Sonia Colina

Translation Quality Evaluation: empirical evidence for a functionalist approach

Abstract Following a review of existing approaches to translation quality evaluation, this paper describes a proposal for evaluation that addresses some of the deficiencies found in these models. The proposed approach is referred to as componential because it evaluates components of quality separately, and functionalist, because evaluation is carried out relative to the function specified for the translated text. In order to obtain some empirical evidence for the functionalist/componential approach, a tool was developed and pilot-tested for inter-rater reliability. In addition, the research project sought to obtain some data on qualifications of raters/users and their performance using the tool. Forty raters were asked to use the tool to rate three translated texts. The texts selected for evaluation consisted of reader-oriented health education materials. Raters were bilinguals, professional translators and language teachers. Some basic training was provided. Data was collected by means of the tool and a questionnaire. Results indicate good inter rater reliability for the tool; teachers’ and translators’ ratings were more alike than those of bilinguals; bilinguals were found to rate higher and faster than the other groups. The results provide support for further research and testing of this tool and offer evidence in favour of the approach proposed.

Second Language Acquisition, Language Teaching and Translation Studies

Abstract Current interaction among second language acquisition (SLA), language teaching and translation studies is not entirely positive. One possible source for this mutual alienation lies not in disconnected fields of study, but in misunderstood notions about these fields and in the history of a particular research paradigm. This paper describes recent developments in SLA and shows that they translate into a different kind of relationship among SLA, language teaching and translation studies. It further examines similarities and differences in the goals and objects of study of the above disciplines, and reviews and synthesizes the legacy of language teaching in translator training. Finally, by summarizing research in SLA that is relevant for translation studies, the author illustrates the relationship among the fields under study with respect to specific research areas and to teaching. Some implications for translator training are pointed out.

Identity constraints and Spanish resyllabification

Abstract In this paper, I argue in favor of a constraint-based approach to Spanish resyllabification. An Optimality Theoretic analysis is proposed and compared to the rule-based account. A parallel analysis based on Correspondence Theory and Identity constraints (Kenstowiczs, 1995) demonstrates that aspiration of /s/ in an onset position does not constitute evidence in favor of a derivational account; in addition, the analysis proposed explains the interaction between resyllabification and aspiration and expands Kenstowiczs original proposal to various processes of derivation, suffixation and resyllabification.

Sibilant Voicing in Ecuadorian Spanish

Abstract Highland Ecuadorian Spanish has a unique process of /s/ voicing that differs from other dialects of Spanish in that word-final /s/ is realized as [z] intervocalically (Lipski 1989, 1994, Robinson 1979). Ecuadorian /s/ voicing is problematic for serial models of phonology as well as for some output-to-output analyses within Optimality Theory. It is argued that the data can be accounted for by an optimalitytheoretic analysis that incorporates phonetic underspecification as a strategy to satisfy coda-licensing restrictions. Sibilants without a voicing target remain unspecified until the phonetic component, where they adopt the laryngeal configuration of neighboring sounds and can thus be expected to exhibit gradient and variable voicing. Contrary to existing non-derivational proposals (Bradley 2007, Colina 2006), it is shown that it is not necessary to resort to two levels of representation (lexical and postlexical) to explain the behavior of Ecuadorian Spanish. The analysis proposed also accounts for cross-dialectal variation affecting word-final prevocalic /s/.

Translation Quality Assessment in Health Research: A Functionalist Alternative to Back-Translation.

As international research studies become more commonplace, the importance of developing multilingual research instruments continues to increase and with it that of translated materials. It is therefore not unexpected that assessing the quality of translated materials (e.g., research instruments, questionnaires, etc.) has become essential to cross-cultural research, given that the reliability and validity of the research findings crucially depend on the translated instruments. In some fields (e.g., public health and medicine), the quality of translated instruments can also impact the effectiveness and success of interventions and public campaigns. Back-translation (BT) is a commonly used quality assessment tool in cross-cultural research. This quality assurance technique consists of (a) translation (target text [TT1]) of the source text (ST), (b) translation (TT2) of TT1 back into the source language, and (c) comparison of TT2 with ST to make sure there are no discrepancies. The accuracy of the BT with respect to the source is supposed to reflect equivalence/accuracy of the TT. This article shows how the use of BT as a translation quality assessment method can have a detrimental effect on a research study and proposes alternatives to BT. One alternative is illustrated on the basis of the translation and quality assessment methods used in a research study on hearing loss carried out in a border community in the southwest of the United States.

Addressing Hearing Health Care Disparities among Older Adults in a US-Mexico Border Community

Hearing loss is associated with cognitive decline and impairment in daily living activities. Access to hearing health care has broad implications for healthy aging of the U.S. population. This qualitative study investigated factors related to the socio-ecological domains of hearing health in a U.S.–Mexico border community experiencing disparities in access to care. A multidisciplinary research team partnered with community health workers (CHWs) from a Federally Qualified Health Center (FQHC) in designing the study. CHWs conducted interviews with people with hearing loss (n = 20) and focus groups with their family/friends (n = 27) and with members of the community-at-large (n = 47). The research team conducted interviews with FQHC providers and staff (n = 12). Individuals experienced depression, sadness, and social isolation, as well as frustration and even anger regarding communication. Family members experienced negative impacts of deteriorating communication, but expressed few coping strategies. There was general agreement across data sources that hearing loss was not routinely addressed within primary care and assistive hearing technology was generally unaffordable. Community members described stigma related to hearing loss and a need for greater access to hearing health care and broader community education. Findings confirm the causal sequence of hearing impairment on quality of life aggravated by socioeconomic conditions and lack of access to hearing health care. Hearing loss requires a comprehensive and innovative public health response across the socio-ecological framework that includes both individual communication intervention and greater access to hearing health resources. CHWs can be effective in tailoring intervention strategies to community characteristics.

