Let me introduce you to a cutting difference
between people who studied translation at Leipzig University
and specialize in artificial translation.
After graduating, she started working as a spectator
of Oprah's documentaries films before continuing to work every year
in managing subtitling and voiceover
projects for MTV Networks, among others.
These in Berlin in 2011,
she moved to Portugal, where she's working as a freelancer.
As a freelance I'm sorry, subtitling translator and German teacher
at the Faculty of Arts and Humanities and Coimbra University.
Your research interests include censorship and manipulation
of artificial translation and as well as multi modality.
She's a member of the Center for English Translation and Portuguese
Studies and the European Association, and many more
think so.
Thank you.
Yeah, thank you very much.
Yeah.
As a c c, so already I'm, I'm actually coming
from all this audiovisual translation.
So I worked as a subtitle,
but later on I wrote articles about audiovisual world translation,
and this is how I entered
into the field of multi modality because of course
on visual translation is multi modality
par excellence.
And this is where I had the problem, how to transcribe
or how to describe a multimodal text in an article, for example.
And this is how I,
I found a model, I invented a model which is not new at all,
but there are so many approaches to multimodal texts that I joined.
Actually three approaches in one model.
Yeah.
And also, yeah, multimodal already.
You can see perfectly on this picture that sometimes it fails.
You have to keep in mind when you want a subtitle, you have to keep in mind
the other modes in the picture, the music, the sound, the mimic.
So for the people, it's like one you see here.
Very nice.
Subtitle.
So the model I invented
was inspired by several
several scholars.
The first part is the classification of modes.
It's a huge list I will show you.
The other part is an illustration and also a classification
of the translation modes.
So where actually happens the translation what does the.
Translator Yeah, and the third part is a transcription
of multimodal translation
and all together is a description model.
But still I ask myself what I'm doing
here, what, what's what, what is the use of it?
Is it good for you research?
Is it Who can use the model
and is it
useful to create awareness between students, for example,
and I once I presented the model on the conference
and when I ask the same questions, please give me feedback.
Is it useful or not?
And somebody said, Yeah, it would be very interesting
to work with it with students
to show the model to students and this is what I did.
I did two workshops in Portugal, one in Braganza,
north of Portugal, the other one in Guatemala,
where I live.
And I will show you the results
of this workshop in shops, two of them, actually.
So the students were first year master's students in both
cities first and at the Polytechnic Institute
of Braganza, with nine Pacific participants
and the other one in Coimbra with 14 positive participants.
One of them was a Ph.D.
student, actually. Yeah.
So I first explained
some basic to model terminology because
they never heard about multi modality, so I had to explain a bit
what is a mode, what is multimodal translation, etc.
Then I explained the model
and then I gave four examples.
The first two examples I just showed how it works.
It was a picture books, a film featuring sign language,
and then we used the model together.
We applied it once to twice together
to a film featuring Braille,
which is the one this, and the other one is an accessible
visual artwork for blind and visually impaired people, which worked.
They were the inventors of this
model.
They worked, even with smell
was really interesting,
and then they had to choose an example.
So select an example somewhere.
I mean, the Internet, whatever they would find.
And at the end I asked them to, to
fill out a questionnaire.
This is the first part of my model.
It's a huge list.
This is what the first step I actually did because
I wanted to know how many modes is multi.
This is what struck me, Doctor.
It says or ask and and the list is always growing.
Every time I analyze a multimodal text
or translation, the list gets bigger and bigger and bigger.
It's really huge.
But it's a good help.
It's a good orientation for the students to to find the modes
and to find the description of the modes, the features of the notes.
So this list is
divided into sensorial ten challenge channels,
core modes, modes, sub modes and features,
which is the more explicit description.
To show you how the illustration works, You see here,
this is an
not very clear
you know the be dense, the BS do a dance.
Yeah, maybe
it's called the B dance and this is a graphic of this dance,
the B do to show their colleagues where the food is.
