, but I’m actually on my way to Greece.

b) I wanted to go to France, but I’m leaving for Greece right now.

c) I wanted to go to France, but in fact I’m getting ready to go to Greece.

10) Mon père est chroniqueur sur la santé pour le journal.

a) My father’s chronic health problems sank the newspaper.

b) My father is a health columnist for the newspaper.

c) My father chronicles his health problems in a journal.

Compare your answers to those found in the Answer Key. Again, do not worry too much

if you were not familiar with some of these false friends. As mentioned in the previous

exercise, it is always a good idea to double-check that your translations are correct by

looking up any terms you are unsure of in a paper or online dictionary.

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Adaptation

Adaptation is the process by which translators capture the spirit of a text while diverging

to some degree from its form and literal meaning. Advertising, fiction, poetry or any

other creative writing generally requires adaptation. Since languages are a cultural

product, appropriate cultural adaptation is the main challenge in this process. In

advertising, target markets also determine the level of language used in adaptations. This

activity will give you the opportunity to adapt slogans in English for several different

clients.

Exercise 1

Based on the adaptation example below, answer the questions on the following page:

Example: Subway poster

French slogan:

Musicien de rue : passe-temps ou gagne-pain à la retraite?

English adaptation:

Out on the street by choice during your golden years?

Client: GR Retirement

Funds Inc.

Main subject:

Registered retirement

savings plans (RRSPs)

Target market:

20- to 50-year olds

Activity

3

“Utcazenész - Street musician” by Robert Haab, CC BY-NC-SA 2.0, https://www.flickr.com/photos/tzupi/4574323880/

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1) What are the most important concepts in this ad? (Name at least two.)

2) Suggest two alternative adaptations of this ad in English.

3) Are your adaptations better than or not as good as the original adaptation? Explain.

Compare your answers to question 1 to those found in the Answer Key.

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Exercise 2

You have been hired by a Montreal-based advertising agency to translate and adapt

slogans from successful local advertising campaigns into English, for use in English

Canadian markets. On your first day at work, your employer gives you eight ads to

choose from and asks you to submit three drafts of adaptations for her to review the

following day.

Step 1

Select three of the ads below and adapt their slogans into English, keeping in mind the

information provided in the right-hand column. You may complete this exercise alone or

with one or more other students, who will act as your colleagues at the advertising

agency.

Advertisement 1: Ad in a prestigious magazine

Slogan:

Comment jeter des ponts par-delà les continents,

à l’épreuve du temps

Client: Rochedure conseillers en

publicité inc.

Main subject:

Business consulting

Concepts:

Bridges

Connections

Success

Target markets:

Corporate

big city dwellers

(Montreal, Toronto,

Vancouver)

“Jacques-Cartier Bridge” by Michael Vesia [cropped], CC BY-NC-SA 2.0, https://www.flickr.com/photos/vesiaphotography/8569221660/

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Advertisement 2: Ad in a gourmet cooking magazine

Advertisement 3: Government poster

Slogan:

La douceur de vivre de la Toscane à votre porte, partout au

Québec et au Canada

Client: Canada-Québec

Luxury Wine Cellars

Main subject:

Fine wine

Concepts:

European quality

Made in Québec, Canada

Relaxation

Summer

Target markets:

English and French

speakers in Québec and

the rest of Canada

Slogan:

Mettez fin au racisme, dès le début

Le racisme, parlez-en à vos enfants

Client: Ministère de la

Culture, Québec

Main subjects:

International Day for the

Elimination of Racial

Discrimination

Multiculturalism

Cultural awareness

Concepts:

Peace

Friendship

Innocence

Target markets:

English and French

speakers in Québec

“Sangiovese grapevine” by Francesco Sgroi [cropped], CC BY 2.0, http://commons.wikimedia.org/wiki/File:Sangiovese_grapevine.jpg

“hands” by woodleywonderworks [cropped], CC BY 2.0, https://www.flickr.com/photos/wwworks/535439394/

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Advertisement 4: Business magazine ad

Advertisement 5: Ad in a popular consumer magazine

Slogan:

Votre dette vous cloue au sol?

Nous pouvons vous rendre vos ailes…

Client: Done with Debt

Inc.

