ELK Asia Pacific Journals – Special Issue

ISBN: 978-81-930411-1-6

REGIONAL SHORT STORIES IN TRANSLATION FOR DEVELOPING LANGUAGE SKILLS OF EFL

LEARNERS: A SELECTED PART OF SOWRIS’ TELUGU SHORT STORY ‘REMINISCENCE’

Dr. S.D.Sasi Kiran,

Associate Professor of English,
Department of Sciences & Humanities, Vignan
University,
Vadlamudi, Guntur-522213, Andhra Pradesh

ABSTRACT


Regional short stories in translation have been the focal point for centuries for diverse Indian faculty of
English for diverse reasons, essentially after realising outstanding teaching components embedded in
regional short stories (here Telugu) in translation, having been important topics of debate and discussion for
developing language skills of EFL learners by scores of ELT professional practitioners. The short stories in
translation, however, put forward valid, resourceful and unscathed material in language selection on one
hand, and mirthful and motivational as well on the other hand. A highly effective approach for teaching and
learning of foreign language like English, short stories in translation from regional into English may be
recommended on similar grounds by ELT professional intellectuals. In this background, the present paper
investigates the use of short stories in translation for developing reading comprehension skill and the
researcher’s perspective on use of short stories in translation in EFL context that forms an essential element
of the discussion in the paper. A selected part of Telugu short story ‘Reminiscence’ by Sowris, a popular
Telugu female writer, is used here for augmenting an in depth discussion.

Keywords: Short stories in translation, Indian faculty of English, language selection, developing reading
comprehension skill

Introduction realising outstanding teaching components

Among literary genres, short embedded in regional short stories (here
stories in translation seem to be the most Telugu) in translation, having been important
suitable choice for this to facilitate students topics of debate and discussion for
improve the four skills—listening, speaking, developing language skills of EFL learners
reading and writing—more effectively by scores of ELT professional practitioners.
because of the motivational benefit The short stories in translation, however, put
embedded in the stories. The purpose of this forward valid, resourceful and unscathed
paper is to familiarize EFL instructors with material in language selection on one hand,
the effectiveness of using short stories in and mirthful and motivational as well on the
Translation in EFL instruction. other hand. A highly effective approach for
Regional short stories in teaching and learning of foreign language
translation have been the focal point for like English, short stories in translation from
centuries for diverse Indian faculty of regional into English may be recommended
English for diverse reasons, essentially after on similar grounds by ELT professional
ELK Asia Pacific Journals – Special Issue
ISBN: 978-81-930411-1-6

intellectuals. A lot of students do a stories for language teachers. First, short

translation exercise with fun. If I remember stories are practical as their length is long
correctly, I used to do the same in high enough to cover entirely in one or two class
school. This excerpt I had translated looks sessions. Second, short stories are not
reasonably agreeable. Firstly, I created one complicated for students to work with on
for my own students, which I’d share it here. their own. Third, short stories have a variety
Literature Review of choice for different interests and tastes.
There is a vast plethora of Finally, short stories can be used with all
literature available across the various levels (beginner to advance), all ages (young
languages spoken in India. The role of learners to adults) and all classes. The same
translators and their understanding, is applicable to short stories in translation
discussion, analysis, and craft-in a too.
multilingual scenario becomes more vital and
deserves urgent recognition. Students are to Materials: A selected part of
be exposed to the importance of translation Translated Telugu short story by
and also to the various questions in the Sowris ‘Reminiscence’, a popular
process: How do students draw near to and Telugu female writer
study complexities of linguistic shift in “How nice is the sun shine!
literary and non-literary texts? How much of How green the trees look today!
evolution of translation should they be I have never seen such greenness
acquainted with? How much theory should before. How is that? Never have
they learn of Indian translation? Do they I seen earlier either trees or flowers
engage in pleasure of creating their own so beautiful?
translations and discussing those by others? Why is it so
Is it alright to design and encourage The cool breeze is causing
interactivity in the classroom? M. K. C. horripulation all over my body. Why
Uwajeh emphasizes the usefulness of do I enjoy the breeze so much
translational activity as a tool for linguistic instead of closing the doors and
insight into the workings of source languages covering myself with a pile of rugs?
and the potential for translation at the same Why there is so much of joy in watching
time. The ongoing debate about the role of the trees, the breeze and the sunshine?
teaching translation and interpreting in the Is it because of healthy recovery after
present times has been reaching out all all these bed-ridden days at the
language professionals. Short stories are the hospital? The nurse suggested that I
most appropriate literary genre to employ in should have a stroll in the garden for a
English teaching due to its conciseness, is short while to get better.
supported by Collie and Slater (1991: 196) Just better? No, it’s not just that. There
when they list four advantages of using short is already a feeling of full recovery.
ELK Asia Pacific Journals – Special Issue
ISBN: 978-81-930411-1-6

