ABSTRACT
Today, just as literary translation is receding from translation curricula, new forms of engagement between creative writing and translation offer exciting perspectives for applied translation studies. This chapter offers a brief overview of the development of literary translation education, highlighting studies on the specificities of this translation type – such as ambiguity, marked language, and tone – and addressing sociological findings on networking and multi-agency.
Our main foci will be the relation between literary translation, creative writing, and three main turns in translation studies: the collaborative, the multilingual, and the creative. We shall consider how both multilingualism and translation have recently informed the teaching of Creative Writing, and how the latter’s model of the workshop can enhance collaboration in literary translation training, while expanding students’ reflexivity on the translator and the dialectics of writing the self and writing for another.
The discussion will follow with a pedagogic experiment in collaborative literary translation training, integrating creative writing, close reading, and identification of translation strategies and caveats. To close the chapter, future directions for research in pedagogy will be contemplated, particularly concerning the ethics of translation and the expansion of literature’s scope.
