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Merge branch 'master' of https://git.door43.org/Door43/en_ta
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Joel Lonbeck
commit
cdef133d30
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@ -41,3 +41,4 @@ These questions can also be helpful for finding anything that might be inaccurat
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* Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
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* Are the phrases used in the new translation helpful in understanding the more difficult phrases of the source translation? (Are the phrases of the new translation put together in a way that brings better understanding and still fit with the meaning of the source language translation?)
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, "who did what, when, where, how, and why." There are questions that have already been prepared to help with this. (To view the translationQuestions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
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@ -13,3 +13,4 @@ These reviewers should follow these steps:
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1. After you have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem. Discuss with the translation team how they might adjust the translation in order to fix the problems. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
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1. Meet again with the translation team to verify that they have fixed the problems.
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1. Affirm that the translation is good. See [Level 2 Affirmation](../good/01.md) to do that on the Level Two Affirmation page.
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@ -11,3 +11,4 @@ Additional help:
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* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear.
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* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
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@ -8,16 +8,19 @@ We, the members of the translation team, affirm that we have checked the transla
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Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural.
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* List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
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<br>
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<br>
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<br>
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* Write an explanation for some of the Important Terms, explaining how they are equal to terms used in the source language. This will help the checkers understand why you chose these terms.
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<br>
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<br>
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<br>
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* Does the community verify that there is a good flow to the language when the passages are read out loud? (Does the language sound like the writer was a person from your own community?)
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<br>
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<br>
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<br>
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@ -19,3 +19,4 @@ After finishing a book, you can check to make sure that all the verses are there
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1. Versification (see [Complete Versification](../verses/01.md))
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1. Section Headings (see [Section Headings](../headings/01.md))
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@ -26,3 +26,4 @@ Names and positions of the level 2 checkers:
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* Position:
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* Name:
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* Position:
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@ -5,3 +5,4 @@
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* Use the list of words and definitions in the translationWords section of Door43 or translationStudio to help you to make a list of these words and to understand what they mean.
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* Each time the translationWord occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the translationWord that includes all of the meanings, such as using a longer phrase.
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* When you have decided that you need to use different target language words or phrases to translate one source language translationWord in different contexts, then make a new line on the chart for each different way that you are translating the source translationWord. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this chart with everyone on the translation team so that they can choose the right translation for the source translationWord in the context that they are translating.
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@ -24,3 +24,4 @@ To use these questions, follow these steps:
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7. Repeat this process with each story or Bible chapter until members of the language community can answer the questions well, showing that the translation is communicating the right information clearly. The translation is ready for the church check of level 2 when language community members who have not heard the translation before can answer the questions correctly.
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8. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
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@ -21,3 +21,4 @@ Names of translation team members:
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* Name or pseudonym:
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* Name or pseudonym:
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* Name or pseudonym:
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@ -13,9 +13,11 @@ Also keep in mind that the translators may have included information that the or
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1. Did the translation team show a good understanding of the source language as well as the target language and culture?
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1. Does the language community affirm that the translation speaks in a clear and natural way in their language?
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1. Which of the following translation styles did the translators appear to follow?
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1. word-by-word translation, staying very close to the form of the source translation
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1. phrase by phrase translation, using natural language phrase structures
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1. meaning-focused translation, aiming for a freedom of local language expression
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1. Do the community leaders feel that the style that the translators followed (as identified in question 4) is appropriate for the community?
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1. Do the community leaders feel that the dialect that the translators used is the best one to communicate to the wider language community? For example, have the translators used expressions, phrase connectors, and spellings that will be recognized by most people in the language community?
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1. As you read the translation, think about cultural issues in the local community that might make some passages in the book difficult to translate. Has the translation team translated these passages in a way that makes the message of the source text clear, and avoids any misunderstanding that people might have because of the cultural issue?
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@ -12,3 +12,4 @@ As well as asking questions, there are other checking methods that you may also
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* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments.
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* **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer.
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@ -4,3 +4,4 @@
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* Give your translation to a member of the translation team who did not work on this passage. Have that person go through all of the same steps of the Self Check, making note of any places that need fixing.
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* Review the translation together and fix those places.
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* Read the revised translation out loud to this person and fix anything that does not sound like it is the way that someone from your community would say it.
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@ -4,3 +4,4 @@
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* If you have followed the guidelines for making a [First Draft](../../translate/first-draft/01.md) translation, then you made your first translation of a passage by studying the source text, and then you wrote it down while you were not looking at the source text. After you have translated a passage in this way, do a self-check by looking again at the source text and comparing it to your translation. Make sure that it says all the parts of the message of the source text and does not leave out anything. If some part of the message was missing, put it in your translation at the point where it fits best in your language.
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* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
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* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
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@ -6,3 +6,4 @@ To do a good back translation, the person must have three qualifications.
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1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well.
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1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
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1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
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@ -3,9 +3,11 @@
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1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general:
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1. Check for anything that appears to be added, that was not a part of the meaning of the source text. (Remember, the original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
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1. Check for anything that appears to be missing, that was a part of the meaning of the source text but was not included in the translation.
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1. Check for any meaning that appears to be different than the meaning of the source text.
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1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage.