Main subject:

Debt consolidation

Concepts:

Dignity for people in debt

Ending isolation

Realizing a dream

Taking flight

Reaching higher goals

Target market:

General public with

varying levels of

education

Slogan:

Laissez-nous vous mettre dans la ouate

Notre classe affaires Jetsagogo vous offre le sommeil des

anges

Client: Jetsagogo Airlines

Main subject: Airline

luxury services

Concepts:

Business class comfort

Safety

Super Sleeper facilities

Target markets:

Affluent travellers and

business executives

“A Sea of Clouds” by Mark Stevens [cropped], CC BY-NC-SA 2.0, https://www.flickr.com/photos/14723335@N05/12722778014

“Northern gannets” by Andrea Schaffer [cropped], CC BY 2.0, https://www.flickr.com/photos/aschaf/7614095314/

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Advertisement 6: Advertising slogan for a university

Slogan:

Toujours plus haut

Client: Université de

Sainte-Angélique

Main subject:

University education

Concept:

Human potential and

accomplishments

Endless possibilities

Excellence

Target market:

Ambitious students

wanting to study at a

prestigious university

Advertisement 7: Tourist brochure

Slogan:

Rafraîchissez-vous les idées…

Plongez au cœur des Laurentides

Client: Tourisme Québec

Main subject:

Tourism in the

Laurentians

Concepts:

Vacation fun

Warm welcome

Feeling refreshed and

rejuvenated

Swimming

Target markets:

Active tourists

General public worldwide

“swimming in lake Bohinj 20120811 (45) “”, by Dana&Ron, CC BY-NC-SA 2.0, https://www.flickr.com/photos/danaron/7844417372/

“mammoths“ by Paul Bica [cropped], CC BY 2.0, https://www.flickr.com/photos/dexxus/3017515135/

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Advertisement 8: Credit union flyer

Slogan:

Méfiez-vous des voleurs masqués!

Vous en avez assez que votre épargne se fasse grignoter?

Épargnez votre épargne et aidez la communauté.

Client: Caisse populaire

Bas de laine

Main subject: Credit

union services

Concepts:

Protecting your savings

Fewer bank charges

Investing in your

community

Fairness

Target market:

General public interested

in the social economy

Step 2

Answer the following questions:

1) This exercise required you to use your translation, adaptation and marketing skills.

What aspects of this exercise did you enjoy the most? Explain.

“Fat Racoons in the Park” by Conral Olson, CC BY-NC 2.0, https://www.flickr.com/photos/conradolson/6183961424/

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2) What challenges did you encounter while translating these slogans? Explain.

3) Compare your slogans to those suggested in the Answer Key. Were your slogans

better or not as good? Explain.

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Revision

Revising translations is another facet of a translator’s job. In addition to checking

translated texts for grammar, syntax and spelling mistakes as an editor would, a bilingual

reviser also compares the translated text with the original version to make sure that the

translation is a complete, faithful and accurate rendition of the original. Revisers correct

language errors, but are also on the lookout for any translation errors (false friends,

incorrect idioms, etc.) that may have found their way into the translated text.

You are working as a translator and reviser for a translation company. A colleague has

just finished translating a short French text and asks you to revise it.

What you will need to complete this activity:

French dictionary (optional)

French-English dictionary (optional)

Letter size paper

Printer

Exercise 1

Revise your colleague’s translation so that the text flows better and all language and

translation errors have been corrected. Because this is a marketing text, you want to make

sure to keep your sentences short and punchy to hook your audience.

When you are finished, compare your revision to the one found in the Answer Key.

Activity

4

T R A N S L A T I O N

22

Original text in French:

Des régions à explorer [excerpt]2

De la mi-juin à la mi-septembre, les citadins profitent de la belle saison pour s’adonner

aux joies de la villégiature en migrant vers les bords des lacs ou près de la mer.

Succombez à l’appel du large et larguez les amarres le temps d’une croisière sur le fleuve

Saint-Laurent. Osez vous aventurer loin des grands centres : vers le Québec maritime,

destination balnéaire par excellence, l’Abitibi-Témiscamingue, avec sa profusion de lacs

et de forêts, le Grand Nord, pour un peu plus d’exotisme.

