See in Reader
RJH_fix_systematic_issues (#441)
Some more space and quote fixes Merge branch 'master' into RJH_fix_systematic_issues Remove some unnecessary spaces Merge branch 'master' into RJH_fix_systematic_issues One more quote pair fix Merge branch 'master' into RJH_fix_systematic_issues Merge branch 'master' into RJH_fix_systematic_issues Fix more mismatched quotes; remove empty first lines Fix unbalanced quote marks Merge branch 'master' into RJH_fix_systematic_issues Fix small errors, mostly non-matching quotes Co-authored-by: Robert Hunt <Freely.Given.org@gmail.com> Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/441
This commit is contained in:
Robert Hunt
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@ -16,11 +16,11 @@ Understanding the Word of God in one’s heart language is important:
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How do we accomplish the goal of **the church in every people group and the Bible in every language**?
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* [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
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* [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
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* [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
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* [Open License](../open-license/01.md) – By releasing everything we create under an open license
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* [Gateway Languages Strategy](../gl-strategy/01.md) – By making biblical content available to translate from a known language
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* [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
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* [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
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* [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
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* [Open License](../open-license/01.md) – By releasing everything we create under an open license
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* [Gateway Languages Strategy](../gl-strategy/01.md) – By making biblical content available to translate from a known language
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### What Do We Do?
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@ -28,12 +28,12 @@ How do we accomplish the goal of **the church in every people group and the Bibl
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We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
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* **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
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* **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
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* **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
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* **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
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* **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
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* **unfoldingWord® Translation Words** – a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
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* **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
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* **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
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* **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
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* **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
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* **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
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* **unfoldingWord® Translation Words** – a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
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#### Tools
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@ -9,7 +9,7 @@ As you begin selecting a translation and checking team, there are many different
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* [Translation Guidelines](../../intro/translation-guidelines/01.md)
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* [Open License](../../intro/open-license/01.md)
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* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
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* The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
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* The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
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### Translation Decisions
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@ -24,7 +24,7 @@ This hyperbole means that he had learned everything an Egyptian education could
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This is a statement that is true most of the time or in most situations that it could apply to.
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> The one who ignores instruction **will have poverty and shame,**
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> The one who ignores instruction **will have poverty and shame,**
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> but **honor will come** to him who learns from correction. (Proverbs 13:18)
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These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction. There may be some exceptions to these statements, but they are generally true.
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@ -76,13 +76,13 @@ This is generally true, and it reflects the experience of most people. It is pos
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#### Caution
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* Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things.
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* Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things.
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> They saw Jesus **walking on the sea** and coming near the boat. (John 6:19b ULT)
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This is not hyperbole. Jesus really walked on the water. It is a literal statement.
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* Do not assume that the word “all” is always a generalization that means “most.”
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* Do not assume that the word “all” is always a generalization that means “most.”
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> Yahweh is righteous in **all** his ways
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> and gracious in **all** he does. (Psalms 145:17 ULT)
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@ -6,9 +6,9 @@ Hypothetical situations are situations that are not real. They can be in the pas
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People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions comprise a phrase that starts with “if.”)
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* If he had lived to be 100 years old, he would have seen his grandson’s grandson. (But he did not.)
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* If he lived to be 100 years old, he would still be alive today. (But he is not.)
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* If he lives to be 100 years old, he will see his grandson’s grandson. (But he probably will not.)
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* If he had lived to be 100 years old, he would have seen his grandson’s grandson. (But he did not.)
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* If he lived to be 100 years old, he would still be alive today. (But he is not.)
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* If he lives to be 100 years old, he will see his grandson’s grandson. (But he probably will not.)
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People sometimes express wishes about things that have not happened or that are not expected to happen.
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@ -29,7 +29,7 @@ The verses in the examples below contain both direct and indirect quotations. In
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* Indirect quote: Being asked by the Pharisees **when the kingdom of God was coming,**
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* Direct quote: he answered them and said, “**The kingdom of God is not coming with careful observation. Neither will they say, ‘Look. here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.**”
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* Direct quotes: Neither will they say, ‘**Look, here it is!** ’ or, **There it is!** ‘
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* Direct quotes: Neither will they say, ‘**Look, here it is!**’ or, ‘**There it is!**’
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### Translation Strategies
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@ -18,10 +18,10 @@ A verb usually says something about someone or something. All of the example sen
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Sometimes there is another person or thing associated with the verb. In the examples below, the bolded word is the verb, and the quoted phrase is the **object**. In English the object usually comes after the verb.
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* He **ate** “lunch.”
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* He **sang** “a song.”
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* He **read** “a book.”
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* **He saw** “the book.”
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* He **ate** “lunch.”
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* He **sang** “a song.”
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* He **read** “a book.”
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* **He saw** “the book.”
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Some verbs never have an object.
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@ -26,7 +26,7 @@ Yahweh has said that he is a father and a master to Israel, so even though this
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#### Translation Strategies
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If using the form of a hypothetical condition is confusing or would make the reader think that the speaker doubts what he is saying in the first part of the sentence, then use a statement instead. Words such as “since” or “you know that … ” or “it is true that … ” can be helpful to make the meaning clear.
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If using the form of a hypothetical condition is confusing or would make the reader think that the speaker doubts what he is saying in the first part of the sentence, then use a statement instead. Words such as “since” or “you know that …” or “it is true that …” can be helpful to make the meaning clear.
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#### Examples of Translation Strategies Applied
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@ -31,8 +31,8 @@ If the way that Exceptional Clauses are marked in the source language is also cl
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> David attacked them from the twilight to the evening of the next day. \*\*Not a man escaped except for 400 young men\*\*, who rode on camels and fled. (1 Samuel 30:17 ULT)
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* Part 1: (**Not** a man escaped)
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* Part 2: (**except for** 400 young men)
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* Part 1: (**Not** a man escaped)
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* Part 2: (**except for** 400 young men)
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> > David attacked them from the twilight to the evening of the next day. **Only** 400 young men escaped; they rode on camels and fled.
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@ -2,8 +2,8 @@
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As humans, we write our thoughts in phrases and sentences. We usually want to communicate a series of thoughts that are connected to each other in different ways. **Connecting words and phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the Connecting Words in bold type:
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* It was raining, **so** I opened my umbrella.
