Greatest Women in Translation: Charlotte Whittle

^3BD2FAACEAC897D21BE68030808476304DC722B6E37A1C22D8^pimgpsh_fullsize_distr

Created by Erick Tonin

Welcome back to our Greatest Women in Translation interview series, dearest readers!

This month, our Great Woman in Translation is the British-American literary translator Charlotte Whittle, nominated by Julia Sanches.

Charlotte Whittle

Created with Canva

1. I always love to learn about translators’ beginnings in translation. How about starting by telling us yours?

My path into translation wasn’t exactly a linear one. I grew up in a monolingual family, learned Spanish in Mexico when I was 18, studied Spanish and literature in college in the UK, and lived in Peru and Chile. The first translations I remember doing were of César Vallejo, when I was still an undergraduate. I was living in Peru and became obsessed with his work. Translating poems seemed to me like the best way to engage with them, to get inside them and see how they worked, and there was something really thrilling about making them breathe in another language. A couple of years later, I did a diploma in translation studies in Santiago de Chile, but this was an experience that closed doors as well as opening them. My final project was a translation of a story by the great Peruvian writer José María Arguedas. I was so happy thinking about and doing translation, but I remember the instructor saying in very clear terms that it was impossible to make a living from literary translation. Being young and inexperienced, I took his word for it, and I didn’t pursue translation seriously for a long time after that. I took the academic route, and translated poems for fun. I discovered that I loved teaching, but after a few years, I found it didn’t leave me enough time for creative projects. I finally realized that translation was the activity that brought my skills, experience, and interests together under one umbrella, and that was when I decided to make it my focus, despite the dire warnings of penury.

2. Could you tell us why your translation of Norah Lange’s People in the Room can be considered important for the gender imbalance in literature?

The data collected on this subject – for instance, by the Three Percent Translation Database, now housed by Publishers Weekly – tells us that of all the books translated into English, as many as three fourths are by men. Why is this? Partly because of the implicit bias that male writers are somehow more “important,” partly because of the lack of gender parity in publishing in other countries as well as our own, and partly because, while women translators translate both men and women nearly to equal degrees, male translators seem to be more disposed towards translating men.

 People in the Room was published in English 68 years after it first appeared in Spanish; during that lapse, Lange received significantly less critical attention in her home country than her male peers (who were also more often translated), despite the importance of her writing. It’s so easy for women writers who weren’t sufficiently lauded in their time to pass under the radar, and translators can play a role in rectifying this. Obviously, I’m not claiming to be able to shift the canon with a single translation, but the fact that I was able to find a publisher for this novel and that Lange’s work has been well received in English, demonstrates that there has been a small change in the tide, at least in the world of literary fiction in translation. I think there is more interest than there’s been in the past in projects that draw attention to women writers who’ve been overlooked. Recent books such as The Houseguest by Amparo Dávila, translated by Audrey Harris and Matt Gleeson, and The Naked Woman by Armonía Somers, translated by Kit Maude, are further evidence that there is now an audience for this kind of work. All these projects are significant because they go some way towards rebalancing the gender inequality in translation. Of course, there’s a lot more to be done and there are multiple forces at play, but things are slowly evolving in a positive direction.

3. You are currently working on the translation of Jorge Comensal’s The Mutations. Do you feel there are any particularities between translating men x women?

Norah Lange and Jorge Comensal could hardly be more different: People in the Room is somber and full of mystery, while The Mutations is satirical and hilarious, but I would trace differences between authors to geographic region, time period, and individual authors’ concerns and idiosyncrasies before making sweeping statements about gender differences. In the cases of both these books, their style captivated me, I felt a deep, personal draw to their subject matter, and an urgent need to share them with English-language readers. In terms of the practicalities of the two translations, perhaps the biggest difference was that one author was dead and the other alive. Sometimes, when translating Lange, I wished I could hold a séance, or a table-tapping session like the one described in her book, just to be able to ask her if she thought I was on the right track. In contrast, I talk to Jorge often, and think our conversations have enriched the translation process. But to go back to the question of gender, the concerns and idiosyncrasies that make writers unique may result from their experience, and gender can certainly be a factor in that. A woman writing in the mid-C20th is working under a different set of constraints than a man writing in the present. As a translator, I think about gender less in terms of the characteristics of the writing, and more in relation to the conditions that determine how writing by men and women is read and received, and the conditions that allow them to write in the first place.

4. Could you also talk a bit about your translation of Agus Morales’ We are not Refugees?

Morales is a Spanish journalist who has spent most of a decade gathering the stories of members of displaced populations in different parts of the world. We Are Not Refugees is the result of his intensive exploration of the factors that cause mass migration, and the real-life experiences of those who are forced to flee. The book describes the situation of multiple displaced communities: Central Americans fleeing northwards from violence, Afghan and Syrian refugees in Turkey, internal displacement in the Central African Republic and South Sudan. Few writers have such breadth of experience when it comes to mass migration, and Morales identifies the specifics of a range of cases, while also finding commonalities between them. He writes movingly of his subjects, while letting those he encounters tell their own stories, so readers can get to know some of the faces behind the headlines to which we are often numb. I came away from this project with so much admiration for writers and journalists who have the emotional stamina to tell these stories in a clear-eyed manner.