Your colleague’s English translation:

Regions to explore [excerpt]

From mid-June to mid-September, townsfolk take advantage of the summer to enjoy the

pleasures of resorts by migrating to the edges of lakes or near the sea Give in to the call

of the sea and cast off for a cruise on the St. Lawrence River. Dare to venture away from

major centres to maritime Québec, a seaside destination par excellence; Abitibi-

Témiscamingue, with its profusion of lakes and forests; and the Great North, for

something a little more exotic.

Exercise 2

You later find out that your colleague used a machine translator to help with the

translation, so you decide to explore this option by trying it out for yourself.

Step 1

Visit the La Presse website at www.lapresse.ca and find two short texts in French (about

one paragraph each). Each text should be at least 20 words long.

Step 2

Translate each text using Bing Translator (www.bing.com/translator) and Google

Translate (http://translate.google.ca/).

2. “Les quatre saisons : Le Québec en couleur” Québec original, accessed January 23, 2014,

http://www.bonjourquebec.com/qc-fr/saisons.html.

T R A N S L A T I O N

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Step 3

Copy and paste the two texts and their two machine translations into a Word file, then

print the document. Answer the following questions about the machine translations:

1) Were there any issues with sentence structure in the machine translations? Explain and

provide examples.

2) Did the machine translations contain any false friends? If so, provide examples.

T R A N S L A T I O N

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3) Were the idioms well translated (if applicable)? Explain and provide examples.

4) Was there anything odd or comical about the machine translations? Explain and

provide examples.

T R A N S L A T I O N

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5) Did one machine translator work better than the other? Explain and provide examples.

6) Under what circumstances do you think machine translation could be useful?

Revision is an important part of the work of a translator. Even if you are not hired to

revise other people’s work, you will always be expected to revise your own work before

you send it off to a reviser or to your client.

T R A N S L A T I O N

26

Translation

As a translator, you will use books, websites, dictionaries and specialized lexicons to

research terms and broaden your understanding of a subject. You may also need to call on

specialists in a given field to help you. On highly technical projects, translators may work

with terminologists who help them build lexicons using reliable sources. The following

activity will give you the opportunity to translate excerpts from texts in a variety of

fields. Keep in mind what you have learned in this guide so far and follow the basic steps

below to produce a satisfactory final translation:

1) Read the text

The first step is to carefully read through the text you are going to translate. Your goal

is to find out what the text is about, to determine the type of language used (e.g.,

technical, literary, marketing, etc.) and to identify any difficulties the text may present.

For example, does the text contain many technical terms? Is it easy to understand or

full of jargon? Are the sentence structures simple or complex? Do you see any traps

that should be avoided? This will also help you estimate how long a text will take to

translate.

2) Scan the text for terms

Once you have read through the text and established what kind of document it is and

any difficulties it may present, you will need to scan the text for terms you are not

familiar with. This is also called term extraction. To do this, underline any words,

terms or expressions you do not understand or do not know how to translate into

English.

3) Research your terminology and build a lexicon

Once you have extracted the terms you are not familiar with, you are ready to research

these terms and build a lexicon.

Researching your terms will give you an opportunity to learn more about the subject

of the text. Understanding the subject and its related field is key to producing a good

translation. By the end of your research, you will have gained valuable knowledge

about the subject of your text and resolved most or all of your terminological

difficulties. You must also make sure the sources you use are legitimate. Keep track of

your sources in your lexicon, as illustrated on the following page.

Activity

5

T R A N S L A T I O N

27

Your lexicon should look something like this once your research is complete:

Dog Lexicon

French term English term Source Source website

Chien de race Breed dog Termium Plus www.btb.termiumplus.gc.ca

Chien nain Toy dog Canadian Kennel Club www.ckc.ca

Club de race Breed club Canadian Kennel Club www.ckc.ca

Éleveur Breeder Termium Plus www.btb.termiumplus.gc.ca

Épagneul papillon Papillon Termium Plus www.btb.termiumplus.gc.ca

Manieur Handler Canadian Kennel Club www.ckc.ca

Paturon Pastern Termium Plus www.btb.termiumplus.gc.ca

Truffe Nose Termium Plus www.btb.termiumplus.gc.ca

4) Translate

You are now ready to translate your text. Compose an English version of the original

French text, taking care to capture the meaning, style and intent of the original. Try

not to change the meaning of the text, leave anything out or add any new content.