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1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
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1. Check for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
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@ -8,7 +8,7 @@ There are several resources available for finding answers to questions:
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* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
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* [Audio Manual](https://git.door43.org/Door43/en-ta-audio/src/master/content/audio_introduction.md) - How to do high quality audio recordings
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* [Gateway Languages Manual](https://git.door43.org/Door43/en-ta-gl/src/master/content/gl_translate.md) - explains issues specific to the Gateway Languages
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* **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
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* **Helpdesk** - email <help@door43.org> with your questions
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@ -5,11 +5,10 @@ The "translationAcademy" is intended to enable anyone, anywhere to equip themsel
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translationAcademy contains the following sections:
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* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
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* [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
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* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
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* [Audio Manual](https://git.door43.org/Door43/en-ta-audio/src/master/content/audio_introduction.md) - How to do high quality audio recordings
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* [Gateway Languages Manual](https://git.door43.org/Door43/en-ta-gl/src/master/content/gl_translate.md) - explains issues specific to the Gateway Languages
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Several of the manuals are separated into two volumes. Volume 1 of each manual covers the basics of that subject while volume 2 goes more in depth. In general, if a module is needed to translate and publish Open Bible Stories, then it is included in volume 1, if not, then it is included in volume 2.
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@ -24,3 +24,4 @@ We also recommend that the translation work be:
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1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
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1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
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@ -37,5 +37,8 @@ How do we accomplish the goal of **unrestricted biblical content in every langua
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* **translationStudio** - a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
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* **translationKeyboard** - a web and mobile app to help users create and use custom keyboards for languages without them (see http://ufw.io/tk/).
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* **unfoldingWord app** - a mobile app where translations can be distributed (see http://ufw.io/uw/).
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* **translationCore** - a program that enables comprehensive checking of Bible translations (see http://ufw.io/tc/).
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* **Training** - We create resources to train mother tongue translation teams. translationAcademy (this resource) is our primary training tool. We also have audio recording and training resources. See http://ufw.io/training/ for a complete list of training materials.
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@ -9,3 +9,4 @@ From your Door43 project page you can:
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* Download documents of your project (like a PDF)
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* Get the links to the source files (USFM or Markdown) for your project
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* Interact with others about your project
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@ -15,3 +15,4 @@ Some other important topics as you get started include:
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* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Suggestions for where to start translating
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* [First Draft](../../translate/first-draft/01.md) - How to make a first draft
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* [Help with Translating](../../translate/translate-help/01.md) - Using translation helps
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@ -22,3 +22,4 @@ There are many decisions the translation team will have to make, many of them ri
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* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) - Translating from the latest version of a source text is best
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* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) - Many languages have alphabet decisions that need to be made
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* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
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@ -18,3 +18,4 @@ After the first-use screen, you will be brought to the Home screen where you can
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1. We strongly recommend that your translation be checked (see [Training Before Checking Begins](../prechecking-training/01.md)).
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1. Once the checking is complete (to any level), you may upload your work from the app (Menu → Upload).
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1. Once uploaded, you can see your work online on Door43 (see [Publishing](../intro-publishing/01.md))
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@ -30,3 +30,4 @@ After the source text publishing process is completed, your work will then be av
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* Online on the unfoldingWord website
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* As a PDF, downloadable from unfoldingWord
|
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* In translationStudio as a source text for Other Languages to use (may require a tS update first)
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@ -154,3 +154,5 @@ Some images from the Bible involving natural phenomena are listed below. The wor
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<blockquote>Yahweh, my rock, and my redeemer. (Psalm 19:14 ULB)</blockquote>
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@ -52,3 +52,4 @@ If using the third person to mean "I" or "you" would be natural and give the rig
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* **So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u> brother from your heart.** (Matthew 18:35 ULB)
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* So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>your</u> brother from your heart.
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@ -61,3 +61,4 @@ If an abstract noun would be natural and give the right meaning in your language
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* **He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart.** (1 Corinthians 4:5 ULB)
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* He will bring to light the hidden things of darkness and reveal <u>the things that people want to do and the reasons they want to do them</u>.
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@ -47,27 +47,31 @@ The men of the town saw what had happened to the altar of Baal, but they did not
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>It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea (Luke 17:2 ULB)
|
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|
||||
This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who did these things to the person is not important.
|
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This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who does these things to the person is not important.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If you decide that it is better to translate without a passive form, here are some strategies you might consider.
|
||||
|
||||
1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
1. Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like "they," or "people," or "someone."
|
||||
1. Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
1. Use a different verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
||||
2. Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like "they," or "people," or "someone."
|
||||
2. Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
|
||||
* **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.** (Luke 17:2 ULB)
|
||||
* It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
|
||||
* It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
|
||||
|
||||
3. Use a different verb in an active sentence.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* He <u>received</u> a loaf of bread every day from the street of the bakers.
|
||||
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||||
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@ -40,3 +40,4 @@ If apostrophe would be natural and give the right meaning in your language, cons
|
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|
||||
* **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>** (2 Samuel 1:21 ULB)
|
||||
* <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>
|
||||
|
||||
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@ -60,3 +60,4 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
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* **Son, your sins are forgiven.** Luke 2:5 ULB)
|
||||
* Son, I forgive your sins.
|
||||
* Son, God has forgiven your sins.
|
||||
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||||
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@ -72,3 +72,5 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* <u>Receiving my love</u>, you are my Son. I am pleased with you.
