Word Thieves

On the seam between my occupation – translation – and that other Occupation

Three hundred translators watched transfixed as an assortment of colleagues, speaking from their isolated studies across the globe in their respective languages, faced the camera and opened a narrative vein: out poured their stories of how they got interested in the Hebrew language, the years they spent cultivating their peculiar passion, the emotional relationships they maintained with the dead and living authors with whom they spent their waking hours, the daily warfare they waged against the Hebrew language’s obstinate refusal to fit its rhythms and archeological layers to the structural and cultural molds of their far-flung nations.

The film was “Translating,” by the Israeli filmmaker Nurith Aviv, a series of in-depth monologues by translators from Hebrew into other languages, and the occasion the annual conference of the Israel Translators Association in Jerusalem. The audience, whose linguistic gaps were filled by Hebrew subtitles, could identify with the speakers’ singular strain of obsession, their solitude, and their implicit surprise at being for once in the spotlight instead of the shadows wherein they normally lurk. The symphony of the dozen or so languages in which these unsung laborers told their stories, all referring to the one language they shared and revered, was mesmerizing.

In Barcelona, Manuel Forcano, a lapsed Catholic, told in Catalan how translating poet Yehuda Amichai, a once-orthodox Jew, helped him come to terms with his faithlessness. The Lithuanian-born Sivan Beskin, in Tel Aviv, recalled in Russian how she began translating children’s stories by Lithuanian-born Israeli poet Leah Goldberg from Hebrew back into the poet’s native Russian, so that her immigrant parents could read those stories to her children. Near Paris, Itshok Niborski spoke in a Spanish-accented Yiddish of compiling a Hebrew-Yiddish dictionary of idioms.

At minute 1:03:00 of the film appeared the Israeli author Ala Hlehel, of Acre, introduced himself and explained that his native tongue, which he was speaking, was colloquial Arabic. He learned literary Arabic in school, and then Hebrew, which was “not a neutral language for me, it was charged.” He had only just begun to elaborate – “it is the language of occupation, but also of culture” – when the system crashed, those last words frozen on the screen, and a technician rushed over.

Hlehel must not have been on screen for more than 30 seconds when the film stopped, and one had barely begun to take in this new character and absorb his words. But no sooner had the audience realized there was a problem, when a young female voice in my row said out loud: “I’m glad it got stuck. I don’t like what he’s saying.” Then she added: “I don’t like his terminology. It’s not like he’s from the occupied territories, he’s from Israel.”

Trying to understand what there was not to like – the speaker had barely opened his mouth, what “terminology”? – I looked back at the screen, and there it was, the “O” word, hanging in the air, stuck right in front of our faces, with nothing to do about it and nowhere to go. I felt stung by my colleague’s rudeness. Whereas my engrossment in the film had transported me to that perfect place where we all listen to each other with full attention and respect, the women’s outburst reminded me I was still in Israel. The mixture of sheer discourtesy, intolerance and even incuriosity made me cringe.

How dare she hope Hlehel shut up before he even had the chance to say anything? I, for one, was extremely eager to hear what Hlehel had to say. I had first heard of the 38-year-old author two years ago, when he won a literary award in Beirut but was forbidden by Israel to travel to the ceremony – an administrative injunction he challenged in the Supreme Court and succeeded to overturn. Then, some months ago, a Facebook friend had shared a witty column Hlehel had written about the Arabs “wanting back” all the words Hebrew had “stolen” from them, often mispronouncing and distorting their meanings in the process.

Now here he was, about to share some of his thoughts on the profession that had brought us here today, our shared self-appointed mission of ferrying our insular cultural treasures safely into the bigger world. And after hearing how this was being done by an assortment of people who ranged from strangers to friends, we were now about to hear it from a more challenging perspective, that of our estranged cousins, our intimate nemeses, the Arab minority of Israel. For me it was a peak moment in the film. Yet, my colleague over there in the darkness had already heard enough.

