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1882
Volume 38, Issue 1
  • ISSN: 0890-2917
  • E-ISSN: 2031-0242

Abstract

Abstract

In this ‘reflection’ I discuss the tool of ‘translation pedagogy’ that has animated my presentation of , a text that has been central to my teaching and scholarship for decades. I teach my own (sometimes gritty and very ‘Jersey’) translation of , but I get the students to translate themselves from the original Middle English text throughout the course of the semester, putting their own experiences and backgrounds to work in the process. With  and other Middle English texts, ‘translation’ as classroom practice can be particularly transformative, because when students not only read an important work in translation but also compose their own versions of the target text under study, they become active participants in the reading experience.

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/content/journals/10.1484/J.YLS.5.143544
2024-01-01
2025-12-05

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References

  1. Primary Sources
    Langland, William, Piers Plowman: The A Version, trans. by Michael Calabrese, rev. edn (Washington, DC: Catholic University Press, 2023)
  2. Secondary Sources
    Calabrese, Michael, ‘The Corrections and Erasures in Hm 143, a C-text of Piers Plowman’, Yearbook of Langland Studies, 20 (2005), 16999
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  9. Calabrese, Michael, Hoyt N. Duggan, and Thorlac Turville-Petre, eds, The Piers Plowman Electronic Archive, 6: San Marino, Huntington Library, Hm 128 (Hm. Hm 2): William Langland, SEENET, A.9 (Woodbridge: Boydell and Brewer, for the Medieval Academy of America and SEENET, 2008) <https://piers.chass.ncsu.edu/> [accessed 1 November 2024]
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  11. Operation Varsity Blues: The College Admission Scandal, directed by Chris Smith (Netflix, 2021)
  12. Shelley, Percy Bysshe, A Defence of Poetry, in The Norton Anthology of Theory and Criticism, ed. by Vincent B. Leitch, and others (New York: Norton, 2001), pp. 598–619
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