La traductologie canadienne : ancrage européen, tropisme anglo-américain
Bibliographic record
Abstract
History and politics account for the development of Translation Studies in Canada. In 1969 when the Official Languages Act compels the Canadian government to communicate both in French and English to restore the rights of the francophone minority, translators are in short supply. Translation thus becomes an academic discipline. An inventory of Canadian books on translation published during the ensuing fifty years (1970–2020) brings to light two main stages in the evolution of translation research. During the first two decades (1970s–1980s), didactics and terminology development figure prominently. At the crossroads of European and American poststructuralist works, Canadian translation criticism emerged at the turn of the1990s. By setting itself in the descriptive, target-oriented paradigm (Tel Aviv-Louvain school of thought), it broke away from the hermeneutic-poetic paradigm epitomized by Meschonnic. Feeding upon French Theory (Bourdieu, Derrida, Foucault) and Cultural Studies (Bhabha, Spivak), the main underpinnings of American postcolonialist scholarship, it aggregated around cross-cultural objects of study, with the concept of translation now extending to the interaction of cultures. Sociological approaches to translation represent the second most important research area. Today, these approaches are superseded by new complex, interdisciplinary models. Attention is shifting towards espistemology while digital supports and new practices bring about new theoretical queries, new technological tools, and didactic models. Finally, with facts and figures in hand, we question the status of Translation Studies in French in a globalized editorial environment, where English reigns supreme.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".