I’ve just returned from the 2012 Congress of the Humanities and Social Sciences, which I attended mainly for the 25th annual CATS conference. This year, Congress was held at Wilfrid Laurier University in Waterloo. Now that I’m back, I thought I’d write two short posts about some of the presentations I enjoyed. This post will focus on a session I attended outside CATS, and the next will focus on three presentations I found particularly interesting during the CATS conference.
To follow up on my earlier post about role-playing in the classroom, I was particularly happy to have been able to get to Waterloo a day early so I could attend the Reacting to the Past session offered by University of Alberta law professors James Muir and Peter Carver as part of the Canadian History Association’s annual meeting. The session was designed to recreate (to a certain extent) the Quebec Conference of 1864, and participants were assigned roles from one of the delegations at the conference (Tories, bleus, Reformers, Nova Scotians, New Brunswickers, etc.). Something I really appreciated about the session–apart from being able to see a Reacting to the Past game actually being played–was the fact that Muir and Carver provided participants and observers with detailed documentation that outlined the rules and goals of the game, the objectives of each group, the points and voting mechanisms, and the grading system. I also had a helpful chat with James Muir after the session to ask some questions about game play mechanics, such as how much class time should be spent on a game (he recommended between 1.5 and 2 hours per session) and how instructors could assess a student’s participation (he recommended, for instance, marking students on their engagement with the game, their attempt to understand their character, their attempt to consult texts other than assigned readings, and their effort to respect the pedagogical purpose of the game by playing fairly rather than trying to gain points without caring about the content of the proposals they submit). On a less positive note, however, the documentation they provided really opened my eyes to the amount of preparation involved in creating a game: The document students receive is nearly 20 single-spaced pages long, and any game that follows a similar format will require nearly as much detail before it can be integrated into a classroom.
Nonetheless, based on this session, and the documentation Muir and Carver helpfully provided, I’ve been working a game for my undergraduate Theory of Translation course this September. It will be based on the development of CAN/CGSB-131.10-2008, the Canadian standard for Translation Services and will allow us to consider questions like what qualifications professional translators should have and what effects standards have on the language industry and its clients. It will also allow students to apply theoretical approaches like skopos, and discourse or register analysis when they make their arguments.
I’ve also realized that a game like the one demonstrated at Congress takes about 4-6 hours to play, spread out in 1.5-2 hour sessions spanning about 4 weeks. That means I’d need to create 1 or 2 other games if I want to focus the entire 13-week Theory of Translation course on learning through role-playing. The other two scenarios I’ve been mulling over are one of the early controversies over biblical translation (e.g. Luther) to help students debate the source- vs. target-oriented approaches to translation and consider the various effects translation can have in a society, and the the controversy over a Galician translator’s “sexist” translation of The Curious Incident of the Dog in the Night-Time, which I mentioned in my last post on this topic. This particular controversy would allow the class to explore not just feminist approaches to translation, but also ethical, cultural and linguistic issues.
My main idea behind having three different games is to ensure that each one focuses on themes from specific chapters of Jeremy Munday’s Introducing Translation Studies, allowing us to apply the concepts discussed in the books via the game that unfolds over the course of 2-4 weeks. I’ll lecture for 1-1.5 hours, and then we’ll play the game for the remaining 1.5-2 hours. I think this will be a good way to apply translation theories and to help students develop their argumentation skills. I’ll write a follow-up post in April, once I’ve had a chance to use the games in the classroom and see what the students thought.