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* It was raining, **but** I did not have an umbrella. **So** I got very wet.
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* It was raining, **so** I opened my umbrella.
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* It was raining, **but** I did not have an umbrella. **So** I got very wet.
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Connecting words or phrases can connect phrases or clauses within a sentence. They can connect sentences to each other. They can also connect entire chunks to one another in order to show how the chunk before relates to the chunk after the connecting word. Very often, the connecting words that connect entire chunks to one another are either conjunctions or adverbs.
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Sometimes people might not use a connecting word because they expect the context to help the readers understand the relationship between the thoughts. Some languages do not use connecting words as much as other languages do. They might say:
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* It was raining. I did not have an umbrella. I got very wet.
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* It was raining. I did not have an umbrella. I got very wet.
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You (the translator) will need to use the method that is most natural and clear in the target language. But in general, using connecting words whenever possible helps the reader to understand the ideas in the Bible most clearly.
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#### Reasons This Is a Translation Issue
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* You need to understand the relationship between paragraphs, between sentences, and between parts of sentences in the Bible, and how connecting words and phrases can help you to understand the relationship between the thoughts that they are connecting.
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* Each language has its own ways of showing how thoughts are related.
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* You need to know how to help readers understand the relationship between the thoughts in a way that is natural in your language.
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* You need to understand the relationship between paragraphs, between sentences, and between parts of sentences in the Bible, and how connecting words and phrases can help you to understand the relationship between the thoughts that they are connecting.
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* Each language has its own ways of showing how thoughts are related.
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* You need to know how to help readers understand the relationship between the thoughts in a way that is natural in your language.
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#### Translation Principles
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* You need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
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* Whether or not a connecting word is used is not as important as readers being able to understand the relationship between the ideas.
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* You need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
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* Whether or not a connecting word is used is not as important as readers being able to understand the relationship between the ideas.
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#### The Different Types of Connections
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Listed below are different types of connections between ideas or events. These different types of connections can be indicated by using different connecting words. When we write or translate something, it is important to use the right connecting word so that these connections are clear for the reader. If you would like additional information, simply click the colored, hyperlinked word to be directed to a page containing definitions and examples for each type of connection.
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* [Sequential Clause](../grammar-connect-time-sequential/01.md) – a time relationship between two events in which one happens and then the other happens.
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* [Simultaneous Clause](../grammar-connect-time-simultaneous/01.md) – a time relationship between two or more events that occur at the same time.
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* [Background Clause](../grammar-connect-time-background/01.md) – a time relationship in which the first clause describes a long event that is happening at the time when the beginning of the second event happens, which is described in the second clause.
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* [Exceptional Relationship](../grammar-connect-exceptions/01.md) – one clause describes a group of people or items, and the other clause excludes one or more items or people from the group.
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* [Hypothetical Condition](../grammar-connect-condition-hypothetical/01.md) – the second event will only take place if the first one takes place. Sometimes what takes place is dependent on the actions of other people.
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* [Factual Condition](../grammar-connect-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true, so that the condition is guaranteed to happen.
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* [Contrary-to-Fact Condition](../grammar-connect-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
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* [Goal Relationship](../grammar-connect-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
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* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) – a logical relationship in which one event is the reason for the other event, the result.
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* [Contrast Relationship](../grammar-connect-logic-contrast/01.md) – one item is being described as different or in opposition to another.
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* [Sequential Clause](../grammar-connect-time-sequential/01.md) – a time relationship between two events in which one happens and then the other happens.
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* [Simultaneous Clause](../grammar-connect-time-simultaneous/01.md) – a time relationship between two or more events that occur at the same time.
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* [Background Clause](../grammar-connect-time-background/01.md) – a time relationship in which the first clause describes a long event that is happening at the time when the beginning of the second event happens, which is described in the second clause.
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* [Exceptional Relationship](../grammar-connect-exceptions/01.md) – one clause describes a group of people or items, and the other clause excludes one or more items or people from the group.
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* [Hypothetical Condition](../grammar-connect-condition-hypothetical/01.md) – the second event will only take place if the first one takes place. Sometimes what takes place is dependent on the actions of other people.
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* [Factual Condition](../grammar-connect-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true, so that the condition is guaranteed to happen.
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* [Contrary-to-Fact Condition](../grammar-connect-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
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* [Goal Relationship](../grammar-connect-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
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* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) – a logical relationship in which one event is the reason for the other event, the result.
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* [Contrast Relationship](../grammar-connect-logic-contrast/01.md) – one item is being described as different or in opposition to another.
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### Examples from the Bible
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Do you think the author had specific things for the reader to know? Remember what we thought the author’s main ideas were? The main ideas were:
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* the instructions that Jesus gave
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* that the 72 people whom Jesus sent out would have power to heal sick people
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* that they would tell others that the kingdom of God was near
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* the instructions that Jesus gave
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* that the 72 people whom Jesus sent out would have power to heal sick people
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* that they would tell others that the kingdom of God was near
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This is the message to the original audience. Allow the same message to come clearly into your mind in the target language.
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Asking yourself these questions can also help you to create a translation that communicates clearly:
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* Have I used punctuation to help a reader know when to pause or breathe?
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* Have I indicated which parts are direct speech?
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* Have I separated paragraphs?
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* Have I considered adding section headings?
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* Have I used punctuation to help a reader know when to pause or breathe?
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* Have I indicated which parts are direct speech?
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* Have I separated paragraphs?
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* Have I considered adding section headings?
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@ -2,9 +2,9 @@ Bible translations that are collaborative are those that have been translated by
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Here are some ways to include others that can help improve the quality of the translation.
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* Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point out words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking.
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* Ask someone to read your translation to check your spelling. You may have spelled a word differently when a different spelling was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
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* Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. If there is something that is not clear in your translation, ask others how they would say it.
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* Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point out words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking.
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* Ask someone to read your translation to check your spelling. You may have spelled a word differently when a different spelling was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
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* Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. If there is something that is not clear in your translation, ask others how they would say it.
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Make changes to the translation before you distribute it to a wider audience.
