1. A field of study
1.1. Dealing with the theory, description, and application of translation.
1.2. TS examines translation as:
1.2.1. - Interlingual transfer
1.2.2. - Intercultural communication
2. PURE
2.1. THEORETICAL
2.1.1. GENERAL
2.1.2. PARTIAL
2.1.2.1. Medium restricted
2.1.2.2. Area restricted
2.1.2.3. Rank restricted
2.1.2.4. Text-type restricted
2.1.2.5. Problem restricted
2.1.2.6. Time restricted
2.2. DESCRIPTIVE
2.2.1. Product oriented
2.2.2. Process oriented
2.2.3. Function oriented
3. TRANSLATION STRATEGIES
3.1. Free translation.
3.2. Idiomatic translation.
3.3. Functional translation.
3.4. Literal translation
3.4.1. Sentence-by-sentence
3.4.2. Word-for-word
3.4.3. Interlinear
3.5. Source-oriented translation
3.6. Target-oriented translation
3.7. Foreignizing
3.8. Exoticizing
3.9. Naturalization
3.10. Domestication
3.11. Localization
4. CODES OF ETHICS - TRANSLATORS AND INTERPRETERS
4.1. PROFESSIONAL CONDUCT
4.2. CONFIDENTIALITY
4.3. COMPETENCE
4.4. IMPARTIALITY
4.5. ACCURACY
4.6. CLARITY OF ROLE BOUNDARIES
4.7. MANTAINING PROFESSIONAL RELATIONSHIPS
4.8. PROFESSIONAL DEVELOPMENT
4.9. PROFESSIONAL SOLIDARITY
5. TRANSLATION BEFORE THE 20TH CENTURY
5.1. Translation developed into an academic discipline only in the second half of the 20th century
5.1.1. Before that:
5.1.1.1. Trnaslation theory seemed to be Word-for-word (Literal) and sense-for-sense (Free)
5.2. Dryden reduces all translation to three categories:
5.2.1. Metaphrase
5.2.2. Paraphrase
5.2.3. Understand the sense and material of the original author
5.2.4. Imitation
5.3. 5 principles of Dolet: the translator must...
5.3.1. Perfect knowledge of both SL and TL
5.3.2. Avoid Latinate and unusual forms
5.3.3. Avoid word for word renderings
5.3.4. Avoid clumsiness
5.4. Translation was an element of language learning in modern language courses.
5.4.1. The language learning in schools from the late eighteenth century to the 1960s, was dominated by the grammar-translation method.
5.4.1.1. GTM focus on the rote study of the grammatical rules and structures of the foreign language.
5.5. The translation workshop concept
5.5.1. Promoted in the 1960´s
5.5.1.1. Introduction of new translations into the target culture
5.5.1.2. Discussion of translation process and understanding of a text.)
6. CONCEPT MAP BY MIGUEL ALEXIS GONZÁLEZ CHUC
7. Concerned with "The complex of problem of translating and translation"
8. A discipline, thanks to the efforts of James S. Holmes
9. Translation is the act of transferring the linguistic entities from one language into another.
9.1. Necessary for:
9.1.1. - Spread of information
9.1.2. Knowledge
9.1.3. Effective and empathetic communication between cultures
10. APPLIED
10.1. Translator training
10.2. Translation aids
10.3. Translation criticism
11. TRANSLATION PROCEDURES
11.1. Acculturation
11.1.1. Adaptation
11.2. Amplification
11.2.1. Borrowing
11.3. Calque
11.3.1. Coinage
11.4. Compesation
11.4.1. Concision
11.5. Condensation
11.5.1. Denominalization
11.6. Direct transfer
11.6.1. Dilution
11.7. Expansion
11.7.1. Imitation
11.8. Implication
11.8.1. Interchange
11.9. Interpretation
11.9.1. Modulation
11.10. Modification
11.10.1. Paraphrase
11.11. Recategorization
11.11.1. Reformulation
11.12. Addition
11.12.1. Omission
12. ETHICS IN THE CURRICULUM
12.1. - Space for critical reflection and training
12.1.1. Students examine the consequences of their behavior.
12.2. - Translators and interpreters must be responsible to their clients.
12.3. - CONCEPTUAL TOOLS:
12.3.1. Allow students to reason critically.
12.3.2. To reflect on the implications of any decision they take.
12.3.3. Volunteerism
12.4. - PEDAGOGICAL TOOLS
12.4.1. Students can make situated ethical decisions.
12.4.2. Learn from their mistakes.
13. THE ROLE OF TRANSLATION STUDIES
13.1. Translation requires highly skilled practitioners
13.1.1. Effective
13.1.2. Efficient
13.1.3. Empathetic
13.2. To develop a deep understanding of the academic field
13.2.1. and the skills to practice as a translation professional.