With English functioning as a lingua franca in the academic world, many non-Anglophone scholars wish to publish their articles in English-medium international journals and seek professional ...assistance with translating them into English. Translators facing this task may encounter several issues stemming from cross-cultural differences in the style and structure of academic texts. While linguistic errors alone rarely result in rejections, deviations from Anglo–American conventions in scientific writing may even lead to the reviewers questioning the author’s competence as a scientist. For example, there are significant differences between two intellectual traditions: Teutonic, which has influenced the Polish style of academic communication, and Saxonic, which has shaped Anglo–American standards. As a result, introductions written by Polish scholars often do not meet the requirements of English-medium international journals. This may inadvertently place Polish authors in a disadvantaged position. It is therefore important that translators should know how to approach these differences when they encounter them. Drawing on existing literature, this paper calls for an inquiry into the role of the translator in these circumstances, including the scope of their responsibilities and strategies for dealing with potential problems.
Nous repensons ici les situations de communication plurilingue et interculturelle en contexte médical sous l’angle des injustices épistémiques (Fricker, 2007). À l’aide d’entretiens ...narrativo-explicitatifs portant sur deux situations relevant du rapport à la naissance et à la mort, décrites par deux médiatrices interculturelles, nous analysons les pratiques de ces dernières et mettons en évidence la manière dont elles s’y prennent pour que la parole des personnes allophones soit écoutée et crue. Notre étude contribue, d’une part, à mettre en lumière certains aspects liés aux injustices épistémiques dans la communication interculturelle, et, d’autre part, à repenser de manière critique le rapport entre les ontologies sous-tendant la relation à autrui, au corps et à la santé, mobilisées dans les institutions médicales.
Through this paper, we explore plurilingual and intercultural communication’s situations in a medical context from the point of view of epistemic injustices (Fricker, 2007). Using narrative-explicitative interviews on two situations (concerning birth and death), described by two intercultural mediators, we analyze their practices and highlight what they do to ensure that non-native speakers’ voice is listened to and believed. Our study contributes, on the one hand, to highlighting certain aspects related to epistemic injustices in intercultural communication, and on the other hand, to rethinking critically the relations between the ontologies underlying the relationship to the other, to the body and to health, mobilized in medical institutions.
Picturebooks are good resources for intercultural mediation with children given their multimodality and topic range related to contemporary living. When carefully selected, picturebooks may help ...children reflect on the multicultural world they live in and learn about meaningful intercultural action. Some examples of picturebooks are used from the Identity and Diversity in Picture Book Collections project (IDPBC) in order to explore topics related to the superdiversity of contemporary societies, such as, living in communities, multiple linguistic identities, approaches to mass migration and (voluntary and enforced) mobility. Fictional resources such as these are capable of generating empathy in readers and thus can be used to help children understand the growing cultural diversity around them, as well as the social phenomena of migration, refugees. These fictional resources may also contribute to children’s understanding of social complexity at the global scale, at the human rights level, and within rules of democratic action as global citizens. Some inclusive didactic approaches are further suggested for using the selected picturebooks with five to 12-year old children in contexts of intercultural mediation.
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