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  • Deignan and Semino 2020 - pre-print version

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Translation on 07/04/2020, available online: http://www.tandfonline.com/10.1080/13556509.2020.1735759

    Accepted author manuscript, 508 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Translating Science for Young People through Metaphor

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Translating Science for Young People through Metaphor. / Deignan, Alice; Semino, Elena.

In: The Translator, Vol. 25, No. 4, 01.07.2020, p. 369-384.

Research output: Contribution to journalJournal articlepeer-review

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Deignan, Alice ; Semino, Elena. / Translating Science for Young People through Metaphor. In: The Translator. 2020 ; Vol. 25, No. 4. pp. 369-384.

Bibtex

@article{39a65075fe9c4b24a81451abf5b957b2,
title = "Translating Science for Young People through Metaphor",
abstract = "In this article we show what insights can be gained by considering the relationship between expert and non-expert texts about scientific topics through the lens of {\textquoteleft}translation{\textquoteright}. We focus specifically on the metaphors used to discuss climate change in a range of educational materials and in interviews with secondary school students in the UK. We show the complex web of relationships among the people and genres that may influence students{\textquoteright} understandings of climate change, and focus on the role of teachers in particular as {\textquoteleft}translators{\textquoteright} of scientific knowledge. We then report on several comparisons of metaphor use among texts and genres that stand in source-target relationships within this web of intralingual translations, and also consider the metaphors used by students themselves to express their understanding of climate change. We conclude by reflecting on the implications of the differences we have observed, and suggest that a translation perspective can usefully highlight the challenges and potential pitfalls involved in mediating scientific knowledge for the benefit of non-experts such as school-age students. ",
author = "Alice Deignan and Elena Semino",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Translation on 07/04/2020, available online: http://www.tandfonline.com/10.1080/13556509.2020.1735759",
year = "2020",
month = jul,
day = "1",
doi = "10.1080/13556509.2020.1735759",
language = "English",
volume = "25",
pages = "369--384",
journal = "The Translator",
number = "4",

}

RIS

TY - JOUR

T1 - Translating Science for Young People through Metaphor

AU - Deignan, Alice

AU - Semino, Elena

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Translation on 07/04/2020, available online: http://www.tandfonline.com/10.1080/13556509.2020.1735759

PY - 2020/7/1

Y1 - 2020/7/1

N2 - In this article we show what insights can be gained by considering the relationship between expert and non-expert texts about scientific topics through the lens of ‘translation’. We focus specifically on the metaphors used to discuss climate change in a range of educational materials and in interviews with secondary school students in the UK. We show the complex web of relationships among the people and genres that may influence students’ understandings of climate change, and focus on the role of teachers in particular as ‘translators’ of scientific knowledge. We then report on several comparisons of metaphor use among texts and genres that stand in source-target relationships within this web of intralingual translations, and also consider the metaphors used by students themselves to express their understanding of climate change. We conclude by reflecting on the implications of the differences we have observed, and suggest that a translation perspective can usefully highlight the challenges and potential pitfalls involved in mediating scientific knowledge for the benefit of non-experts such as school-age students.

AB - In this article we show what insights can be gained by considering the relationship between expert and non-expert texts about scientific topics through the lens of ‘translation’. We focus specifically on the metaphors used to discuss climate change in a range of educational materials and in interviews with secondary school students in the UK. We show the complex web of relationships among the people and genres that may influence students’ understandings of climate change, and focus on the role of teachers in particular as ‘translators’ of scientific knowledge. We then report on several comparisons of metaphor use among texts and genres that stand in source-target relationships within this web of intralingual translations, and also consider the metaphors used by students themselves to express their understanding of climate change. We conclude by reflecting on the implications of the differences we have observed, and suggest that a translation perspective can usefully highlight the challenges and potential pitfalls involved in mediating scientific knowledge for the benefit of non-experts such as school-age students.

U2 - 10.1080/13556509.2020.1735759

DO - 10.1080/13556509.2020.1735759

M3 - Journal article

VL - 25

SP - 369

EP - 384

JO - The Translator

JF - The Translator

IS - 4

ER -