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||||
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||||
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||||
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@ -56,3 +56,4 @@ If double negatives are natural and are used to express the positive in your lan
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|
||||
* **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB)
|
||||
* "All things were made through him. He made <u>absolutely</u> everything that has been made."
|
||||
|
||||
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@ -37,13 +37,17 @@ If a doublet would be natural and give the right meaning in your language, consi
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|||
### Translation Strategies Applied
|
||||
|
||||
1. Translate only one of the words.
|
||||
|
||||
* **You have decided to prepare <u>false</u> and <u>deceptive</u> words** (Daniel 2:9 ULB)
|
||||
* "You have decided to prepare <u>false</u> things to say."
|
||||
|
||||
2. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
|
||||
* **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULB)
|
||||
* "King David was <u>very old</u>."
|
||||
|
||||
3. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
|
||||
|
||||
* **... a lamb <u>without blemish</u> and <u>without spot</u>...** (1 Peter 1:19 ULB) - English can emphasize this with "any" and "at all."
|
||||
* " ... a lamb <u>without any blemish at all</u> ..."
|
||||
|
||||
|
|
|
|||
|
|
@ -40,3 +40,4 @@ If ellipsis would be natural and give the right meaning in your language, consid
|
|||
|
||||
* **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
|
||||
* He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
|
||||
|
||||
|
|
|
|||
|
|
@ -45,3 +45,4 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
|
||||
* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
|
||||
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
|
||||
|
||||
|
|
|
|||
|
|
@ -70,3 +70,4 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
|
||||
* **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULB)
|
||||
* "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -87,6 +87,7 @@ May be translated as:
|
|||
3) If the target audience still would not understand, then state it clearly.
|
||||
|
||||
Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
|
||||
|
||||
* "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
|
||||
|
||||
>**For the vineyard of Yahweh of hosts <u>is</u> the house of Israel,**
|
||||
|
|
@ -107,3 +108,4 @@ OR
|
|||
* <u>because they do not do what is right</u>.
|
||||
* he waited for justice, but instead, there was killing;
|
||||
* for righteousness, but, instead, a cry for help.
|
||||
|
||||
|
|
|
|||
|
|
@ -29,7 +29,9 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
|
||||
2. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
* **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV)
|
||||
|
|
|
|||
|
|
@ -57,3 +57,4 @@ If people would understand that that masculine words like "man," "brother," and
|
|||
|
||||
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
|
||||
* "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
|
||||
|
||||
|
|
|
|||
|
|
@ -40,21 +40,28 @@ If your language can use the same wording as in the ULB to refer to people or th
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the word "the" in the noun phrase.
|
||||
|
||||
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
|
||||
* "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2)
|
||||
|
||||
1. Use the word "a" in the noun phrase.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>a man</u> who refuses to sell them grain"
|
||||
|
||||
> 1. Use the word "any, as in "any person" or "anyone."
|
||||
1. Use the word "any, as in "any person" or "anyone."
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>any man</u> who refuses to sell them grain."
|
||||
|
||||
1. Use the plural form, as in "people" (or in this sentence, "men").
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>men</u> who refuse to sell them grain"
|
||||
|
||||
1. Use any other way that is natural in your language.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>whoever</u> refuses to sell them grain."
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -61,3 +61,4 @@ If the word used in the ULB would be natural and give the right meaning in your
|
|||
|
||||
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
|
||||
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>appear</u> in public for five months.
|
||||
|
||||
|
|
|
|||
|
|
@ -17,3 +17,4 @@ Grammar has two main parts: words and structure. Structure involves how we put w
|
|||
* Quotations can be either direct quotes or indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))
|
||||
* Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -59,3 +59,4 @@ If the hendiadys would be natural and give the right meaning in your language, c
|
|||
|
||||
* **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
|
||||
* if you <u>obey willingly</u>
|
||||
|
||||
|
|
|
|||
|
|
@ -109,3 +109,4 @@ If the exaggeration or generalization would be natural and people would understa
|
|||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* The country of Judea and the people of Jerusalem went out to him.
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
What is hyperbole?
|
||||
What are hyperboles? What are generalizations?
|
||||
|
|
@ -1 +1 @@
|
|||
Hyperbole
|
||||
Hyperbole and Generalization
|
||||
|
|
@ -87,3 +87,4 @@ Know how people speaking your language show:
|
|||
Use your language's ways of showing these kinds of things.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_hypo.
|
||||
|
||||
|
|
|
|||
|
|
@ -73,3 +73,4 @@ If the idiom would be clearly understood in your language, consider using it. If
|
|||
|
||||
* **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULB)
|
||||
* I am crying my <u>eyes out</u>
|
||||
|
||||
|
|
|
|||
|
|
@ -18,6 +18,7 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
|
|||
**Reason this is a translation Issue:** Languages have different ways of signaling the parts of communication that the listener should pay most attention to.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
|
||||
* Try to present it in a weak way.
|
||||
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
|
||||
|
|
@ -69,3 +70,5 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
|
||||
* **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
|
||||
* "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -17,6 +17,7 @@ Although all languages have a normal order for parts of a sentence, this order c
|
|||
This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last.
|
||||
|
||||
### Reasons this is a translation Issue
|
||||
|
||||
* Different languages arrange the parts of a sentence in different ways. If a translator copies the order of the parts of a sentence from the source, it may not make sense in his language.
|
||||
* Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language.