5. What have you learned so far about being a (literary) translator that you could pass on to newbies?

I’m still learning! But here are a few things that come to mind: I’ve learned that it’s difficult, but not impossible, to pay your bills as a translator; that there are many different ways a book can happen; that there’s no limit to how much a translation can change during the first few drafts; and that the editor is not the enemy.

But the most important thing I’ve learned so far is that as translators, we have to create our own community.

Translating books requires hour after hour of solitary work, week after week, month after month. Without an office to go to or a cohort of colleagues you see every day, it can get lonely. That’s why I’m so incredibly grateful for my translation colleagues, both in New York and further afield. I have regular workshops with translator friends where we discuss everything from tricky sentences to how to collectively improve working conditions for translators. It’s important to see your colleagues as allies rather than competitors, and the brilliant and fascinating people I’ve met through this work are one of the things I most treasure about it.

6. Now it’s your turn to nominate our next Great Woman in Translation.

I’m nominating Robin Myers, a translator from Spanish based in Mexico City. Robin is a tireless translator of poetry and prose, and an extraordinary poet in her own right. I recently devoured her translation of Empty Pool, a collection of gorgeous, luminous essays by Isabel Zapata. I also had the pleasure of editing her translation of Ezequiel Zaidenwerg’s Lyric Poetry Is Dead for Cardboard House Press, where we publish bilingual editions of Latin American Poetry. Robin’s handling of rhythm and meter in that collection is a masterclass – I’ll leave it to her to tell you more about it!

Robin’s interview will be published on June 3, as I’ll be on vacation from April 20 to May 19.

Guest post: Translation in teaching

Welcome back to our guest post series! Today, please welcome Tammy Bjelland!

Welcome, Tammy!

photo-1444427169197-de497742b62d

Translation as a Teaching Tool

Translation can be a controversial topic in language teaching, but as a language teacher, some of the best and most memorable pedagogical moments have come from using translation in teaching.

Using translation in language classes at early and intermediate levels can be counterproductive because it perpetuates the idea that for every word or idea in one language, there is an exact equivalent in the target language, which every translator (and language teacher!) knows is far from true. It can be difficult, however, to completely avoid translation in early levels, especially for adults, who are accustomed to being able to express complex ideas using sophisticated language. Demonstrating the problems presented by “literal” translations can be a useful teaching tool at early and intermediate levels to indicate not only the intricacies of both the L1 and L2, but also the importance of understanding context and culture in addition to the grammar and lexicon of both languages.

The pedagogical benefits of translation are even more substantial in advanced levels of language study, as a tool to explore the complexities of language and culture from texts that vary in type, perspective, and purpose. Many of my favorite memories from teaching at the university level are from teaching translation classes in the United States and in Spain. After language learners have reached a certain level of proficiency, a class dedicated to translation serves to educate not only on the process of translation itself, but also to guide students to delve deeper into what words and ideas mean, and the diversity of textual interpretation at multiple levels and stages of comprehension and translation.

One type of text that worked extremely well to demonstrate diversity of textual interpretation were short literary texts; poems and short stories were ideal, especially if we had access to multiple translations of the same source text. By studying various professional translations of the same source text, students could pinpoint which ideas had been interpreted in different ways, and work backwards from those differences to arrive at a better understanding of the context and meaning of the source text itself. Just this exercise itself worked wonders in proving to language learners that the common instinct to ask “what does this word mean in ____ language” can be an incredibly problematic question, and should not be the focus of any language class. Focusing on a direct comparison between two languages leads to oversimplification and skipping over gaps in meaning, two common errors which can be mitigated by thoughtfully using translation in a pedagogical approach.

Besides the valuable lesson in learning about diversity of textual interpretation, and the complexities of language, using translation as a pedagogical tool also has the added benefit of introducing language learners to the skill and profession of translation itself. When translation activities like the one I mention above is used in a classroom, it is often the first time language learners will see and consider professionally translated texts side by side with the source text; this provides a unique opportunity for the teacher to introduce the professional behind the translation itself, and to discuss the requirements and challenges that are part of the translation industry.

So while some language teachers shy away from using translation in their classrooms, in my experience there are significant benefits to incorporating translation into advanced classes for adult language learners. A well-planned activity using translation can deepen understanding, promote appreciation for diverse opinions and interpretations, and can educate learners about the profession of translation.

Thank you so much for accepting my invitation and kindly writing such an informative post to our blog, Tammy! 🙂

Questions?

About the author
TammyBjelland052-corporate-headshots-winchester-vaTammy Bjelland owns Shenandoah Valley Language Services, a global education company located in Winchester, Virginia, USA. She is passionate about languages, communication, teaching, and entrepreneurship, and she blogs about the intersections of these at tammybjelland.com/blog.