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@ -6,9 +6,9 @@ An equal translation communicates any expressive meaning from the source languag
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For example, these three translations all have the same meaning. See Acts 18:6:
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* “Your blood be upon your heads! I am innocent.” (RSV)
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* “If you are lost, you yourselves must take the blame for it! I am not responsible.” (GNB)
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* “If God punishes you, it is because of you, not me!” (TFT)
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* “Your blood be upon your heads! I am innocent.” (RSV)
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* “If you are lost, you yourselves must take the blame for it! I am not responsible.” (GNB)
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* “If God punishes you, it is because of you, not me!” (TFT)
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These are all accusations of guilt. Some are using idioms with the word “blood” or “lost,” while the third is more direct using the word “punishes.” In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture.
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Here are some examples:
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* **I was shattered**! The speaker was not literally broken, but he felt very bad.
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* **He closed his ears to what I was saying.** Meaning, “he chose to not listen to what I was saying.”
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* **The wind moaned in the trees**. This means that the wind blowing through the trees sounded like a person moaning.
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* **The whole world came to the meeting**. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting.
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* **I was shattered**! The speaker was not literally broken, but he felt very bad.
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* **He closed his ears to what I was saying.** Meaning, “he chose to not listen to what I was saying.”
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* **The wind moaned in the trees**. This means that the wind blowing through the trees sounded like a person moaning.
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* **The whole world came to the meeting**. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting.
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Each language uses different figures of speech. Make sure you can:
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* recognize that a figure of speech is being used
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* recognize the purpose of the figure of speech
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* recognize the real meaning of the figure of speech
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* recognize that a figure of speech is being used
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* recognize the purpose of the figure of speech
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* recognize the real meaning of the figure of speech
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It is the real meaning of the whole figure of speech that should be translated into your language, not the meaning of the individual words. Once you understand the real meaning, you can choose an expression in the target language that communicates that same meaning and emotion.
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@ -9,11 +9,11 @@ To communicate well with historical accuracy, you need to remember two things:
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As translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about.
|
||||
|
||||
* For example, Genesis 12:16 refers to camels. For readers in parts of the world where this animal is unknown, it might be good to provide a description. The best way to do this is in a footnote or in a glossary entry such as the one in unfoldingWord® Translation Words.
|
||||
* For example, Genesis 12:16 refers to camels. For readers in parts of the world where this animal is unknown, it might be good to provide a description. The best way to do this is in a footnote or in a glossary entry such as the one in unfoldingWord® Translation Words.
|
||||
|
||||
Some explanation can be included in the text, as long as it is brief and does not distract the reader from the main point of the text.
|
||||
|
||||
* For example, the New Testament writers often referred to events in the Old Testament, but without explaining what they were referring to. They knew that their readers were very familiar with the Old Testament and did not need any explanation. But it is possible that readers from other times and places will need some explanation.
|
||||
* For example, the New Testament writers often referred to events in the Old Testament, but without explaining what they were referring to. They knew that their readers were very familiar with the Old Testament and did not need any explanation. But it is possible that readers from other times and places will need some explanation.
|
||||
|
||||
Let us compare 1 Corinthians 10:1 from the ULT and UST.
|
||||
|
||||
|
|
@ -29,6 +29,6 @@ Maintain the historical accuracy of the message. Avoid referring to items and ev
|
|||
|
||||
Remember:
|
||||
|
||||
* Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time.
|
||||
* Communicate clearly by expressing the message in such a way that people in the target language culture will be able to understand the meaning that the original author intended to communicate.
|
||||
* Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content.
|
||||
* Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time.
|
||||
* Communicate clearly by expressing the message in such a way that people in the target language culture will be able to understand the meaning that the original author intended to communicate.
|
||||
* Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content.
|
||||
|
|
|
|||
|
|
@ -2,10 +2,10 @@
|
|||
|
||||
There are four main qualities of a good translation. It must be:
|
||||
|
||||
* clear – see [Create Clear Translations](../guidelines-clear/01.md)
|
||||
* natural – see [Create Natural Translations](../guidelines-natural/01.md)
|
||||
* accurate – see [Create Accurate Translations](../guidelines-accurate/01.md)
|
||||
* church-approved – see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
|
||||
* clear – see [Create Clear Translations](../guidelines-clear/01.md)
|
||||
* natural – see [Create Natural Translations](../guidelines-natural/01.md)
|
||||
* accurate – see [Create Accurate Translations](../guidelines-accurate/01.md)
|
||||
* church-approved – see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
|
||||
|
||||
We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be faithful to God’s Word and useful to the church.
|
||||
|
||||
|
|
@ -29,9 +29,9 @@ If a translation is clear, natural and accurate, but the church does not approve
|
|||
|
||||
In addition to being clear, natural, accurate, and church-approved, great translations should also be:
|
||||
|
||||
* faithful – see [Create Faithful Translations](../guidelines-faithful/01.md)
|
||||
* authoritative – see [Create Authoritative Translations](../guidelines-authoritative/01.md)
|
||||
* historical – see [Create Historical Translations](../guidelines-historical/01.md)
|
||||
* equal – see [Create Equal Translations](../guidelines-equal/01.md)
|
||||
* collaborative – see [Create Collaborative Translations](../guidelines-collaborative/01.md)
|
||||
* ongoing – see [Create Ongoing Translations](../guidelines-ongoing/01.md)
|
||||
* faithful – see [Create Faithful Translations](../guidelines-faithful/01.md)
|
||||
* authoritative – see [Create Authoritative Translations](../guidelines-authoritative/01.md)
|
||||
* historical – see [Create Historical Translations](../guidelines-historical/01.md)
|
||||
* equal – see [Create Equal Translations](../guidelines-equal/01.md)
|
||||
* collaborative – see [Create Collaborative Translations](../guidelines-collaborative/01.md)
|
||||
* ongoing – see [Create Ongoing Translations](../guidelines-ongoing/01.md)
|
||||
|
|
|
|||
|
|
@ -1,8 +1,8 @@
|
|||
Bible translations should be ongoing. Share the translation with others to see if they understand the meaning of the message. Improve your translation with their input. Revising a translation to increase understanding and accuracy is always a good idea. Whenever someone has a good idea for making the translation better, you should edit the translation to incorporate that change. When you use translationStudio or other electronic text editors, you can keep this process of revision and improvement ongoing.