|
||||
|
||||
|
|
@ -65,3 +66,4 @@ If your language puts the important information last, you can change the order o
|
|||
If your language puts the important information last, you can change the order of the verse:
|
||||
|
||||
* When all men speak well of you, which is just as people's ancestors treated the false prophets, then woe to you!
|
||||
|
||||
|
|
|
|||
|
|
@ -42,3 +42,4 @@ Listed below are different types of Figures of Speech. If you would like additio
|
|||
* **[Simile](../figs-simile/01.md)** - A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as "like," "as," or "than" to make the comparison explicit.
|
||||
|
||||
* **[Synecdoche](../figs-synecdoche/01.md)** - Synecdoche is a figure of speech in which 1) the name of a part of something is used to refer to the whole thing, or 2) the name of a whole thing is used to refer to just one part of it.
|
||||
|
||||
|
|
|
|||
|
|
@ -59,8 +59,10 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
|
||||
* **Can you lead light and darkness to their places of work?**
|
||||
|
||||
**Can you find the way back to their houses for them?**
|
||||
**<u>Undoubtedly you know, for you were born then;</u>**
|
||||
**<u>the number of your days is so large!</u>"** (Job 38:20, 21 ULB)
|
||||
|
||||
* Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!
|
||||
|
||||
|
|
|
|||
|
|
@ -41,3 +41,4 @@ If the litotes would be understood correctly, consider using it.
|
|||
* **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB)
|
||||
* "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter."
|
||||
* "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
|
||||
|
||||
|
|
|
|||
|
|
@ -48,3 +48,4 @@ If the merism would be natural and give the right meaning in your language, cons
|
|||
|
||||
* **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)
|
||||
* He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -130,32 +130,40 @@ If people do not or would not understand it, here are some other strategies.
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language.
|
||||
|
||||
* **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.** (Mark 5:22 ULB)
|
||||
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
|
||||
|
||||
2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly.
|
||||
|
||||
* **It was because of your <u>hard hearts</u> that he wrote you this law,** (Mark 10:5 ULB)
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
|
||||
There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor.
|
||||
|
||||
3. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as."
|
||||
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
|
||||
|
||||
4. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
|
||||
|
||||
5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
|
||||
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
|
||||
* "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
|
||||
|
||||
6. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
7. If the target audience will not know the intended points of comparison between the image and the topic, then state them clearly.
|
||||
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
|
||||
|
||||
|
|
@ -163,6 +171,7 @@ There is no change to this one - but it must be tested to make sure that the tar
|
|||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
8. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
|
||||
* **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
|
||||
* I will make you become <u>people who gather men</u>.
|
||||
* Now you gather fish. I will make you <u>gather people</u>.
|
||||
|
|
@ -170,3 +179,4 @@ There is no change to this one - but it must be tested to make sure that the tar
|
|||
_To learn more about specific metaphors read:_
|
||||
|
||||
* [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -46,3 +46,4 @@ If your language uses adjectives as nouns to refer to a class of people, conside
|
|||
|
||||
* **Blessed are <u>the meek</u> ...** (Matthew 5:5 ULB)
|
||||
* Blessed are <u>people who are meek</u> ...
|
||||
|
||||
|
|
|
|||
|
|
@ -39,3 +39,4 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
|
|||
|
||||
* **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB)
|
||||
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
|
||||
|
||||
|
|
|
|||
|
|
@ -95,3 +95,4 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph
|
|||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* "Yahweh sees absolutely everything that a person does."
|
||||
|
||||
|
|
|
|||
|
|
@ -52,3 +52,4 @@ If the past tense would be natural and give the right meaning in your language,
|
|||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
||||
|
|
|
|||
|
|
@ -104,3 +104,4 @@ If possession would be a natural way to show a particular relationship between t
|
|||
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -55,16 +55,20 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
### Examples of Quote Marking Strategies Applied
|
||||
|
||||
1. Alternate two kinds of quote marks to show layers of direct quotation as shown in the ULB text below.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
2. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. In English the word "that" can introduce an indirect quote. In the example below, everything after the word "that" is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with " and '.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
|
||||
* They told him <u>that</u> a man came to meet them who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
|
||||
3. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
* They said to him,
|
||||
* A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
|
||||
|
|
|
|||
|
|
@ -58,3 +58,4 @@ Some languages use only direct quotes. Other languages use a combination of dire
|
|||
|
||||
* **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "** (2 Kings 1:6 ULB)
|
||||
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' "
|
||||
|
||||
|
|
|
|||
|
|
@ -75,3 +75,4 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
|
||||
* **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place <u>by itself</u>.** (John 20:6-7 ULB)
|
||||
* "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying <u>in it's own place</u>."
|
||||
|
||||
|
|
|
|||
|
|
@ -74,6 +74,7 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add the answer after the question.
|
||||
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* Will a virgin forget her jewelry, a bride her veils? <u>Of course not!</u> Yet my people have forgotten me for days without number!