Remember to write in correct, idiomatic English and try not to be influenced by

French sentence structure. You must also keep in mind your target reader so that the

tone and level of language of your translation are appropriate.

5) Revise

Once you have translated the text, you will need to revise it. This means you must

compare the French and English versions, line by line and word for word, to make

sure your translation is faithful to the original. At the same time, check your

translation for syntax, grammar and spelling mistakes, and make any necessary

changes. Make sure to use the spell-checker in your word processor once you are

finished.

6) Proofread

The very last step in any translation is the final proofread of the text on its own,

without consulting the original. It may be helpful to read the text out loud to make sure

it flows properly in English.

T R A N S L A T I O N

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What you will need to complete this activity:

French dictionary (optional)

French-English dictionary (optional)

Letter size paper

Printer

Binder

Exercise

Choose three of the following six texts to translate. Make sure you follow the steps

below. You may complete this exercise alone or with one or more other students, who

will act as your colleagues. If you enjoy the exercise, you may then translate some or all

of the remaining texts.

Step 1

Read carefully and then scan each of the texts you chose. Following the example on the

previous page, prepare a lexicon of terms and expressions you are unfamiliar with for

each text using the dictionaries at your disposal (if applicable) and the following websites

or any other relevant website:

Le grand dictionnaire terminologique

http://gdt.oqlf.gouv.qc.ca/

Termium Plus®

www.termiumplus.gc.ca

WordReference.com

www.wordreference.com

Step 2

Translate and revise each text. Keep in mind the intended audience (mentioned in italics

before each text). Resist the temptation to peek at the official translations!

Step 3

Proofread your translations and then compare them to the translations in the Answer Key.

Keep in mind that just because your translations are not exactly the same as the official

translations, this does not mean they are not just as good or perhaps even better!

T R A N S L A T I O N

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Step 4

Post your lexicons and any other useful online resources you find on the Translation blog

at http://ppo.wiki.zoho.com (click on “Translation”). This will allow you to share your

findings with other students translating these texts and also see what terms and sources

they used.

Step 5

Print your translations and file them in the binder provided in this kit under the

appropriate text. Read through some of the translations done by other students, if any are

available, and compare them to the ones found in the Answer Key. In what ways do you

think these translations are better than or not as good as yours?

T R A N S L A T I O N

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Text 1

This general text is addressed to secondary school students who are interested in

pursuing a career in journalism.

Journalisme [excerpt]3

Sans avoir la prétention de placer le journalisme au rang des nobles causes, ce métier, s’il

est pratiqué avec passion et professionnalisme, confère un certain pouvoir au peuple.

Certains n’hésitent pas à le qualifier de « quatrième pouvoir » ou de « chien de garde de

la démocratie ».

Une chose est certaine, l’information publique a un pouvoir énorme. Bien utilisée, elle

peut conscientiser, éduquer et sensibiliser la masse. Dans le cas contraire, elle peut

malheureusement salir, détruire et manipuler la population. L’information a contribué à

éveiller certains peuples, mais elle a aussi servi les intérêts de gens mal intentionnés,

préoccupés à maintenir (ou établir) leur pouvoir en utilisant la propagande.

Lexicon for Text 1

French term English term Source

3. Alain Lessard, Outil d’expérimentation : Journalisme (presse écrite) – Projet personnel d’orientation (PPO)

(Québec: Commission scolaire de la Beauce-Etchemin), 2011. p. 2.

T R A N S L A T I O N

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Text 2

This blog post is a general text addressed to youth looking for information about

vocational or technical training.

Cas vécu : Anne-Laurie [excerpt]4

Anne-Laurie est énergique, curieuse, s’intéresse à tout. Depuis qu’elle à 15 ans, elle se

pose un tas de questions sur son avenir professionnel et n’arrive pas à se décider.

Elle veut changer les choses, être en affaires, aider les gens, utiliser sa créativité. Elle

s’intéresse à l’environnement et veut privilégier les produits équitables. Elle pense à la

politique, au droit, et à l’international, mais aussi à l’agronomie et assurément, à plein

d’autres choses que j’ai oubliées au détour de nos conversations… Ça fait beaucoup

d’éléments à considérer, mais, par elle-même, elle continue à fouiller dans les documents

que je lui ai remis et elle poursuit ses recherches sur Internet.