|
||||
|
||||
* Find reviewers who can read the translation and point to text that needs revision.
|
||||
* Ask others to read the translation or listen to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance).
|
||||
* Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text.
|
||||
* Find reviewers who can read the translation and point to text that needs revision.
|
||||
* Ask others to read the translation or listen to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance).
|
||||
* Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text.
|
||||
|
||||
Remember: encourage people to review the translation and give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better.
|
||||
|
||||
|
|
|
|||
|
|
@ -14,7 +14,7 @@ Some purposes and examples of Alternate translations are:
|
|||
>
|
||||
>
|
||||
|
||||
* **no decree … can be changed** – An additional sentence may be added here to aid in understanding. Alternate translation: “no decree … can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*)
|
||||
* **no decree … can be changed** – An additional sentence may be added here to aid in understanding. Alternate translation: “no decree … can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*)
|
||||
|
||||
The additional sentence shows what the speaker wanted the king to understand from his reminder that the king’s decrees and statues cannot be changed. In the translation, you (the translator) may need to state clearly some things that the original speaker or writer left unstated or implicit.
|
||||
|
||||
|
|
@ -22,7 +22,7 @@ The additional sentence shows what the speaker wanted the king to understand fro
|
|||
|
||||
> To the one who blasphemes against the Holy Spirit, **it will not be forgiven**. (Luke 12:10b ULT)
|
||||
|
||||
* **it will not be forgiven** – This can be expressed with an active verb. Alternate translation: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” Alternate translation: “God will consider him guilty forever” (See: *Active Passive*)
|
||||
* **it will not be forgiven** – This can be expressed with an active verb. Alternate translation: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” Alternate translation: “God will consider him guilty forever” (See: *Active Passive*)
|
||||
|
||||
This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences.
|
||||
|
||||
|
|
@ -30,6 +30,6 @@ This Note provides an example of how translators can translate this passive sent
|
|||
|
||||
> Saul, Saul, **why are you persecuting me?** (Acts 9:4b ULT)
|
||||
|
||||
* **why are you persecuting me?** – This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (Alternate Translation): “You are persecuting me!” or a command might be more natural (Alternate translation): “Stop persecuting me!” (See: *Rhetorical Questions*)
|
||||
* **why are you persecuting me?** – This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (Alternate Translation): “You are persecuting me!” or a command might be more natural (Alternate translation): “Stop persecuting me!” (See: *Rhetorical Questions*)
|
||||
|
||||
The translation suggestion here provides an alternate way to translate the rhetorical question if your language does not use that form of rhetorical question to rebuke someone.
|
||||
|
|
|
|||
|
|
@ -10,7 +10,7 @@ In these cases, you (the translator) need to decide which meaning to translate.
|
|||
|
||||
> But take a small number of hairs from them and tie them into **the folds of your robe**. (Ezekiel 5:3 ULT)
|
||||
|
||||
* **the folds of your robe** – Possible meanings are: (1) “the cloth on your arms” (“your sleeves”) (UST) or (2) “the end of the cloth on your robe” (“your hem”) or (3) the fold in the garment where it is tucked into the belt.
|
||||
* **the folds of your robe** – Possible meanings are: (1) “the cloth on your arms” (“your sleeves”) (UST) or (2) “the end of the cloth on your robe” (“your hem”) or (3) the fold in the garment where it is tucked into the belt.
|
||||
|
||||
This note has the ULT text followed by three possible meanings. The word translated as “the folds of your robe” refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt.
|
||||
|
||||
|
|
|
|||
|
|
@ -10,7 +10,7 @@ Sometimes a Note suggests a translation from the UST. In that case the text from
|
|||
|
||||
The Note for this verse says:
|
||||
|
||||
* **sits in the heavens** – Here, **sitting** represents ruling. What he sits on can be stated clearly. Alternate translation: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md))
|
||||
* **sits in the heavens** – Here, **sitting** represents ruling. What he sits on can be stated clearly. Alternate translation: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md))
|
||||
|
||||
Here there are two suggested translations for the phrase “sits in the heavens.” The first expresses clearly what “sits in the heavens” represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his “throne.” This suggestion is from the UST.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,15 +4,15 @@ Sometimes, at the top of the list of Notes, there are Notes that start with “C
|
|||
|
||||
A Connecting Statement tells how a chunk of text is related to the chunk(s) that came before it. Here are some of the kinds of information that may be revealed in the connecting statements:
|
||||
|
||||
* whether this chunk is at the beginning, middle, or end of a passage
|
||||
* who is speaking
|
||||
* to whom the speaker is speaking
|
||||
* whether this chunk is at the beginning, middle, or end of a passage
|
||||
* who is speaking
|
||||
* to whom the speaker is speaking
|
||||
|
||||
A General Information Note tells about issues in the chunk that cover more than one phrase. The following are some of the kinds of information that appear in a general information statement:
|
||||
|
||||
* the person or thing that a pronoun refers to
|
||||
* important background or implied information that is needed to understand the text in the chunk
|
||||
* logical arguments and conclusions
|
||||
* the person or thing that a pronoun refers to
|
||||
* important background or implied information that is needed to understand the text in the chunk
|
||||
* logical arguments and conclusions
|
||||
|
||||
Both types of Notes are to help you understand the passage better and be aware of issues that you might need to address in translation.
|
||||
|
||||
|
|
@ -24,7 +24,7 @@ Both types of Notes are to help you understand the passage better and be aware o
|
|||
|
||||
> <sup> 1</sup> It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. <sup> 2</sup> Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples <sup> 3</sup> and said to him, “Are you the Coming One, or is there another person we should be looking for?” (Matthew 11:1-3 ULT)
|
||||
|
||||
* **General Information**: – This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: _Introduction of New Event_)
|
||||
* **General Information**: – This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: _Introduction of New Event_)
|
||||
|
||||
This Note alerts you to the beginning of a new part of a story and gives you a link to a page that tells more about new events and issues concerning translating them.