|
||||
|
||||
|
|
@ -81,6 +82,7 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
* Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
|
||||
|
||||
2. Change the rhetorical question to a statement or exclamation.
|
||||
|
||||
* **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...** (Luke 13:18-19 ULB)
|
||||
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
|
||||
|
||||
|
|
@ -94,12 +96,15 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
* <u>How wonderful it is that the mother of my Lord has come to me!</u>
|
||||
|
||||
3. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
|
||||
* **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
|
||||
* You still rule the kingdom of Israel, <u>do you not?</u>
|
||||
|
||||
4. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
|
||||
* **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
|
||||
* If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
|
||||
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils</u>? Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* <u>What virgin would forget her jewelry, and what bride would forget her veils</u>? Yet my poeple have forgotten me for days without number
|
||||
|
||||
|
|
|
|||
|
|
@ -75,3 +75,4 @@ In the sentence below "her mother, who was very annoyed" is part of the predicat
|
|||
|
||||
* Languages have different orders for the parts of a sentence. (See: //add Information Structure page//)
|
||||
* Some languages do not have relative clauses, or they use them in a limited way. (see [Distinguishing versus Informing or Reminding](figs-distinguish))
|
||||
|
||||
|
|
|
|||
|
|
@ -90,3 +90,4 @@ Exclamations express strong feeling. In the ULB and UDB, they usually have an ex
|
|||
* [Rhetorical Question](../figs-rquestion/01.md)
|
||||
* [Imperatives - Other Uses](../figs-imperative/01.md)
|
||||
* [Exclamations](../figs-exclamations/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -70,3 +70,4 @@ If people would understand the correct meaning of a simile, consider using it. I
|
|||
|
||||
* **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!** (Matthew 23:37 ULB)
|
||||
* How often I wanted to <u>protect you</u>, but you refused!
|
||||
|
||||
|
|
|
|||
|
|
@ -39,3 +39,4 @@ If the synecdoche would be natural and give the right meaning in your language,
|
|||
|
||||
* **... I looked on all the deeds that <u>my hands</u> had accomplished ...** (Ecclesiastes 2:11 ULB)
|
||||
* I looked on all the deeds that <u>I</u> had accomplished
|
||||
|
||||
|
|
|
|||
|
|
@ -63,3 +63,4 @@ If your language uses parallelism in the same way as the biblical languages, tha
|
|||
|
||||
* **Yahweh sees everything a person does <u>and</u> watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh sees <u>absolutely everything</u> that a person does.
|
||||
|
||||
|
|
|
|||
|
|
@ -59,7 +59,9 @@ In some languages the verb may be a little bit different depending on the time a
|
|||
|
||||
* Sometimes Mary <u>cooks</u> meat.
|
||||
* Yesterday Mary <u>cooked</u> meat. (She did this in the past.)
|
||||
|
||||
In some languages speakers might add a word to tell something about the time. English speakers use the word "will" when the verb refers to something in the future.
|
||||
|
||||
* Tomorrow Mary <u>will cook</u> meat.
|
||||
|
||||
### Aspect
|
||||
|
|
@ -72,3 +74,4 @@ When we tell about an event, sometimes we want to show how the event progressed
|
|||
* While Mary <u>was cooking</u> the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
|
||||
* Mary <u>has cooked</u> the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
|
||||
* Mary <u>had cooked</u> the meat by the time Mark came home. (This tells about something that Mary completed in the past before something else happened.)
|
||||
|
||||
|
|
|
|||
|
|
@ -19,3 +19,4 @@ You may also want to watch the video at http://ufw.io/figs_youform.
|
|||
For help with translating these, we suggest you read:
|
||||
|
||||
* [Forms of "You" - Formal or Informal](../figs-youformal/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -35,6 +35,7 @@ Yahweh said these things about the nation of Edom, not about only one person.
|
|||
### Translation Strategies
|
||||
|
||||
If the singular form of the pronoun would be natural when referring to a group of people, consider using it.
|
||||
|
||||
* Whether you can use it may depend on who the speaker is and who the people are that he is talking about or talking to.
|
||||
* It may also depend on what the speaker is saying.
|
||||
|
||||
|
|
|
|||
|
|
@ -39,9 +39,11 @@ Translators whose language has formal and informal forms of "you" will need to u
|
|||
#### Deciding whether to use the Formal or Informal "You"
|
||||
|
||||
1. Pay attention to the relationships between the speakers.
|
||||
|
||||
* Is one speaker in authority over the other?
|
||||
* Is one speaker older than the other?
|
||||
* Are the speakers family members, relatives, friends, strangers, or enemies?
|
||||
|
||||
1. If you have a Bible in a language that has formal and informal forms of "you," see what forms it uses. Remember, though, that the rules in that language might be different than the rules in your language.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -10,6 +10,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
|
|||
|
||||
* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
|
||||
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you", translators of these languages will need to know if the speaker was referring to one person or more than one.
|
||||
|
||||
Often the context will make it clear whether the word "you" refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
|
||||
Sometimes Greek and Hebrew speakers used "you" singular even though they were speaking to a group of people. See [Forms of 'You' - Singular to a Crowd](../figs-youcrowd/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -8,3 +8,4 @@
|
|||
* Read the definitions of important terms in the list called "translationWords" for each highlighted word in the passage that you plan to translate.
|
||||
* Discuss the passage, the translationNotes, and the translationWords with others in the translation team.
|
||||
* When you understand well what the passage is saying, write down (or record) what it is saying in your language, in the way that someone from your language community would say it. Write down (or record) the whole passage (the chunk of text) without looking at the source text. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but that is not the best way to say it in your language.