While I waited for the organizers to fix the problem, I fumed. I felt the speaker was in the middle of a very personal confession about who he was and how he had become that person, and this heckler was denying him nothing less than his right of self-determination. I tried to analyze what he had said: Hlehel had referred to Hebrew as “the language of the occupation” and the disembodied voice had said that was not acceptable coming from him as he was not occupied. It took me a moment to locate the problem, but when I did, I was actually impressed at how instantly my colleague had processed the whole situation: in her reasoning, I realized, Hlehel was declaring that his native Galilee, part of Israel since it was founded in 1948, was occupied, which meant he did not recognize Israel, and therefore she, an Israeli, did not recognize him. The linguist in me kicked in: but that’s not what he said, I thought. He said Hebrew was the language of occupation, but didn’t specifically count himself as one of the people under it. He may or may not consider himself occupied but still call it the language of occupation. But even if he was implying he did not recognize Israel, do we Israelis have to be so terrified that we would rather end the conversation right there? I would like to think we have enough confidence to hear dissenting voices, not just ones that make us feel good, and contend with them.

Unfortunately, in today’s Israel, any voice that falls outside of the political mainstream is silenced with outrageous ease. How naïve of me to be surprised that happened here, at an international translators’ conference. It must have also been naïve of me to think anyone with a complicated enough identity to qualify for this line of work was as curious as I was about other people’s complicated identities. Here was one of our esteemed colleagues laying himself bare, exposing the clashes of his battling loyalties, ultimately leading to his amazing choice to dedicate much of his human capital to bringing his people the culture of their adversaries. It was surely the most painful of all the stories we had heard. But apparently it left some people cold.

Thankfully, our competent technician got the film running again and we got to hear Hlehel’s account of pillaging Israeli literature and making it available to the Palestinian people, perhaps getting even with us for all those stolen words. He overcame his initial resistance when he discovered the iconoclastic Hebrew playwright Hanoch Levin and couldn’t resist translating his work, beginning with “The Suitcase Packers,” about a group of people who all want to leave the country, but, instead, die.

The camera panned Acre’s jumble of cinderblock tenements with solar water heaters on their rooftops, with a glimpse of a strip of blue sea on the horizon, as seen from the window of the translator’s study. The translator reverted to his shadows and his silence.

Peter Gray on Video Games

Peter Gray, my favorite education blogger, has recently written two posts I can highly recommend:

As always, Peter does a great job of supporting his point with research, and writing some sobering posts about video games is a much-needed service for democratic schools, as well as for parents everywhere. It’s also nice to see how much his well-founded and academic post matches what I wrote about game addiction two years ago based only on anecdotal evidence.

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Commenting restricted

Over the past couple of days, for some reason, Akismet has not been catching spam anymore, meaning I get a good 10-20 e-mails a day about spam comments awaiting my attention. Until this is figured out, I’ve restricted comments so that you have to be signed up to comment.

I addition, the problem I mentioned a few months ago, where someone posts a comment and it gets lost without a trace, is apparently still ongoing.

I’m sorry for the inconvenience.

If anyone has any idea about either of these problems, your input would be appreciated. I will look into them as soon as I can and see what can be done.

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Words cannot express this shame

I have been wavering between the brink of rage and the verge of tears since I got up this morning. Basic details on Ynet; more info on +972.

May each of the 37 “parliamentarians” who voted for this thing die slowly, and alone. Preferably of thirst, in the desert.1

 

Footnotes

  1. Note: I am strongly opposed to any action intended to cause any person to die in such a manner, and this is not to be interpreted as incitement to murder. It is merely that I would find it a fitting fate if they were to suffer that way, especially if they had nobody to blame for it but themselves. []

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Semi-electives: a university paradox

For the BA degree in linguistics, me and my classmates are required to choose some courses from outside of the core linguistics curriculum. This is, in theory, a good thing – it gives undergraduate students a chance to see what’s going on in other departments, and particularly gets us acquainted with some fields related to our own. However, these semi-electives are simply the introductory modules that students in other programs take in their first semesters; this can cause a lot of frustration.

Over the past days, I spent several frustrating hours doing homework in such a course. I remember seeing what must have been the same frustration in students from outside of linguistics in the introductory courses I’ve taken and the one in which I tutored. I think this frustration is an indirect result of the Bologna Process, which creates a basis on which courses from different departments, universities, and countries, across Europe, are evaluated for accreditation. The problem, I think, is that it’s very hard to evaluate a course and the effort that goes into it outside of context.