|
||||
|
||||
|
|
@ -32,7 +32,7 @@ This Note alerts you to the beginning of a new part of a story and gives you a l
|
|||
|
||||
> <sup> 17</sup> For he was numbered with us and received his share of this ministry. <sup> 18</sup> (Now indeed this man bought a field with the earnings from his wickedness, and he fell headfirst, and his belly burst open, and all his inward parts poured out. <sup> 19 </sup> It became known to all those living in Jerusalem, so they called that field in their own language “Akeldama,” that is, “Field of Blood.”) (Acts 1:17-19 ULT)
|
||||
>
|
||||
> * **Connecting Statement:** – Peter continues his speech to the believers that he began in Acts 1:16.
|
||||
> * **Connecting Statement:** – Peter continues his speech to the believers that he began in Acts 1:16.
|
||||
|
||||
This Note tells you that it is still Peter speaking in verse 17 so you can mark that correctly in your language.
|
||||
|
||||
|
|
@ -52,6 +52,6 @@ This Note lets you know who the pronouns refer to. You may need to add something
|
|||
|
||||
> <sup> 26</sup> Now an angel of the Lord spoke to Philip, saying, “Arise and go toward the south to the road that goes down from Jerusalem to Gaza.” (This is in a desert.) <sup> 27</sup> So he arose and went. Now there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was over all her treasure. He had come to Jerusalem to worship. <sup> 28</sup> He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT)
|
||||
|
||||
* **General Information:** – This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: _Background_s)
|
||||
* **General Information:** – This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: _Background_s)
|
||||
|
||||
This Note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language’s ways of showing these things. The Note includes a link to the page about background information so you can learn more about how to translate that kind of information.
|
||||
|
|
|
|||
|
|
@ -14,12 +14,12 @@ If you did not know that fishermen used nets to catch fish, you might wonder why
|
|||
|
||||
> And they **signaled** to their partners in the other boat (Luke 5:7a ULT)
|
||||
|
||||
* **signaled** – They were too far from shore to call so they made gestures, probably waving their arms.
|
||||
* **signaled** – They were too far from shore to call so they made gestures, probably waving their arms.
|
||||
|
||||
This Note can help you understand what kind of signal the people made. It was an action that people would be able to see from a distance. This will help you choose a good word or phrase for “signaled.”
|
||||
|
||||
> He will be filled with the Holy Spirit, **even from his mother’s womb**. (Luke 1:15b ULT)
|
||||
|
||||
* **even from his mother’s womb** – The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
|
||||
* **even from his mother’s womb** – The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
|
||||
|
||||
This Note can help you understand what the word “even” means in this sentence so that you can find a way of showing how surprising this was.
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ In order to translate the meaning, you need to be able to recognize the figure o
|
|||
|
||||
> Many will come **in my name** and say, ‘I am he,’ and they will lead many astray. (Mark 13:6 ULT)
|
||||
|
||||
* **in my name** – Possible meanings are (Alternate translation:) (1) “claiming my authority” or (2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*)
|
||||
* **in my name** – Possible meanings are (Alternate translation:) (1) “claiming my authority” or (2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*)
|
||||
|
||||
The figure of speech in this Note is called a metonymy. The phrase “in my name” does not refer to the speaker’s name (Jesus), but to his person and authority. (Thus, in this context, the word “name” is a *metonym* for the ideas of “person/authority.”) The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the UTA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonyms. Because this phrase is also a common idiom, the Note includes a link to the UTA page that explains idioms.
|
||||
|
||||
|
|
|
|||
|
|
@ -10,12 +10,12 @@ There may be a Note about direct and indirect quotes when a quote has another qu
|
|||
|
||||
> He commanded him **to tell no one**. (Luke 5:14a ULT)
|
||||
|
||||
* **to tell no one** – This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (Alternate translation): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*)
|
||||
* **to tell no one** – This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (Alternate translation): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*)
|
||||
|
||||
Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language.
|
||||
|
||||
> At the time of the harvest **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn**.” (Matthew 13:30 ULT)
|
||||
|
||||
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** – You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, but gather the wheat into my barn.” (See: *Direct and Indirect Quotations*)
|
||||
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** – You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, but gather the wheat into my barn.” (See: *Direct and Indirect Quotations*)
|
||||
|
||||
Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language. Do not use quotation marks around Indirect quotes. They were used here only to make it clear what you could say as an indirect quote.
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ Sometimes there are notes for a phrase and separate notes for portions of that p
|
|||
>
|
||||
>
|
||||
|
||||
* **But it is to the extent of your hardness and unrepentant heart** – Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. Alternate translation: “it is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*)
|
||||
* **hardness and unrepentant heart** – The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*)
|
||||
* **But it is to the extent of your hardness and unrepentant heart** – Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. Alternate translation: “it is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*)
|
||||
* **hardness and unrepentant heart** – The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*)
|
||||
|
||||
In this example the first note explains the metaphor and the metonym in the longer phrase as a whole, and the second note explains the doublet within the longer phrase.
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ When many scholars say that a word or phrase means one thing, and many others sa
|
|||
|
||||
> But when Simon Peter saw it, he **fell down at the knees of Jesus**, saying, “Depart from me, for I am a sinful man, Lord.” (Luke 5:8 ULT)
|
||||
|
||||
* **fell down at the knees of Jesus** – Possible meanings are: (1) “knelt down before Jesus” or (2) “bowed down at Jesus feet” or (3) “lay down on the ground at Jesus feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
* **fell down at the knees of Jesus** – Possible meanings are: (1) “knelt down before Jesus” or (2) “bowed down at Jesus feet” or (3) “lay down on the ground at Jesus feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -25,26 +25,26 @@ One kind of ‘unknown idea’ are words that refer to Jewish and Christian reli
|
|||
|
||||
**Names of places,** such as:
|
||||
|
||||
* temple (a building where the Israelites offered sacrifices to God)
|
||||
* synagogue (a building where Jewish people assemble to worship God)
|
||||
* sacrificial altar (a raised structure on which sacrifices were burned as gifts, or offerings, to God.)
|
||||
* temple (a building where the Israelites offered sacrifices to God)
|
||||
* synagogue (a building where Jewish people assemble to worship God)
|
||||
* sacrificial altar (a raised structure on which sacrifices were burned as gifts, or offerings, to God.)