|
||||
|
||||
|
|
@ -4,8 +4,10 @@ An **authoritative** Bible translation is one that is based on the biblical text
|
|||
Since not all translation teams have a member who can read the original languages of the Bible, it is not always possible to refer to the biblical languages when translating the Bible. Instead, the translation team has to rely on translations that they are able to read that have, in turn, been based on the biblical languages. Many of the translations in the Gateway Languages were translated from the biblical languages, including the ULB, but some are translations of translations. It is easy for errors to be introduced when a translation is two or three steps removed from the original.
|
||||
|
||||
To help with this problem, the translation team can do three things:
|
||||
|
||||
1. The translation team must use translationNotes, translationWords, and any other translation helps they have to help them translate in the best way. These translation helps were written by Bible scholars who know the original biblical languages.
|
||||
2. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others.
|
||||
3. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional.
|
||||
|
||||
Sometimes Bible translations differ because some passages in the Bible are unclear or ambiguous in the original biblical languages. In that case, the translation team must choose between them based on what Bible scholars say in translationNotes, translationWords, the UDB, and other translation helps.
|
||||
|
||||
|
|
|
|||
|
|
@ -47,3 +47,4 @@ Asking yourself these questions can also help you to create a translation that c
|
|||
* Have you indicated which parts are direct speech?
|
||||
* Are you separating paragraphs?
|
||||
* Have you considered adding section headings?
|
||||
|
||||
|
|
|
|||
|
|
@ -6,6 +6,7 @@ Bible translations that are **collaborative** are those that have been translate
|
|||
* Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point to words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking.
|
||||
* Ask someone to read your translation to check your spelling. You may have spelled a word differently when it was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
|
||||
* Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. Ask others how they would say something that is not clear in your translation.
|
||||
|
||||
Make changes to the translation before you distribute it to a wider audience.
|
||||
|
||||
Remember, if possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and that as many people as possible can read and understand it.
|
||||
|
|
|
|||
|
|
@ -10,14 +10,23 @@ You must also use key terms that are faithful to the vocabulary of the original
|
|||
Always translating faithfully can be difficult for several reasons:
|
||||
|
||||
1. You might be used to the way that your church interprets some Bible passages, and not know that there are other interpretations.
|
||||
|
||||
* Example: When you are translating the word "baptize," you might want to translate it with a word that means "sprinkle," because that is what your church does. But after reading translationWords, you learn that the word has a meaning in the range of "plunge," "dip," "wash," or "purify."
|
||||
|
||||
1. You might want to translate a Bible passage in a way that accords with your culture, rather than according to what it meant when it was written.
|
||||
|
||||
* Example: It is common in North American culture for women to speak and preach in churches. A translator from that culture might be tempted to translate the words of 1 Corinthians 14:34 in a way that is not as strict as the Apostle Paul wrote them: "... the women should keep silent in the churches." But a faithful translator will translate the meaning of the Bible passage just the way it is.
|
||||
|
||||
1. You might not like something that the Bible says, and be tempted to change it.
|
||||
|
||||
* Example: You might not like what Jesus says in John 6:53, "Truly, truly, unless you eat the flesh of the Son of Man and drink his blood, you will not have life in yourselves." This may seem disgusting to you. But you must translate it faithfully, so that your people can read it and contemplate what Jesus meant by it.
|
||||
|
||||
1. You might be afraid of what others in your village will think or do if they read a faithful translation of what the Bible says.
|
||||
|
||||
* Example: You might be tempted to translate God's words in Matthew 3:17, "This is my beloved Son. I am very pleased with him," with a word that does not mean "son." But you must remember that you do not have the right to change the meaning of what the Bible says.
|
||||
|
||||
1. You might know something extra about the Bible passage that you are translating and want to add that to your translation.
|
||||
|
||||
* Example: When you are translating Mark 10:11, "Whoever divorces his wife and marries another woman commits adultery against her," you might know that in Matthew 19:9 there is also the phrase, "...except for sexual immorality...." Even so, do not add this phrase into Mark 10:11, because that would not be translating faithfully. Also, do not add any of your own ideas or teachings from your church. Only translate the meaning that is there in the Bible passage.
|
||||
|
||||
In order to avoid these biases, especially the ones that you might not be aware of, you must study the translationNotes (see http://ufw.io/tn/), translationWords (see http://ufw.io/tw/) and the *Unlocked Dynamic Bible* (see http://ufw.io/udb/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way.
|
||||
|
|
|
|||
|
|
@ -11,7 +11,9 @@ To communicate well with historical accuracy, you need to remember two things:
|
|||
as translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about.
|
||||
|
||||
* For example, Genesis 12:16 refers to camels. For readers in parts of the world where this animal is unknown, it might be good to provide a description. The best way to do this is in a footnote, or in a glossary entry such as the one in translationWords.
|
||||
|
||||
Some explanation can be included in the text, as long as it is brief and does not distract the reader from the main point of the text.
|
||||
|
||||
* For example, the New Testament writers often referred to events in the Old Testament, but without explaining what they were referring to. They knew that their readers were very familiar with the Old Testament, and did not need any explanation. But it is possible that readers from other times and places will need some explanation.
|
||||
|
||||
Let us compare 1 Corinthians 10:1 from the ULB and UDB.
|
||||
|
|
@ -31,3 +33,4 @@ Remember:
|
|||
* Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time.
|
||||
* Communicate clearly by expressing the message in such a way that people in the Target Language culture will be able to understand the meaning that the original author intended to communicate.
|
||||
* Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content.