And this is a multimodal translation.
It was actually mentioned by my hand.
We got some of my sample.
So the the movement of the B's is translated it
into, into writing and graphic.
Young You see here writing, you don't see it
in the graphic.
And this is a translation of of the dance, of the movement movement
and the appearance of the body of the piece.
So we
take to use it in the model, private model,
we take the first three columns of the
you huge table I show first.
In this case, we only need the visual channel, not the others.
And this is the illustration.
Yeah, it goes from characteristics movements to writing and graphics.
So this is the basis to fill out.
This is interesting. Sorry.
Also, it's within the same sensorial channel
but into modo because
there are different different modes used
and this can be
written into in a little
table.
Yeah.
So here is the translation mode from and into
this is where actually this is what happens
and we only have the other we can we can write this into or inter
or and if there are languages, actual languages
involved in this case not.
And then we take this table to fill out the, the third part,
which is the transcript section of multimodal translation here,
it would follow a reaction of the first text
with the target text and other relevant modes.
There we can describe what else happens in the picture, in the in
in the music or wherever you see that
for four sensorial channels.
Also the old factory channel,
I just don't I didn't put in the
Oh yeah, the Taste channel because I,
I just didn't, just because I didn't work yet with this, with this part.
But it would if you, if you translate something into food,
we could put it into the table.
Okay.
And now I give you a little example.
This is a picture book.
Maybe you know that picture book.
It's very famous, very nice.
And I analyzed the translation into German.
So this is the second part of food of the of the model.
There is one translation which is
which is what actually the translator does.
It's writing into writing. Yeah. And
oops.
And then but there is a second level.
This is the first level.
This is what the translator translator, translator does.
But then when the book is read aloud to a child, for example,
there are many, many other translation modes
because the graphics and the writing of the book
is translated performed to a child.
So this is the second level here we have the so-called performer
writing into speech, reading aloud the text.
This is the translation into speech multimodal translation.
The second is writing and graphics into vocal sounds.
For example, they they imitate the eat,
the eating or something or that.
Yeah, they do. Wow.
Oh, these are vocal sounds.
And the third is
they they make sounds.
I don't know,
slapping them the hands or tapping on the table, something like that.
And also movement
because for example the further when.
They're feeding.
The caterpillar. Yes.
At the end of the book is a butterfly.
Yes. Butterfly.
And then you can you can imagine where they make the mute movement.
So this is also a translation.
Okay.
And all together in in one table is this it's interesting.
So really it depends on on the on the translation mode.
And now we just pick one example because it would be too much
to explain, to analyze all of them to to show the transcription.
So this now I will show writing to speech,
which is inter sensorial intermodal, but intra
lingual lingual.
Now I'm doing the performer. Yes,
I'm reading aloud to you.
You are my children.
I read for you and meet.
What do these stories drive from and how about that?
Does it not be managed?
Okay, this was my performance
and this is the translation of the transcription.
So this is the text in German.
This is okay.
You can imagine
this into into English.
I like this.
So I spoke with an English female voice.
I were reading aloud a clear pronunciation, you know, you heard it.
And there was a little emphasis on by that three plants.
Yeah.
And also the rest we can describe the picture
from the books we trying to look at Pepper
and plus also the tactile channel relevant.
And there are little holes in the plan so the children can put their finger
in so nice experience for them.
And this is the section.
Okay.
This was just to show you them an example I also gave to the students.
And then I ask them,
I can show all of the examples I give to gave to them, but
then I ask them to to
find their examples and they found really,
really nice examples.
So this is just a selection translation
book into film like Harry Potter and Lord of the Rings.
They found the
Yeah book, actually the text of the book.
And then they found the scene of the film and compared to each other,
it very nice.
And the student chose the Vivaldi's Four Seasons and the poem,
and it was actually Vivaldi himself who wrote the poem and the music.
And she But there was a problem she couldn't find very well,
which is the source text and which is the, the, the,
the target text that whatever the problems are.