|
||||
|
||||
**Titles of people who hold an office,** such as:
|
||||
|
||||
* priest (someone who is chosen to offer sacrifices to God on behalf of his people)
|
||||
* pharisee (important group of Israel’s religious leaders in Jesus’ time)
|
||||
* prophet (person who delivers messages that come directly from God)
|
||||
* Son of Man
|
||||
* Son of God
|
||||
* king (ruler of an independent city, state or country).
|
||||
* priest (someone who is chosen to offer sacrifices to God on behalf of his people)
|
||||
* pharisee (important group of Israel’s religious leaders in Jesus’ time)
|
||||
* prophet (person who delivers messages that come directly from God)
|
||||
* Son of Man
|
||||
* Son of God
|
||||
* king (ruler of an independent city, state or country).
|
||||
|
||||
**Key Biblical Concepts,** such as:
|
||||
|
||||
* forgiveness (to not resent that person and not be angry at him for doing something hurtful)
|
||||
* salvation (being saved or rescued from evil, enemies, or from danger)
|
||||
* redemption (the act of buying back something that was previously owned or that was held captive)
|
||||
* mercy (helping people who are in need)
|
||||
* grace (help or regard that is given to someone who has not earned it)
|
||||
* forgiveness (to not resent that person and not be angry at him for doing something hurtful)
|
||||
* salvation (being saved or rescued from evil, enemies, or from danger)
|
||||
* redemption (the act of buying back something that was previously owned or that was held captive)
|
||||
* mercy (helping people who are in need)
|
||||
* grace (help or regard that is given to someone who has not earned it)
|
||||
|
||||
Notice that all of these are nouns, but they represent events, so they may need to be translated by verb (action) clauses.
|
||||
|
||||
|
|
|
|||
|
|
@ -18,11 +18,11 @@ The following terms are the most common units of volume used in the Bible to sta
|
|||
|
||||
### Translation Principles
|
||||
|
||||
* The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
* Using modern measures can help readers understand the text more easily.
|
||||
* Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote.
|
||||
* If you do not use the biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as “3.7 liters,” readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as “three and a half liters” or “four liters.”
|
||||
* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much they used.
|
||||
* The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
* Using modern measures can help readers understand the text more easily.
|
||||
* Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote.
|
||||
* If you do not use the biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as “3.7 liters,” readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as “three and a half liters” or “four liters.”
|
||||
* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much they used.
|
||||
|
||||
## When the unit of measure is stated
|
||||
|
||||
|
|
|
|||
|
|
@ -2,8 +2,8 @@
|
|||
|
||||
Two of the major terms used in translating text are “form” and “meaning.” These terms are used in special ways in Bible translation. They have the following definitions:
|
||||
|
||||
* **Form** – The structure of the language as it appears on the page or as it is spoken. Form refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
|
||||
* **Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
|
||||
* **Form** – The structure of the language as it appears on the page or as it is spoken. Form refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
|
||||
* **Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
|
||||
|
||||
### An Example
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
### Making a Key Terms Spreadsheet
|
||||
|
||||
* Make a list of the key terms in the story or Bible passage that you translate, along with the term that you choose for each of them in the target language. It is best if you can do this on a spreadsheet so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the spreadsheet, or a chart on paper, so that you can all use the same words or phrases in your translation.
|
||||
* Use the list of words and definitions in the unfoldingWord® translation Words resource to help you to make a list of these words and to understand what they mean. The translationStudio tool will show you these words and their definitions as you encounter them in the source text, and the translationWords tool in translationCore will give you a list of all of the key terms in each book of the Bible.
|
||||
* Each time the key word occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the term that includes all of the meanings, such as using a longer phrase.
|
||||
* When you have decided that you need to use different target language words or phrases to translate one source language word in different contexts, then make a new line on the spreadsheet for each different way that you are translating the source word. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this spreadsheet with everyone on the translation team so that they can choose the right translation for the key term in the context that they are translating.
|
||||
* Make a list of the key terms in the story or Bible passage that you translate, along with the term that you choose for each of them in the target language. It is best if you can do this on a spreadsheet so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the spreadsheet, or a chart on paper, so that you can all use the same words or phrases in your translation.
|
||||
* Use the list of words and definitions in the unfoldingWord® translation Words resource to help you to make a list of these words and to understand what they mean. The translationStudio tool will show you these words and their definitions as you encounter them in the source text, and the translationWords tool in translationCore will give you a list of all of the key terms in each book of the Bible.
|
||||
* Each time the key word occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the term that includes all of the meanings, such as using a longer phrase.
|
||||
* When you have decided that you need to use different target language words or phrases to translate one source language word in different contexts, then make a new line on the spreadsheet for each different way that you are translating the source word. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this spreadsheet with everyone on the translation team so that they can choose the right translation for the key term in the context that they are translating.
|
||||
|
|
|
|||
|
|
@ -18,14 +18,14 @@ A literal translation is one that focuses on reproducing the form of the source
|
|||
|
||||
Literal translations usually contain the following problems:
|
||||
|
||||
* foreign words that are not understood by the target audience
|
||||
* word order that is strange or awkward in the target language
|
||||
* idioms that are not used or understood in the target language
|
||||
* names of objects that do not exist in the target culture
|
||||
* descriptions of customs that are not understood in the target culture
|
||||
* paragraphs that have no logical connections in the target language
|
||||
* stories and explanations that do not make sense in the target language
|
||||
* implied information that is left out but that is necessary for understanding the intended meaning
|
||||
* foreign words that are not understood by the target audience
|
||||
* word order that is strange or awkward in the target language
|
||||
* idioms that are not used or understood in the target language
|
||||
* names of objects that do not exist in the target culture
|
||||
* descriptions of customs that are not understood in the target culture
|
||||
* paragraphs that have no logical connections in the target language
|
||||
* stories and explanations that do not make sense in the target language
|
||||
* implied information that is left out but that is necessary for understanding the intended meaning
|
||||
|
||||
#### When to Translate Literally
|
||||
|
||||
|
|
|
|||
|
|
@ -68,12 +68,12 @@ We will use the following verse in our examples:
|
|||
|
||||
Be consistent in your translations. Decide how the numbers will be translated, using numbers or numerals. There are different ways of being consistent.
|
||||
|
||||
* Use words to represent numbers all of the time. (You might have very long words.)
|
||||
* Use numerals to represent numbers all of the time.
|
||||
* Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for.