Un jour, elle entre dans mon bureau en me disant : « Sonia, je fonce. C’est dans le secteur

agricole que je veux œuvrer. La semaine dernière, j’ai demandé à un propriétaire

d’entreprise agricole si je pouvais passer le week-end sur sa ferme et participer aux

travaux. C’est une petite ferme familiale. La semaine prochaine, je fais la même chose,

mais dans une entreprise plus industrialisée. J’ai tellement aimé ma première visite! »

Lexicon for Text 2

French term English term Source

4. “Cas vécu : Anne-Laurie” by Sonia Michaud, Les chroniques de la conseillère en orientation, Toutpourréussir.com,

accessed January 23, 2014, http://toutpourreussir.com/blogue/cas-vecu-anne-laurie/.

T R A N S L A T I O N

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Text 3

This marketing text is about one of the regions of Québec and is addressed to American

tourists and English-speaking tourists from the rest of Canada.

Les Îles de la Madeleine : Un rythme vraiment différent [excerpt]5

Pour un dépaysement complet et des vacances à un rythme vraiment différent, rien ne

surpasse les Îles de la Madeleine. Que vous y alliez pour jouer avec la mer et le vent ou

pour découvrir toute la richesse culturelle d’un peuple insulaire habité par la mer, vous en

reviendrez la tête pleine de souvenirs et n’aurez qu’une envie : y retourner! D’ailleurs, le

National Geographic Traveler a inclus la région dans son palmarès des 50 destinations

canadiennes à visiter une fois dans sa vie.

Lexicon for Text 3

French term English term Source

5. “Présentation : Les Îles de la Madeleine,” Le Québec maritime, accessed January 14, 2014,

http://www.quebecmaritime.ca/fr/decouvrez-le-quebec-maritime/iles-de-la-madeleine/presentation.

T R A N S L A T I O N

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Text 4

This general text is addressed to people who are interested in Canadian history.

La torture et la vérité : Angélique et l’incendie de Montréal [excerpt]6

Au printemps 1734, un incendie détruit un hôpital et 45 maisons de la rue Saint-Paul, à

Montréal. Un procès criminel est aussitôt intenté contre Marie-Josèphe dite Angélique,

une esclave noire, et son amant blanc, Claude Thibault. Ce dernier s’enfuit, laissant

Angélique seule à clamer son innocence.

Une vingtaine de témoins vont défiler devant le juge, tous convaincus que l’esclave de la

veuve Francheville est coupable, mais aucun ne l’ayant vue mettre le feu.

Parmi les témoins, Marie, une esclave amérindienne, déclare que l’accusée avait

l’intention de brûler sa maîtresse, alors que Jeanne Tailhandier dit Labaume, réalise, trop

tard, qu’elle a encouragé cette rumeur.

Note that the term dite or dit is used to indicate an alias that a person or family used

legally. You do not have to translate either of these terms.

Lexicon for Text 4

French term English term Source

6. “La torture et la vérité : Angélique et l’incendie de Montréal,” Les grands mystères de l’histoire canadienne,

accessed January 30, 2014, http://www.canadianmysteries.ca/sites/angelique/accueil/indexfr.html.

T R A N S L A T I O N

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Text 5

This is an excerpt from a literary novel.

Bonheur d’occasion [excerpt]7

La fièvre du bazar montait en [Florentine], une sorte d’énervement mêlé au sentiment

confus qu’un jour, dans ce magasin grouillant, une halte se produirait et que sa vie y

trouverait son but. Il ne lui arrivait pas de croire que son destin, elle pût le rencontrer

ailleurs qu’ici, dans l’odeur violente du caramel, entre ces grandes glaces pendues au mur

où se voyaient d’étroites bandes de papier gommé, annonçant le menu du jour, et au son

bref, crépitant, du tiroir-caisse, qui était comme l’expression même de son attente

exaspérée. Ici se résumait pour elle le caractère hâtif, agité et pauvre de toute sa vie

passée dans Saint-Henri.

Lexicon for Text 5

French term English term Source

7. Gabrielle Roy, Bonheur d’occasion (Ottawa: Éditions internationales Alain Stanké Ltée, 1979), p. 11.

T R A N S L A T I O N

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Text 6

This is one of Émile Nelligan’s most famous poems.

Soir d’hiver [excerpt]8

Ah! comme la neige a neigé!

