11.5.2
Using a commentary

Translation commentaries are particularly useful at advanced levels. In the commentary, students verbalize the translating process, justify their choices and assess the overall effect of their target text. Commentaries serve to emphasize the student-centred focus of these activities. Additionally, they are a way of ensuring that students do not just 'stumble upon' a solution, or choose a particular option because 'it sounds right'. Commentaries show students' linguistic and cultural awareness, their knowledge of the ST (subject matter, textual conventions, etc) as well as their creativity and ability to work independently.

Consider the following example based on the recipe we used earlier:

Translation instructions

A very popular British chef is preparing a book on traditional recipes from around the world. You have been asked to translate the recipe below. Please make sure that the instructions are clear.

Quick Valencian Paella

Ingredients:
800 grs (1.7 lb.) chicken
550 grs (1.2 lb.) rabbit or pork
200 grs (0.5 lb.) broad beans
300 grs (10 oz) green beans
1½ dl. olive oil
1 clove of garlic, peeled and crushed
1 ripe tomato, peeled, seeded, and finely chopped
1 tablespoon of paprika
400 grs (14 oz.) risotto rice
½ teaspoon saffron threads, salt, rosemary

Method:
Cut the chicken and the rabbit in 8 regular pieces and add salt. Heat the oil on a Spanish paellera (a wide saucepan will do) and cook the chicken and the rabbit pieces thoroughly at a slow heat.
When the meat is cooked, add the vegetables and cook them for a while in the same way. Then add the garlic, paprika, tomato and 2 litres of water. Cook for 10 minutes. Add the saffron and the rice and spread it all over the paellera or the saucepan that you are using. Cook at high heat for another 8 minutes, reduce heat and let it simmer for another 8 minutes until all the water is absorbed. Let it rest next to the heat for another 4 minutes.

Serves 4.

 

Commentary

In my translation I tried to fulfil the requirements of the brief as closely as possible. Thus my main aim was to create a text that a non-specialist British audience would find both clear and easy to understand.
There were a number of changes I had to make. First of all, the layout of the text. Because of the differences between Spanish and English textual conventions, I decided to divide my recipe into 4 main sections: title, ingredients, method, and a final specification of the amount of servings.
In the title, I opted for a simplification of the title: 'Quick Valencian Paella' rather than the literal rendering 'A recipe of …' As the text is going to be part of a recipe book, the preceding phrase becomes redundant. I decided to add the adjective 'quick' to attract the readers' attention to the recipe and encourage them to try it.
As for the ingredients section, the main changes here refer to the different measuring units used in Britain and Spain. Thus, Spain uses the metric system, whereas, in Britain, the imperial system has been the one most commonly used. In recent years, however, the metric system has also been adopted, which led me to include both systems in my translation. In this way, the text complies with current practice but it is also easily accessible to those readers who may not be familiar with metric units.
As regards the amount of saffron to be used, I decided to measure it in spoons, rather than counting 'threads', as in the Spanish text.
There is another element worth mentioning in my translation of the ingredients, and this is the translation of 'rabbit'. Although the literal translation of this term did not constitute a translation problem, I found that this type of meat is not typically used or consumed in British households. As a result, this recipe may not be too appealing to this particular audience. For this reason, in order to make the recipe more acceptable to British taste, I decided to add an alternative ingredient that could be used as a substitute (pork in this case).
As regards the section on method, the main changes here refer to syntax and verb tenses. The 'Pasiva Refleja' (see underlined verbs below) is commonly used in instructional texts in Spanish, whereas English prefers infinitives. For example:

ST:
Se cortan el pollo y el conejo en 8 trozos regulares cada uno, se salan, se pone el aceite a calentar en la paellera y se sofríen muy bien y lentamente los trozos de pollo y conejo.

TT:
Cut the chicken …. Heat the oil … and cook the chicken ...

As can be seen in the example above, the Spanish text makes use of long sentences containing multiple elements separated by commas. In my version, I structured the text into shorter sentences that correspond to each particular stage of the cooking process. As a result, the textual organisation is different but the instructions become clearer and more acceptable in English.
At the lexical level, it is worth commenting on the word paellera. This is a cooking utensil used in Spain to cook paella. The correct name of this utensil is, in fact, paella, the same name as the dish. By keeping the original term in my recipe, my aim is to preserve the 'Spanish' element of this recipe and to show the reader how it is cooked in Spain. However, because paellas are difficult to find in Britain, and ultimately I would like the reader to cook the dish, I also provide a functional description of the term ('wide saucepan').
With these strategies, my aim was to create a text that, on the one hand, was acceptable to a British audience and appealing to British taste, and, on the other hand, a text that reminded the reader of the dish's Spanish culture.


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