And also the elimination of a concert,
the music is immediately translated into lights and videos. Wow.
A music into painting.
Also very interesting.
And the actually the most particular one was
they thought
of of an imitation of earthquake in an amusement park
with the chairs so shape and shaping and Sophia
and they tried to to to transcribe it and now
for some examples of the students
this is an example for audio descriptions which
this is their solution
They wrote here translation about
white hands on a black background
into audience clips
of the image and other relevant modes.
They wrote the same thing, so
it didn't work out very well in this case.
Yeah, they didn't.
They just filled out the fields of the table and
it was not very successful in this
case.
Another example.
Okay, this is another example that did not work
very well because here and then
we had to use this, we had a little discussion
about what actually is the translation in this case.
We could not find the translation.
He he interpreted the sound of the of the top of the toy
and the reaction, the reaction as a translation of the sound.
But it is not its action and reaction.
There was no translation.
So we we talked about the limits of translation,
which was really interesting with this conversation.
And I learned of it because this was in first workshop.
In the second workshop, I emphasized that several times.
Be careful, there must be a source text
and there must be a translator, a translation of any kind.
So there was a third example.
This is from the Kohima workshop.
What I had learned already.
They okay,
you know this this boys band from Korea,
17 boys running, hopping around on the and on the stage
and see which student interpreted
the subtitling of the song and every every every boy
when he starts to sing the color changes
and it's Korean and she knows a little bit Korean.
So she did very well.
She she she analyzed very well.
The classification was perfect.
It's correct. Yeah.
And also the transcription went
really very well, even with Korean letters and stuff.
So she she could actually apply.
And I was really happy because it's an easy example of course.
But she applied it well.
Yeah.
So just to give you the feedback,
to show you the feedback they gave to me,
I asked them to fill out the questionnaire
and ask, for example, did you know something or did
you know what multimodal translation is before the workshop?
And most it was half. Half? Yeah.
Ten of them said no. The others?
Yeah, a little heavier.
Only one had already worked with multiple modal translations.
Um, as a second question, do you think the workshop made
you more aware of the presence of Mode
because there were translation students
and they said, Oh,
nobody said no, it's probably a bit.
And most of them said yes.
Now I'm more aware of that.
And the third question Do you think multimodal translation
should be taught in translation courses?
Most of them then said yes.
It might help understand translation a bit better.
Only three of them said it's a sense essential.
It's really very, very important.
But at least no one said no, no, this is not important.
And the fourth question Was it difficult
to apply the model to a multimodal translation?
I was happy with that.
Yeah.
Yeah. Very, very cool.
Three of them in Braganza
mainly, and most of them
said there are some difficulties, but I could solve them.
And now the last question Do you find the model useful?
And there I was really very pleased.
They said yes,
and that's it.
What I wanted to tell you, just some general observations.
The Braganza group I already mentioned it had more difficulties,
but I improved my presentation
for the second workshop so I could solve them a bit better.
General problem, The problems they had, the the
the obstruction, the fragmentation of the multimodal text.
This is the part this is really, really difficult for for many people.
Also, for me applying my model, I always have to think if it's
what to do to to fragmented it
and also a huge difficulty to distinguish distinguish
translation modes from from some of the modes but positive.
All of them say we are more aware of it and that.
So I see that that's a positive sign it.
Thank you to my thank you.
Okay.
We don't have a lot of time like two or 3 minutes, so I don't know
if you have any questions.
So questions.
Some comments or
to the work.
I think it's very interesting.
You know, I haven't heard all this and now I can see exactly
what you want with this.
You know, people focus on exactly the thing you want to translate,
you know, and what do you mean by, you know, different things.
So I find it very interesting.
So if you don't have any questions, we can we know what we will have
in our coffee break.
Yes, I think it's downstairs just for half an hour.
And then we continue with the presentation.
Thank you very much. Thank you very.