Ma vitre est un jardin de givre.

Ah! comme la neige a neigé!

Qu’est-ce que le spasme de vivre

À la douleur que j’ai, que j’ai.

Tous les étangs gisent gelés,

Mon âme est noire : où-vis-je? où vais-je?

Tous ses espoirs gisent gelés :

Je suis la nouvelle Norvège

D’où les blonds ciels s’en sont allés.

Lexicon for Text 6

French term English term Source

8. Émile Nelligan, “Soir d’hiver,” published in Émile Nelligan et son œuvre : édition critique by Réjean Robidoux

(Montréal: Presses de l’Université de Montréal, 1997), p. 154.

T R A N S L A T I O N

36

Over the last few years, demand for translators and interpreters in Québec has steadily

increased. Thanks to an ever-growing need for information, the translation market is

experiencing strong growth in the public and private sectors. (The terminology sector, on

the other hand, offers limited prospects due to government cutbacks and the use of

terminological banks and automated search engines.) The fields that offer the best

prospects for translators are aerospace, transportation, corporate services, the

pharmaceutical industry, telecommunications, financial services, information

technologies and international organizations. While Québec continues to provide a

market for translation into English and French, demand for multilingual translation (into

Spanish, German, Italian, etc.) is also increasing.9

Membership in the Ordre des traducteurs, terminologues et interprètes agréés du Québec

(http://ottiaq.org) is not mandatory but may be required by certain clients. Only members

of the Ordre can use the title of certified translator, certified terminologist or certified

interpreter.10

9. “Translators, Terminologists and Interpreters,” Service Canada, accessed January 30, 2014,

http://www.servicecanada.gc.ca/eng/qc/job_futures/statistics/5125.shtml.

10. Ibid.

Conclusion

T R A N S L A T I O N

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ANSWER KEY

Activity 1

Exercise

1) Julie fait marcher sa mère.

a) Julie is pulling her mother’s leg.

2) Il ne faut pas vendre la mèche.

c) Don’t let the cat out of the bag.

3) Il a sûrement une idée derrière la tête.

a) He must have something up his sleeve.

4) On ne peut pas avoir le beurre et l’argent du beurre.

b) You can’t have your cake and eat it too.

5) Alice est vraiment casse-pied ces derniers temps.

b) Alice has been a real pain in the neck lately.

6) Kevin et Suzanne sont comme chien et chat.

c) Kevin and Suzanne fight like cats and dogs.

7) Paul crie à tue-tête.

c) Paul is screaming at the top of his lungs.

8) Linda n’est pas dans son assiette cette semaine.

a) Linda is under the weather this week.

9) Arrête de tourner autour du pot!

c) Stop beating around the bush!

10) Il est au bout du rouleau.

a) He’s at the end of his rope.

11) Il ne faut pas réveiller le chat qui dort.

b) Let sleeping dogs lie.

12) C’est la goutte d’eau qui a fait déborder le vase.

c) It was the straw that broke the camel’s back.

T R A N S L A T I O N

38

Activity 2

Exercise

1) David n’est pas très sympathique avec Marie.

c) David is not being very nice to Marie.

2) J’irai chercher de nouveaux livres à la librairie demain.

c) I’ll buy new books at the bookstore tomorrow.

3) On ne comprenait pas leur humeur à ce moment-là.

a) We didn’t understand their mood at that moment.

4) N’oubliez pas d’inscrire ce point à l’ordre du jour.

b) Don’t forget to put this item on the agenda.

5) Ma mère m’a fait la lecture de son livre.

b) My mother read to me from her book.

6) Je ne peux pas attendre jusqu’à la réunion.

a) I can’t wait until the meeting.

7) Leur dernier échange n’avait aucun sens.

c) Their last conversation made no sense.

8) J’ai vu un avertissement contre ce produit dans le journal.

b) I saw a warning about this product in the newspaper.

9) Je voulais aller en France, mais actuellement je pars en Grèce.

b) I wanted to go to France, but I’m leaving for Greece right now.

10) Mon père est chroniqueur sur la santé pour le journal.

b) My father is a health columnist for the newspaper.

T R A N S L A T I O N

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Activity 3

Exercise 1

1) What are the most important concepts in this ad? (Name at least two.)