Understandably, when designing courses, faculty is focussed mostly on training the next generation of scholars in their field. A certain number of students are accepted for each course from outside the field (let’s call them “outsiders”), but they are almost always evaluated in the same way as students from within the field (“insiders”) and, as a result, are supposed to do the same coursework. A part of preparing a future generation of scholars – at least as the Institute for Linguistics and some others seem to view things – is to present beginners with a large amount of hard work so that they can either quickly jump in, or figure out that they chose the wrong field and switch (or leave altogether). However, the motivations, abilities, and interests of outsiders are very different from those of insiders.

In my first semesters, I was in the process of falling in love with linguistics, and this meant I was eager to understand course material and to acquire any new skills helpful for coursework, even when this was difficult. As such, it didn’t terribly bother me that the linguistics modules were tough, or that they required a lot of homework and self-study. I was trying to enter this new world of thoughts, terminology, and ideas, so I wasn’t irked by the fact that I was required to do so. The module that’s frustrating me right now is supposedly a very small one, composed of just one course, in a field I’ve always had some familiarity with and which I find interesting, but which I’ve never been deeply into, nor have any intention of making my professional home. The homework is gruelling, even though I only have to do it every other week, and every single time I find myself kind of furious about it. Yes, I chose this module, but out of a rather narrow set of alternatives, and I have to complete it in order to earn my degree. It may be cast as a choice, but it’s really a requirement.

As I hinted above, I think the problem is a mismatch between the goals and motivations involved in creating the course and those of (some) individuals taking them. When I take an introductory module in linguistics, I am doing so as part of a bigger commitment I’ve made to the field as a whole. I know that if I find the field isn’t right for me after all, I can start an entirely different degree, but I’m willing to accept some parts along the way that I’m not crazy about, since I’m committed to the whole. It also helps that I’m surrounded by a group of people in the same situation. Now, when I’m taking an introductory module outside my field, I naturally approach it in a very different way. The little part is the whole. I’m probably interested in some aspects of the material, but I’m there basically because I need the ECTS points. I’m looking for the interesting things, but the nature of introductory courses dictates that much of what you learn is merely scaffolding for later courses, where the real fun comes. That scaffolding, which could be exciting if I planned to build on it, becomes a terrible chore when I have no reason to expect to ever use it again.1 As a result, the whole experience becomes one of jumping through hoops, often taking shortcuts, if for no other reason then because there are so many other things I am more interested in doing with my time. And to make things worse, I have no idea who of the many people taking the module is in the same situation, and who is there for the long haul.

All of this would be okay if, say, I merely had to attend the course, with the option of doing homework and taking the exam if I want to get feedback. But module credits are awarded for completing tests, usually written exams.2 And in this case, the lecturer only lets you take the exam if you got at least 50% of the points for homework assignments throughout the semester. But the course is not designed for us outsiders – it’s designed for the insiders, who have made a long-term commitment to the field, have a reason to try hard to get good at it, and have a peer group to help them out. The difficulty of assignments and exams is calibrated for them, not for us. As a result, the semi-elective often becomes the most taxing and frustrating module of the semester, even though you “merely” have to pass.

I’m not really sure what could be done about this. I don’t think it would make sense to ask lecturers to go well out of their way to accommodate the small group of outsiders. I do think it’s good that undergraduates get a peek into other disciplines, but I’m not sure that it should be a degree requirement. And as long as it’s a degree requirement, it is understandable that the university wants to make sure people actually take the courses, hence the exams etc. It’s not clear that there’s any real way out of this situation.3

If anyone has any perspective to add, please leave a comment.

Footnotes

  1. This expectation may be wrong – you never know where things could come in handy – but it seems, at the very least, highly unlikely that I’ll ever need it again; I can’t help but see it as a chore, rather than a means to an end. []
  2. I’ve written before about why exams are bad. []
  3. This kind of problem is, of course, only a problem in institutions which do not fundamentally trust students to take responsibility for their own education. I believe, as with school-level education, that this is not a good design feature for an educational institution. But it would be a mistake to think that universities are mainly educational institutions. Their primary social function is rather accreditation – giving people a stamp of approval so others will allow them into some prestigious jobs and social functions. They educate only as much as they can get away with, unfortunately. And so we are left with the clash of the wish to create some inter-disciplinary cross-pollination, the need to rigorously introduce newbies into your field, and the need of the system not to give away accreditation too easily. []

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