The module seeks to enhance the students’ ability to translate from Greek into English, i.e. from their mother tongue into the foreign language, by carrying out the appropriate lexical, stylistic, semantic and cultural shifts, transpositions and modulations. It also aims at familiarising them with the fundamental differences between source language (SL) and target language (TL) and at introducing them to an array of sources and tools. In addition, the module constitutes an introduction to contemporary theoretical approaches to translation and helps students apply the main principles of Translation Studies (TS) to actual practice. Finally, the module seeks to help students approach translation globally and render them aware of their role as mediators.

Upon completion of the course, students are able to:
• understand the multidimensional nature of translation and the challenges it poses
• identify the various translation genres and the specificities of each one
• carry out extensive textual analysis based on the TS theory
• recognise the significance of context, co-text and pragmatics in analysing and translating a source text (ST)
• be aware of the key points of the theory of translation equivalence, functionalist and sociological approaches to translation
• successfully deal with the culture-specific items of the ST
• successfully address the idiomatic language used in the ST
• translate in a way that meets the expectations of the target text (TT) audience.

Week 1: Introduction to the module: suggestions on how to study and translate the texts, and guidance on the use of printed and electronic dictionaries, encyclopedias and other translation tools

Week 2: Translating into the foreign language, the challenges and the main difficulties it poses. Fundamentals of textual analysis. Hands-on session: analysis and translation of a journalistic text.

Week 3: Translation and text genres: Translation of specialised texts (technical texts, scientific texts, legal texts, economic texts, etc.) translation of literary texts (prose, drama, poetry, comics), localisation, multimedia translation, audiovisual translation, transcreation. The particularities of each genre and the need for specialisation.

Week 4: Hands-on session: Translation of certificates and diplomas

Week 5: Hands-on session: Translation of letters (commercial, bank letters, etc.), analysis of the problems that arise from the translation of collocations. Different types of meaning, the importance of context, co-text and pragmatics.

Week 6: Hands-on session: Translation of university documents: Challenges, problems and strategies to tackle them. Text analysis.

Week 7: Hands-on session: Translation of curriculum vitae.

Week 8: Hands-on session: Translation of a text with a breadth of cultural-specific items (history and traditions).

Week 9: Hands-on session: Translation of a text with idiomatic language, metaphors, personifications, metonyms, phrasal verbs, proverbs and puns. Challenges, problems and strategies to deal with them.

Week 10: Presentation of the translations made by the students themselves, with emphasis on the translation difficulties and the way with which they were dealt. Discussion.

Week 11: Presentation of the translations made by the students themselves, with emphasis on the translation difficulties and the way with which they were dealt. Discussion.

Week 12: Presentation of the translations made by the students themselves, with emphasis on the translation difficulties and the way with which they were dealt. Discussion.

Week 13: Presentation of the translations made by the students themselves, with emphasis on the translation difficulties and the way with which they were dealt. Discussion.

Suggested reading:
Baker, M. (ed.) (2009) Critical Readings in Translation Studies. London/New York: Routledge.
Baker, M. (ed.) (1998) Routledge Encyclopedia of Translation Studies. London: Routledge.
Baker, M. (1992) In Other Words. London: Routledge.
Benjamin, W. (1969/2000) The task of the translator, in L. Venuti (ed.) (2000) The Translation Studies Reader. London: Routledge.
Berman, A. (1985/2000) Translation and the trials of the foreign, in L. Venuti (ed) (2000) The Translation Studies Reader. London: Routledge.
Delabastita, D. (1997) Traduction. Essays on Punning and Translation. Manchester: St. Jerome Publishing.
Delisle, J. and Woodsworth, J. (eds) (1995) Translators through History. Amsterdam: John Benjamins.
Hatim, B. and Mason, I. (1990) Discourse and the Translator. London: Longman.
Κεντρωτής, Γ. (1996) Θεωρία και Πράξη της Μετάφρασης. Αθήνα: Δίαυλος.
Μουνέν, Ζ. (2002) Οι Ωραίες Άπιστες, Αθήνα: Εκδόσεις Μεταίχμιο.
Μπαμπινιώτης, Γ. (1994) Η Γλώσσα ως Αξία, Το παράδειγμα της Ελληνικής, Αθήνα: Εκδόσεις Gutenberg.
Μπαμπινιώτης, Γ. (1994) Θεωρητική Γλωσσολογία. Εισαγωγή στη Σύγχρονη Γλωσσολογία, Αθήνα.
Μπαμπινιώτης, Γ. (1985) Εισαγωγή στη Σημασιολογία, Αθήνα.
Munday, J. (2001) Introducing Translation Studies: Theories and Applications. London: Routledge.
Newmark, P. (1988) A Textbook of Translation.London: Prentice Hall.
Παριανού, Α. (2009) Translating from Major into Minor Languages. Αθήνα: Εκδόσεις Δίαυλος.
Παριανού, Α. (1997) «Πραγματολογικοί ιδιωτισμοί/εκφράσεις ρουτίνας και η μετάφρασή τους από την ελληνική στη γερμανική γλώσσα». 1ο Συνέδριο της Ελληνικής Εταιρείας Ορολογίας (ΕΛ.ΕΤ.Ο), Ελληνική Γλώσσα και Ορολογία, 30, 31 Οκτωβρίου και 1η Νοεμβρίου 1997, Αθήνα, 133–143.
Snell-Hornby, M. (1988) Translation Studies: An Integrated Approach. Amsterdam: John Benjamins.
Steiner, G. (1998) After Babel: Aspects of Language and Translation. Oxford: Oxford University Press.
Venuti, L. (ed.) (2000) The Translation Studies Reader. London: Routledge.
Venuti, L. (1995) The Translator’s Invisibility: A History of Translation. London: Routledge.

Face-to-face
The lesson has a hybrid lecture-workshop format. It is largely based on the interaction with students and classroom discussion. Hands-on sessions focus on practical aspects of the issues covered and described during the lectures. Students have hands-on sessions translating mainly authentic texts and understanding the different text genres. Students are required to produce equivalent texts with reference to the TS theory they learn.

Use of ICT in teaching

The students are evaluated by a final written exam at the end of the semester. Students are asked to translate from Greek into English a 300-word text. The use of monolingual, bilingual and multilingual dictionaries, specialised and general, is allowed. The participation and the delivery of assignments are taken into consideration.