How colourful are these flowers! 2. Compare closely your version with
Dazzling to the eyes as they are. atleast one and write on what you
Flowers! And flowers! feel.
How many days have passed – How 3. Which translation do you think is
many? most interesting/exciting/easy to
Before being at the hospital, where understand/appealing?
was I? 4. Which don’t appear to be easy for
Wasn’t I roaming amid the flowers translation work
and trees? 5. How do you think a prose translation
Where was I? Yes, where was I?” differs from a poetic one? What
qualities might be compromised in a
Method prose translation?
I distributed the same 6. What conclusions can you draw about
excerpt in original to all my student teams of the process of translation?
six members. They were asked to read out 7. What would your advice be to
‘silent once and aloud again’. Certain translators (consider the following:
expressions and words were discussed at What do they need to think about in
length. This translation exercise examines order to produce a readable
one of my favorite parts of the selected translation that is still faithful to the
story. I took all translations done by my spirit of the text? What should they
student teams. They did an instant avoid doing?)
translation. I found all of these translations
reasonably good. Translated sheets were Activity Session
then inter exchanged among teams. The This discussion would
given translation is simple on vocabulary encourage students to think in English
grounds but complex on syntax grounds. through the process of reading Telugu
Students feel it easy while reading and feel it selections and then composing in English,
difficult while translating. and the process of translating into English
offers a number of highly structured
Analysis - session composition exercises that introduce students
After examining the translations, to a deeper understanding of grammar and
students will answer the questions prose as well as to greater facility in reading
follow. and understanding an English text. Exercises
1. Compare the translations. What are may be given as pre/post translation.
the major differences that you see?
The major similarities? Exercise 1 (Base Activity)
Translate the text into English. (Given an
original selected passage in Telugu) Here I
ELK Asia Pacific Journals – Special Issue
ISBN: 978-81-930411-1-6

have given an excerpt of Sowris short story Plenary sessions: One per week
in translation, ‘Reminiscence’ and the Assessment: Continuous assessment
passage in translation serves to be a model (90%) based on two in-class tests plus
after students do their translation work. weekly quizzes 10% (best 5 out of 7 to
count).
Exercise 2 Pre-requisites: None.
Now find synonyms for the following words Course Text: Required
in italics taken from the passage above Students need to purchase the Text book
breeze, horripilation, stroll, roaming, amid (but the Work-book is optional)

Exercise 3 Exercise 5
Now find words which mean the opposite of Writing Translation
the above words Writing Translation means making use of
a literary work in translation as stimulate
Exercise 4 for composition - creative assignments
How would you translate the following lines developed around plot, characters,
into English? Exact meaning of words is setting, theme, and figurative language.
given. There are many forms of writing
Nenu/akkadaki/vellanu translation, such as Adding to the Work,
 I/there/went Changing the Work, Drama-Inspired
Athanu/evaru? Writing and A Letter Addressed to
 He/who? Another Character, etc. This comprises
Nenu/ ekkada/ vunnanu? writing imaginary episodes or sequels.
 I/where/ stay
Conclusion
Exercise 4 We live in a world of
Design and offer a Level 1 course as a Translation permeated by different
minor (Fill the sub sectioned languages at every level from literary
requirements in bold in a template) books to multilingual working out
Prerequisites: Competence in any manuals, from the media and texts to
language other than English or songs and films and all of us translate
permission of the instructor. every day, whether we know it or not.
Name of the course: Translation for This activity aims to examine major
Beginners issues related to translation, including its
Teachers: Min 2 for the group sessions theory and practice, as well as what
Class hours: Three one-hour classes per ideological and ethical concerns
week translation poses today. We will also
Meets: All 3 hours are compulsory explore translation's relationship to issues
ELK Asia Pacific Journals – Special Issue
ISBN: 978-81-930411-1-6

of literature, religion, culture, race and language skills (reading, writing,

ethnicity, sex and gender in the listening and speaking) and language
classroom. areas (vocabulary, grammar and
I freely admit an affinity pronunciation) in our times.
for the translation and I hope students
gain from this exercise an understanding References
that translation is somewhat subjective. [1] Abrams, M.H. 1970. A Glossary of
They may not be getting the most Literary Term. New York: Rinehart.
accurate, word-for-word version in [2] Cay Dollerup, Annette Lindegaard,
modern English, and focus on different Teaching Translation and Interpreting
elements. I want them to understand John Benjamins: 1994.
translations are rarely the literary works [3] Carter, R., and Long, M.N. 1991.
themselves so much as they are an Teaching literature. Harlow:
“imaginative reconstruction” of these Longman.
works. I also want them to think about [4] Collie, J., and Slater, S. 1991.
the number of decisions translators must Literature in the Language
face. Through works in translation, Classroom. (5th ed.). Glasgow:
students in our mostly poly lingual Cambridge University Press.
society are at last becoming acquainted [5] Hill, Jeniffer. 1994. Using Literature
with the multilingual and multicultural in Language Teaching.
world in which they will live and work. London:Macmillan.
Many instructors have expanded their [6] Ur, P. A Course in Language
reach to teach texts that originate from Teaching: Practice and Theory.
across the globe. This paper aims at Cambridge: Cambridge University
emphasizing the exercise of literature as a Press, 1996.
trendy technique for teaching both basic