The potential in preparing community health workers to address hearing loss

Background: In underserved areas, it is crucial to investigate ways of increasing access to hearing health care. The community health worker (CHW) is a model that has been applied to increase access in various health arenas. This article proposes further investigation into the application of this model to audiology. Purpose: To assess the feasibility of training CHWs about hearing loss as a possible approach to increase accessibility of hearing health support services in an underserved area. Research Design: A specialized three‐phase training process for CHWs was developed, implemented, and evaluated by audiologists and public health researchers. The training process included (1) focus groups with CHWs and residents from the community to raise awareness of hearing loss among CHWs and the community; (2) a 3‐hr workshop training to introduce basic topics to prepare CHWs to identify signs of hearing loss among community members and use effective communication strategies; and (3) a 24‐hr multisession, interactive training >6 weeks for CHWs who would become facilitators of educational and peer‐support groups for individuals with hearing loss and family members. Study Sample: Twelve Spanish‐speaking local CHWs employed by a federally qualified health center participated in a focus group, twelve received the general training, and four individuals with prior experience as health educators received further in‐person training as facilitators of peer‐education groups on hearing loss and communication. Data Collection and Analysis: Data was collected from each step of the three‐phase training process. Thematic analysis was completed for the focus group data. Pre‐ and posttraining assessments and case study discussions were used to analyze results for the general workshop and the in‐depth training sessions. Results: CHWs increased their knowledge base and confidence in effective communication strategies and developed skills in facilitating hearing education and peer‐support groups. Through case study practice, CHWs demonstrated competencies and applied their learning to specific situations related to effective communication with hearing loss, family support, availability of assistive technology, use of hearing protection, and making referrals for hearing health care. Needs were identified for ongoing training in the area of use of assistive technology and addressing situations of more severe hearing loss and its effects. Conclusions: Initial results suggest it is feasible to train CHWs to engage community members regarding hearing loss and facilitate culturally relevant peer‐health education and peer‐support groups for individuals with hearing loss and their family members. In efforts to increase access to audiological services in rural or underserved communities, application of the CHW model with a partnership of audiologists deserves further consideration as a viable approach.

No “double plurals” in Dominican Spanish: an optimality-theoretic account

Abstract In addition to standard methods of pluralization, Dominican Spanish has an alternative plural formation mechanism, normally referred to as the “double plural,” in which -(e)se [(e)se] is adjoined to the base, libro > librose ‘book-books’, mujer > mujerese ‘woman-women’ (Jiménez Sabater 1976; Núñez-Cedeño 1980; Harris 1980; Terrell 1986; Núñez-Cedeño 2003). Extant analyses of double plural formation in Dominican Spanish suer from framework-specific problems and more general ones, having to do with overgeneration of forms and inability to reveal the true nature of the process. Most analyses postulate a separate plural morpheme for Dominican “double plurals” /(e)se/. This article proposes an optimality-theoretic analysis that demonstrates that there is no “double plural” in Dominican in the sense that the “double plural” is based on the regular plural. There is only one plural morpheme, the traditional /s/. The apparently redundant attachment of the plural morpheme results from general restrictions on coda obstruents in combination with the need for overt realization of morphemes in prominent positions. The difference between the regular plural and the double plural (focused) is that in the latter case, a highly-ranked constraint realize morphemefocus requires that the plural in focused positions have morphological exponence. In more general terms, [se] is the output realization of plural /s/ followed by epenthetic [e] in intonationally prominent (focus) positions. The present analysis also shows that the plural form is in an output-to-output relation to the singular. Epenthesis of [e] in the plural reflects the emergence of the unmarked (McCarthy and Prince 1994), with respect to the constraint against coda consonants (*Coda), whose effects can be seen in the output-to-output phonology of the plural, but not in the language as a whole, for example, mujer vs. mujere.

Educating Parents in the Spanish-Speaking Community: A Look at Translated Educational Materials

Abstract Federal legislation (White House Executive Order 13166, 2000) mandates that language services be provided to limited English proficient populations by health care providers receiving federal funding. In order to do this, some basic resources have been developed to administer medical services. Nevertheless, the translation aspects of these guidelines often lack many components that would be necessary to assure the functional adequacy of the translated text (e.g., cultural, pragmatic, and textual appropriateness). Furthermore, outside the medical field, guidelines and legislation are often nonexistent. In the absence of specific requirements for translation and/or translator qualifications, research suggests that translators, in particular novice, unexperienced translators, tend to adopt a literal, linguistic, micro-approach to the translation task, failing to consider global or pragmatic factors (Colina, 1997, 1999; Jääskeläinen, 1989, 1990, 1993; Königs, 1987; Krings, 1987; Kussmaul, 1995; Lörscher, 1991, 1992a, 1992b, 1997; Tirkkonen-Condit & Jääskeläinen, 1991). Given the scarcity of educational programs in translation and the frequent use of untrained bilinguals to produce translated materials in Arizona, we hypothesized that documents translated in educational settings would not be functionally adequate. Using a sample corpus of educational materials for the Spanish-speaking population, we show that this is indeed the case. We demonstrate that a structural, literal approach is inadequate for educational purposes and often negatively affects educational outcomes. The effectiveness of the translated materials with regard to global considerations and purpose is vital, especially in regard to parental involvement as a key factor in a students success. More adequate guidelines need to be developed regarding requirements for translations and translator training. Additional implications for education and policy creation for language-minority populations are discussed.

Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum

This article argues for translation as a fifth skill in language learning and for its integration in a systematic, purposeful, and informed manner in the Spanish language curriculum, with special a...