Here are some possible answers:

- Thinking ahead

- Saving for your retirement

- Avoiding poverty in old age

- Saving enough money to be free to choose how you want to spend your time when

you retire

T R A N S L A T I O N

40

Exercise 2

These answers are suggestions only. Your answers may be different but just as valid, as

long as they are in a similar vein.

Advertisement 1

We’re in the business of building bridges that last.

Growing from strength to strength. From continent to continent.

Advertisement 2

Drink in the flavours of Tuscany... without ever leaving home.

Advertisement 3

End racism before it even begins...

Talk to your children about racism today.

Advertisement 4

Sleep like an angel, and let us do the rest.

Relax with Jetsagogo business-class Super Sleeper facilities.

Advertisement 5

Can’t wait to get your dreams off the ground?

Let us help you soar.

Advertisement 6

Reach for the top in all your endeavours

Advertisement 7

The Laurentians are cool: Dive right in!

Advertisement 8

Look who’s coming to dinner!

Are your savings being scavenged?

Protect your savings and help your community.

T R A N S L A T I O N

41

Activity 4

Exercise 1

Your revised text should look something like this:

Regions waiting to be explored [excerpt]11

From mid-June to mid-September, townsfolk city dwellers take advantage of the summer

weather to enjoy a seaside or lakeside holidaythe pleasures of resorts by migrating to the

edges of lakes or near the sea. HeedGive in to the call of the open sea water and cast off

for on a cruise on the St. Lawrence River. Dare to venture away far from the major

centres: visitto maritime Québec for fantastic swimming, a seaside destination par

excellence;, Abitibi-Témiscamingue, for with its manyprofusion of lakes and forests;, and

the Great Far North, for something a little more touch of the exotic.

11. “The four seasons: Colourful Québec!” Québec original, accessed January 23, 2014,

http://www.bonjourquebec.com/qc-en/saisons0.html.

T R A N S L A T I O N

42

Activity 5

Text 1

Your translation should look something like this:

Journalism [excerpt]12

Without going so far as to say that journalism is a noble profession, it does confer a

certain power to the people if practised with passion and professionalism. This is why it

is often referred to as the “fourth estate” or the “watchdog of democracy.”

One thing, though, is certain: public information carries with it incredible power. If used

well, it can raise awareness, knowledge and understanding among the general

population. When abused, it can smear, destroy or manipulate people. Access to

information has contributed to raising the consciousness of certain peoples, but it has

also served the interests of groups with ulterior motives who are dedicated to

establishing or maintaining their influence through the use of propaganda.

12. Alain Lessard, Experiential Tool: Journalism (print media) – Personal Orientation Project (POP), translated by

Paul Don and Avis Anderson (Québec: Commission scolaire de la Beauce-Etchemin, 2007), p. 3.

T R A N S L A T I O N

43

Text 2

Your translation should look something like this:

True Story: Anne-Laurie [excerpt]13

Anne-Laurie is energetic, curious and interested in everything. Since the age of 15, she’s

been giving a lot of thought to her career choices and can’t make up her mind.

She wants to change things, be in business, help people and use her creativity. She’s

interested in the environment and wants to encourage fair trade. She’s considering

politics, law and international cooperation, but also agronomy and so many other

possibilities that she’s mentioned during our many conversations... This makes for lots of

elements to consider, but on her own she has continued to read through the documents

I’ve given her and keeps doing research on the Internet.

One day she came into my office and said: “Sonia, I’ve figured it out! I want to work in

agriculture. Last week, I asked a farmer if I could spend the weekend helping out on his

small family farm. Next week, I’m doing the same thing, but this time on a more

industrialized farm. I loved my first visit so much!”

Text 3

Your translation should look something like this:

Îles de la Madeleine: A Complete Change of Pace [excerpt]14

For a complete change of pace and scenery, nothing beats the Îles de la Madeleine.

Whether you visit to enjoy the water and wind or to explore the rich culture of an island

people surrounded by the sea, you will leave with wonderful memories and only one

thought in mind: to come back for another visit! National Geographic Traveler has

recently recognized the Îles de la Madeleine by including the region in their list of

Canada’s 50 Places of a Lifetime.

