Voice in Translation

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The Translator’s Voice in Norwegian Upper Secondary Education: How Subject Curriculum, Teacher Training, Textbooks and National Examinations Prepare the Reception of Translated Literary Texts at School
(Éditions québécoises de l’œuvre, 2014) Alvstad, Cecilia
In most parts of the world, schoolchildren read at least some translated texts as part of their first language literature and language classes. In Norway, in addition to reading translated texts, schoolchildren are expected to achieve theoretical and practical competence in translation as part of the subject of Norwegian. This is unique in a worldwide perspective. In this article I analyze the audibility of the translator’s voice in Norwegian upper secondary education. I show that the Norwegian curriculum, teacher training, textbooks and national examinations do not have exactly the same approach to translated texts. I suggest that a raised awareness about the translator’s voice (and in line with this a raised awareness of translation as a subjective activity) is necessary if the inconsistencies in the approach to translated texts are to be dealt with. The article is relevant for schoolteachers and university professors around the world who train prospective teachers, as well as for authors of new or revised textbooks and subject curricula for both school and teacher training programs.