|
||||
* Use words for low numbers and numerals for high numbers.
|
||||
* Use words for numbers that require few words and numerals for numbers that require more than a few words.
|
||||
* Use words to represent numbers, and write the numerals in parentheses after them.
|
||||
* Use words to represent numbers all of the time. (You might have very long words.)
|
||||
* Use numerals to represent numbers all of the time.
|
||||
* Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for.
|
||||
* Use words for low numbers and numerals for high numbers.
|
||||
* Use words for numbers that require few words and numerals for numbers that require more than a few words.
|
||||
* Use words to represent numbers, and write the numerals in parentheses after them.
|
||||
|
||||
#### Consistency in the ULT and UST
|
||||
|
||||
|
|
|
|||
|
|
@ -10,8 +10,8 @@ Bread is a particular food made by mixing finely crushed grains with oil, and th
|
|||
|
||||
#### Reason This Is a Translation Issue
|
||||
|
||||
* Readers may not know some of the things that are in the Bible because those things are not part of their own culture.
|
||||
* Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it.
|
||||
* Readers may not know some of the things that are in the Bible because those things are not part of their own culture.
|
||||
* Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
|
|||
|
|
@ -2,9 +2,9 @@
|
|||
|
||||
At some point, the translation team will have to figure out what they should translate first, or, if they have already done some translation, what they should translate next. There are several factors that need to be considered:
|
||||
|
||||
* What does the church want to be translated?
|
||||
* How experienced is the translation team?
|
||||
* How much biblical content has been translated into this language?
|
||||
* What does the church want to be translated?
|
||||
* How experienced is the translation team?
|
||||
* How much biblical content has been translated into this language?
|
||||
|
||||
The answers to these questions are all important. But remember this:
|
||||
|
||||
|
|
@ -54,22 +54,22 @@ In general, books that have more abstract, poetic, and theologically complex ter
|
|||
|
||||
unfoldingWord has developed a set of 50 Bible stories assembled in a collection called Open Bible Stories. Though Open Bible Stories was not assessed according to this rating system, it should fall under Difficulty Level 1. We recommend that you begin by translating Open Bible Stories. There are many good reasons to start by translating Open Bible Stories:
|
||||
|
||||
* Open Bible Stories was designed to be easily translated.
|
||||
* Most of it is simple narrative.
|
||||
* Many difficult phrases and words have been simplified.
|
||||
* It has many pictures to help the translator understand the text.
|
||||
* Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
|
||||
* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
|
||||
* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
|
||||
* Open Bible Stories was designed to be easily translated.
|
||||
* Most of it is simple narrative.
|
||||
* Many difficult phrases and words have been simplified.
|
||||
* It has many pictures to help the translator understand the text.
|
||||
* Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
|
||||
* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
|
||||
* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
|
||||
|
||||
> > * experience in creating a translation and checking team
|
||||
> > * experience in doing the translation and checking process
|
||||
> > * experience in using the Door43 translation tools
|
||||
> > * experience in resolving translation conflicts
|
||||
> > * experience in getting church and community participation
|
||||
> > * experience in publishing and distributing content
|
||||
> > * experience in creating a translation and checking team
|
||||
> > * experience in doing the translation and checking process
|
||||
> > * experience in using the Door43 translation tools
|
||||
> > * experience in resolving translation conflicts
|
||||
> > * experience in getting church and community participation
|
||||
> > * experience in publishing and distributing content
|
||||
|
||||
* Open Bible Stories is a great tool to teach the church, evangelize the lost, and train the translators in what the Bible is all about.
|
||||
* Open Bible Stories is a great tool to teach the church, evangelize the lost, and train the translators in what the Bible is all about.
|
||||
|
||||
You can work your way through the stories in whatever order that you want, but we have found that story number 31 is a good first story to translate since it is short and easy to understand.
|
||||
|
||||
|
|
|
|||
|
|
@ -18,9 +18,9 @@ Some of these things happened after the prophets told about them, and some of th
|
|||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
* Some of the images are hard to understand because we have never seen things like them before.
|
||||
* Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
|
||||
* In places where God or the prophet used the past tense, readers may have difficulty knowing whether he was talking about something that had already happened or something that would happen later.
|
||||
* Some of the images are hard to understand because we have never seen things like them before.
|
||||
* Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
|
||||
* In places where God or the prophet used the past tense, readers may have difficulty knowing whether he was talking about something that had already happened or something that would happen later.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
|
|||
|
|
@ -14,15 +14,15 @@ Background information can also be marked with words that tell the reader that t
|
|||
|
||||
#### A writer may use background information:
|
||||
|
||||
* to help their listeners be interested in the story
|
||||
* to help their listeners understand something in the story
|
||||
* to help the listeners understand why something is important in the story
|
||||
* to tell the setting of a story
|
||||
> * Setting includes:
|
||||
> * where the story takes place
|
||||
> * when the story takes place
|
||||
> * who is present when the story begins
|
||||
> * what is happening when the story begins
|
||||
* to help their listeners be interested in the story
|
||||
* to help their listeners understand something in the story
|
||||
* to help the listeners understand why something is important in the story
|
||||
* to tell the setting of a story
|
||||
> * Setting includes:
|
||||
> * where the story takes place
|
||||
> * when the story takes place
|
||||
> * who is present when the story begins
|
||||
> * what is happening when the story begins
|
||||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
|
|
|
|||
|
|
@ -4,20 +4,20 @@ There are different types of information that may be given at the end of a story
|
|||
|
||||
#### The following are purposes for end of story information:
|
||||
|
||||
* to summarize the story
|
||||
* to give a comment about what happened in the story
|
||||
* to connect a smaller story to the larger story it is a part of
|
||||
* to tell the reader what happens to a specific character after the main part of the story ends
|
||||
* to tell on-going action that continues after the main part of the story ends
|
||||
* to tell what happens after the story as a result of the events that happened in the story itself
|
||||
* to summarize the story
|
||||
* to give a comment about what happened in the story
|
||||
* to connect a smaller story to the larger story it is a part of
|
||||
* to tell the reader what happens to a specific character after the main part of the story ends
|
||||
* to tell on-going action that continues after the main part of the story ends
|
||||
* to tell what happens after the story as a result of the events that happened in the story itself
|
||||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
Different languages have different ways of presenting these kinds of information. If you (the translator) do not use your language’s ways of doing this, readers may not know:
|
||||
|
||||
* that this information is ending the story
|
||||
* what the purpose of the information is
|
||||
* how the information is related to the story
|
||||
* that this information is ending the story
|
||||
* what the purpose of the information is
|
||||
* how the information is related to the story
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -29,11 +29,11 @@ The following are ways of writing that may combine with the four basic types abo
|
|||
|
||||
The differences between the different types of writing in a language can be called their discourse features. The purpose of a particular text will influence what kinds of discourse features are used. For example, in a narrative, discourse features would include:
|
||||
|
||||
* telling about events that happen before and after other events
|
||||
* introducing people in the story
|
||||
* introducing new events in the story
|
||||
* conversation and the use of quotes
|
||||
* referring to people and things with nouns or pronouns
|
||||
* telling about events that happen before and after other events
|
||||
* introducing people in the story
|
||||
* introducing new events in the story
|
||||
* conversation and the use of quotes
|
||||
* referring to people and things with nouns or pronouns
|
||||
|
||||
Languages have different ways of using these different discourse features. The translator will need to study the way his language does each of these things, so that his translation communicates the right message in a clear and natural way. Other types of writing have other discourse features.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,13 +4,13 @@ Poetry is one of the ways that people use the words and sounds of their language
|
|||
|
||||
#### In poetry we commonly find:
|
||||
|
||||
* many figures of speech such as [Apostrophe](../figs-apostrophe/01.md)
|
||||
* parallel lines (See [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md).)