13. “Cas vécu : Anne-Laurie” by Sonia Michaud [translated by Avis Anderson], Les chroniques de la conseillère en

orientation, Toutpourréussir.com, accessed January 23, 2014, http://toutpourreussir.com/blogue/cas-vecu-anne-laurie/.

14. “Presentation: Îles de la Madeleine,” Le Québec maritime, accessed January 23, 2014,

http://www.quebecmaritime.ca/en/discover-quebec-maritime/iles-de-la-madeleine/presentation.

T R A N S L A T I O N

44

Text 4

Your translation should look something like this:

Torture and the Truth: Angélique and the Burning of Montréal [excerpt]15

In the spring of 1734, a fire occurred in Montréal that destroyed a hospital and

45 houses on rue Saint-Paul. Criminal proceedings were soon underway against Marie-

Josèphe dite Angélique, a Black slave, and her White lover, Claude Thibault. The latter

fled, leaving Angélique on her own to prove her innocence.

Some twenty witnesses filed before the judge, all of them convinced that the slave of the

widow Francheville was guilty, yet not one of them saw her set the fire.

Among the witnesses, Marie, an Amerindian slave, claimed that the accused had intended

to do her mistress in by fire, while Jeanne Tailhandier dit Labaume realised, too late,

that she had contributed to the spread of the rumour.

Text 5

Your translation should look something like this:

The Tin Flute [excerpt]16

The fever of the store communicated itself to [Florentine] in a kind of irritation, mingled

with a vague feeling that some day all this seething activity would come to a stop, and her

purpose in life would become plain. It never occurred to her that she might meet her fate

elsewhere than here, enveloped in the pungent aroma of caramel, between the tall

mirrors pasted over with strips of paper announcing the day’s menu, and to the crackling

report of the cash register, a sound like the very expression of her frantic hopes. For her

this place summed up the pinched, hurried, restless character of her whole life in Saint-

Henri.

15. “Torture and the Truth: Angélique and the Burning of Montréal,” Great Unsolved Mysteries in Canadian History,

accessed January 30, 2014, http://www.canadianmysteries.ca/sites/angelique/accueil/indexen.html.

16. Gabrielle Roy, The Tin Flute, trans. by Hannah Josephson (Toronto: New Canadian Library, 1969), p. 1.

T R A N S L A T I O N

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Text 6

Here are three possible translations for “Soir d’hiver”:

Winter Evening [excerpt]17

Ah! how the snow has snowed!

My glass is a garden of frost.

Ah! how the snow has snowed!

What is life’s brief outburst

To the grief that I know, I know?

Now all the ponds lie frozen.

My soul is dark: where stay?

Where go? Its hopes lie frozen:

I am that new Norway

Whose pale blue skies have flown.

Winter Evening [excerpt]18

Ah! how the snow falls free!

My pane is a frosty garden now.

Ah! how the snow falls free!

What is life’s spasm anyhow

To the sorrow in me, in me!

All the pools around lie icy.

My heart is dark. Where go? Where stay?

All the hopes around lie icy.

Now I am a new Norway,

Its fair skies are gone from me.

17. Émile Nelligan, “Winter Evening,” in Selected Poems of Émile Nelligan, transl. by P.F. Widdow (Toronto: Ryerson

Press, 1960), p. 53.

18. Émile Nelligan, “Winter Evening,” in The Complete Poems of Émile Nelligan ed. and transl. by Fred Cogswell

(Montreal: Harvest House, 1983), pp. 20-21.

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46

Winter Evening [excerpt]19

Oh! How the snow’s been snowing!

My window pane is a garden of frost.

Oh! How the snow’s been snowing!

What is the spasm of living

to the painful grief I have, I have!

All the ponds are lying frozen,

Where is my life? My soul is black

And all her hopes are lying frozen;

Where do I go? I’m the New Norway

Wherefrom blond skies have gone away.

19. Émile Nelligan, “Winter Evening,” transl. by Loup Kibiloki (Hamilton-Lucas Sinclair), “Émile Nelligan’s Winter

Evening: Video of a New English Translation of Soir d’Hiver (Comme la neige a neigé!),” Électrodes, originally

posted February 6, 2009, accessed January 30, 2014, http://electrodes.wordpress.com/2009/02/06/cry-birds-of-

february-nelligan-fresh-english-translation-of-soir-dhiver-winter-evening/.

T R A N S L A T I O N

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