|
||||
|
||||
|
|
|
|||
|
|
@ -36,3 +36,4 @@ In addition to being clear, natural, accurate, and church-approved, great transl
|
|||
* Equal - see [Create Equal Translations](../guidelines-equal/01.md)
|
||||
* Collaborative - see [Create Collaborative Translations](../guidelines-collaborative/01.md)
|
||||
* Ongoing - see [Create Ongoing Translations](../guidelines-ongoing/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,26 +0,0 @@
|
|||
|
||||
## What is MAST?
|
||||
|
||||
MAST stands for Mobilized Assistance Supporting Translation.
|
||||
|
||||
MAST is a program for the rapid drafting of Scripture that is designed to be easy to learn and follow. The steps work together in sequence so that, when a translator follows them carefully, the outcome will be a draft that speaks naturally in the target language, and has been checked by several people to make sure that it communicates everything that the source text communicated.
|
||||
|
||||
## Methodology Steps in MAST
|
||||
|
||||
MAST methodology is comprised of eight steps. The first four describe the Drafting Steps and the last four describe the Checking Steps.
|
||||
|
||||
### Drafting Steps
|
||||
|
||||
1. **Consume** - Take in the source text, usually one chapter at a time for scripture translation. For a written translation, the translator would read the chapter, and for an oral translation, the translator would listen to the chapter.
|
||||
1. **Verbalize** - Express what you just consumed to someone else. Tell this other person what the chapter is about. It is best if you can do this in the target language. This should not be a detailed discussion of the text in exegetical form. This should largely focus on the expression of the main points of the chapter.
|
||||
1. **Chunk** - Group the text of the chapter into sections. These sentences in each section should fit together because of a shared topic, theme, or chain of logic. The sections should be bigger than sentences or verses, often 2, 3, or 4 verses at a time. If you are translating in translationStudio from the ULB and UDB texts, you do not need to do this step because the chunking has been done for you. But if you would like to make different chunks than the ULB and UDB have, then go ahead and do so.
|
||||
1. **Blind Draft** - Set aside the source text and draft the chunk as well as you can without looking back at the text. Write everything that you remember about that chunk. Do not look back at the source text for this chunk until you begin the checking steps. Continue doing this with each chunk of the chapter before moving to the checking steps. **Note:** This step should not be used for drafting Gateway Language materials such as the ULB, UDB, and translationNotes. Instead, draft these materials while looking at the source text.
|
||||
|
||||
### Checking Steps
|
||||
|
||||
1. **Self edit** - The translator can now examine his newly drafted scripture chunks and compare them to the source text(s). Any error can be edited and corrected at this point. The key focus question at this step is "What did I miss?" Anything that was missed in blind drafting should be added into the translation now, in the place where it is most natural in the target language.
|
||||
1. **Peer edit** - When the translator has finished the self-edit step for the whole chapter, he should trade it for a chapter that another translator has finished self-editing. The translators will examine each other's chapter, looking for anything that seems unnatural as well as anything that seems to be inaccurate. When they find a problem, they should mark it and then discuss the problems and fix them together.
|
||||
1. **Keyword Check** - a facilitator, working with the translator, should examine each new drafted chapter for all key words in two steps:
|
||||
1. The facilitator should ask if each key word is present in the newly translated scripture. If it is not, then it either needs to be added or there needs to be a good reason why it is not, such as the meaning being communicated by a different word or words.
|
||||
1. The facilitator should ask the translator to provide a definition of each key word in the text and compare it to an already developed list of contextual definitions. These definitions should match. If they do not, the translation team needs to discuss which word is the best to use for the key term in this context.
|
||||
1. **Verse-by-Verse Check** - a facilitator should examine each verse of the newly translated chapter and compare it to the source text to make sure that it accurately communicates the same message as the source and to verify with the translator that the verses flow naturally in the target language.
|
||||
|
|
@ -1 +0,0 @@
|
|||
How can I use MAST methodology to translate?
|
||||
|
|
@ -1 +0,0 @@
|
|||
MAST Core Concepts
|
||||
|
|
@ -4,18 +4,24 @@
|
|||
The leaders of the church networks that will be involved in the translation should consider the following questions when choosing the people who will be members of the translation team. These questions will help the church and community leaders know if the people that they choose will be able to successfully translate the Bible or the Open Bible Stories.
|
||||
|
||||
1. Is the person known to be a very good speaker of the target language? It is important that the person speak the target language very well.
|
||||
|
||||
* Can this person read and write the target language well?
|
||||
* Has the person been living in the language community for much of his or her life? Someone who has lived away from the language area for a very long period of time might have difficulty making a natural translation.
|
||||
* Do people respect the way this person speaks their own language?
|
||||
* What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. These people then need to agree on a way to say things that sound good to all of them.
|
||||
|
||||
2. Does the person have a very good understanding of the source language?
|
||||
|
||||
* What level of education have they received, and how have they obtained skills in the source language?
|
||||
* Does the Christian community recognize that this person has adequate skills to speak the source language and an education sufficient to use the Notes or other exegetical helps provided?
|
||||
* Can the person read and write the source language with fluency and understanding?
|
||||
|
||||
3. Is the person respected in the community as a follower of Christ? The person must be humble and willing to listen to suggestions or corrections from others concerning his or her translation work. The person must be always willing to learn from others.
|
||||
|
||||
* How long have they been a Christian, and are they in good standing with their Christian community?