|
||||
* repetition of some or all of a line
|
||||
* many figures of speech such as [Apostrophe](../figs-apostrophe/01.md)
|
||||
* parallel lines (See [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md).)
|
||||
* repetition of some or all of a line
|
||||
|
||||
> Praise him, all his angels; praise him, all his hosts. Praise him, sun and moon; praise him, all you shining stars. (Psalm 148:2-3 ULT)
|
||||
|
||||
* lines of similar length.
|
||||
* lines of similar length.
|
||||
|
||||
> Listen to my call to you,
|
||||
>
|
||||
|
|
@ -20,21 +20,21 @@ Poetry is one of the ways that people use the words and sounds of their language
|
|||
>
|
||||
> for it is to you that I pray. (Psalm 5:1-2 ULT)
|
||||
|
||||
* the same sound used at the end or at the beginning of two or more lines
|
||||
* the same sound used at the end or at the beginning of two or more lines
|
||||
|
||||
> “Twinkle, twinkle little **star**. How I wonder what you **are**.” (from an English rhyme)
|
||||
|
||||
* the same sound repeated many times
|
||||
* the same sound repeated many times
|
||||
|
||||
> “Peter, Peter, pumpkin eater” (from an English rhyme)
|
||||
>
|
||||
> We also find:
|
||||
>
|
||||
> * old words and expressions
|
||||
> * dramatic imagery
|
||||
> * different use of grammar – including:
|
||||
> * incomplete sentences
|
||||
> * lack of connective words
|
||||
> * old words and expressions
|
||||
> * dramatic imagery
|
||||
> * different use of grammar – including:
|
||||
> * incomplete sentences
|
||||
> * lack of connective words
|
||||
|
||||
#### Some places to look for poetry in your language
|
||||
|
||||
|
|
@ -49,8 +49,8 @@ Elegant or fancy speech is similar to poetry in that it uses beautiful language,
|
|||
|
||||
#### Reasons This Is a Translation Issue:
|
||||
|
||||
* Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language, you may need to write it without the poetry.
|
||||
* In some languages, using poetry for a particular part of the Bible would make it much more powerful.
|
||||
* Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language, you may need to write it without the poetry.
|
||||
* In some languages, using poetry for a particular part of the Bible would make it much more powerful.
|
||||
|
||||
### Examples From the Bible
|
||||
|
||||
|
|
|
|||
|
|
@ -8,15 +8,15 @@ In John 3, Nicodemus is first referred to with noun phrases and his name. Then h
|
|||
|
||||
Each language has its rules and exceptions to this usual way of referring to people and things.
|
||||
|
||||
* In some languages, the first time something is referred to in a paragraph or chapter, it is referred to with a noun rather than a pronoun.
|
||||
* The main character is the person whom a story is about. In some languages, after a main character is introduced in a story, he is usually referred to with a pronoun. Some languages have special pronouns that refer only to the main character.
|
||||
* In some languages, marking on the verb helps people know who the subject is. (See [Verbs](../figs-verbs/01.md).) In some of these languages, listeners rely on this marking to help them understand who the subject is. Speakers will use a pronoun, noun phrase, or proper name only when they want either to emphasize or to clarify who the subject is.
|
||||
* In some languages, the first time something is referred to in a paragraph or chapter, it is referred to with a noun rather than a pronoun.
|
||||
* The main character is the person whom a story is about. In some languages, after a main character is introduced in a story, he is usually referred to with a pronoun. Some languages have special pronouns that refer only to the main character.
|
||||
* In some languages, marking on the verb helps people know who the subject is. (See [Verbs](../figs-verbs/01.md).) In some of these languages, listeners rely on this marking to help them understand who the subject is. Speakers will use a pronoun, noun phrase, or proper name only when they want either to emphasize or to clarify who the subject is.
|
||||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
* If translators use a pronoun at the wrong time for their language, readers might not know about whom the writer is talking.
|
||||
* If translators too frequently refer to a main character by name, listeners of some languages might not realize that the person is a main character, or they might think that there is a new character with the same name.
|
||||
* If translators use pronouns, nouns, or names at the wrong time, people might think that there is some special emphasis on the person or thing to which it refers.
|
||||
* If translators use a pronoun at the wrong time for their language, readers might not know about whom the writer is talking.
|
||||
* If translators too frequently refer to a main character by name, listeners of some languages might not realize that the person is a main character, or they might think that there is a new character with the same name.
|
||||
* If translators use pronouns, nouns, or names at the wrong time, people might think that there is some special emphasis on the person or thing to which it refers.
|
||||
|
||||
### Examples From the Bible
|
||||
|
||||
|
|
|
|||
Loading…
Reference in New Issue