Translation Of Chapter6and Chapter7from Racial And Ethnic Identity In School Practices:Aspects Of Human Development

This project is a translation of Chapter6and Chapter7from Racial and Ethnic Identity in School Practices:Aspects of Human Development (1999) into Chinese, together with a critical commentary on the translation.This translation includes two articles from this book, which is about racial and ethnic identity theory and human development. The first article,’"Are You Chinese or What?’Ethnic Identity among Asian Americans", is written by Stacey J. Lee and the second "Cultural Differences in Child Development:Navajo Adolescents in Middle Schools", by Donna Deyhle and Margaret LeCompte. Both articles explore the interconnectedness of racial and ethnic identity scholarship to human development in order to promote successful pedagogical practices and services, trying to answer the questions of "how do Asian Americans define their ethnic identities","the differences between racial awareness and racial identity" and so on. These articles are written from the perspectives of education, anthropology, sociology, and psychology.Based on the functional equivalence theory proposed by the famous American linguist and translation theorist Eugene Albert Nida (1914-2011), this project aims to achieve equivalence between the original text and translated text in semantic and stylistic aspects, so that the response of the target language readers will be equivalent to that of the source language readers.In order to achieve this purpose, proper translation strategies and methods are chosen correspondingly in translating process. In this translation project, the difficulties are mainly found at the lexical and syntactic levels. Regarding the lexical level, transliteration and semantic extension are two most efficient ways that have been adopted. As for the syntactic level, conversion of the nouns into verbs is an important strategy to deal with nominalization. Following the original syntactic order or restructuring the sentences are the major techniques in tackling long and complex sentences.Furthermore, since the book is focused on the relationship between ethnic identity and human development and its influence on pedagogical practices, selected translation of it will assist Chinese readers to know more about the important thoughts of the foreign scholars concerning race, ethnicity and education, with the expectation of making contributions to the educational progress of China. Moreover, the discussion of translation strategies will be of referential value to those who have similar problems and difficulties in translating this type of source texts.