|
||||
* How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task.
|
||||
|
||||
After the translators have been working for awhile, the translation committee will need to make sure that they are working well. They may ask:
|
||||
|
||||
* Does their work meet the expectations of their fellow translators and local church leaders? (Has the translator been willing to work with others in testing and checking their translation?)
|
||||
|
||||
|
|
|
|||
|
|
@ -36,3 +36,4 @@ These links will only take you back to notes in the book that you are working on
|
|||
* **be fruitful and multiply** - See how you translated these commands in Genesis 1:28.
|
||||
* **everything that creeps along the ground** - This includes all types of small animals. See how you translated this in Genesis 1:25.
|
||||
* **will be blessed in him** - AT: "will be blessed because of Abraham" or "will be blessed because I have blessed Abraham." For translating "in him," see how you translated "through you" in Genesis 12:3.
|
||||
|
||||
|
|
|
|||
|
|
@ -19,3 +19,4 @@ When many scholars say that a word or phrase means one thing, and many others sa
|
|||
1. Translate it in such a way that the reader could understand either meaning as a possibility.
|
||||
1. If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.
|
||||
1. If not choosing a meaning would make it hard for the readers to understand the passage in general, then choose a meaning and translate it with that meaning.
|
||||
|
||||
|
|
|
|||
|
|
@ -25,3 +25,4 @@ In order to use tQ for a community check, follow these steps:
|
|||
1. Ask the community members to answer the question. Remind them to think of the answer only from the translation.
|
||||
1. Click on the question to have the answer displayed. If the community member's answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers incorrectly, the translation may not be communicating well and may need to be changed.
|
||||
2. Continue with the rest of the questions for the chapter.
|
||||
|
||||
|
|
|
|||
|
|
@ -6,6 +6,7 @@
|
|||
* NO? Look at the UDB. Does the UDB help you understand the meaning of the ULB text?
|
||||
* YES? Start translating.
|
||||
* NO? Read the translationNotes for help.
|
||||
|
||||
TranslationNotes are words or phrases copied from the ULB and then explained. In English, every Note that explains the ULB starts the same. There is a bullet point, the ULB text is in bold followed by a dash, and then there are translation suggestions or information for the translator. The Notes follow this format:
|
||||
|
||||
* **copied ULB text** - translation suggestion or information for the translator.
|
||||
|
|
@ -13,6 +14,7 @@ TranslationNotes are words or phrases copied from the ULB and then explained. In
|
|||
### Types of Notes
|
||||
|
||||
There are many different types of notes in the Translation Notes. Each type of note gives the explanation in a different way. Knowing the type of note will help the translator make decisions on the best way to translate the Bible text into their language.
|
||||
|
||||
* **[Notes with Definitions](../resources-def/01.md)** - Sometimes you may not know what a word in the ULB means. Simple definitions of words or phrases are added without quotes or sentence format.
|
||||
|
||||
* **[Notes that Explain](../resources-eplain/01.md)** - Simple explanations about words or phrases are in sentence format.
|
||||
|
|
@ -38,3 +40,5 @@ There are several types of suggested translations.
|
|||
* **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** - There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
|
||||
|
||||
* **[Notes for Long ULB Phrases](../resources-long/01.md)** - Sometimes there are Notes that refer to a phrase and separate Notes that refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -101,8 +101,6 @@ sections:
|
|||
link: file-formats
|
||||
- title: "How to Start Translating"
|
||||
sections:
|
||||
- title: "MAST Core Concepts"
|
||||
link: mast
|
||||
- title: "Help with Translating"
|
||||
link: translate-help
|
||||
- title: "Unlocked Bible Text"
|
||||
|
|
|
|||
|
|
@ -44,18 +44,24 @@ The strategies are all applied to Exodus 25:10 below.
|
|||
* **They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half.** (Exodus 25:10 ULB)
|
||||
|
||||
1. Use the measurements given in the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u>; its width will be <u>one kubit and a half</u>; and its height will be <u>one kubit and a half</u>."
|
||||
|
||||
2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one meter</u>; its width will be <u>two thirds of a meter</u>; and its height will be <u>two thirds of a meter</u>."
|
||||
|
||||
3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be<u> 3 3/4 feet</u>; its width will be <u>2 1/4 feet</u>; and its height will be <u>2 1/4 feet</u>."
|
||||
|
||||
4. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half cubits (one meter)</u>; its width will be <u>one cubit and a half (two thirds of a meter)</u>; and its height will be <u>one cubit and a half (two thirds of a meter)</u>."
|
||||
|
||||
5. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in notes.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one meter</u><sup>1</sup>; its width will be <u>two thirds of a meter</u> <sup>2</sup>; and its height will be <u>two thirds of a meter</u>." The footnotes would look like:
|
||||
* <sup>[1]</sup> two and a half cubits
|
||||
* <sup>[2]</sup> one cubit and a half
|
||||
|
||||
|
|
|
|||
|
|
@ -18,7 +18,7 @@ The "horn of David" is King David's military strength.
|
|||
|
||||
This is because some birds are easily trapped.
|
||||
|
||||
<blockquote>My enemies have relentlessly hunted me like a bird, without cause. (Lamentations 3:52 ULB) </blockquote>
|
||||
>My enemies have relentlessly hunted me like a bird, without cause. (Lamentations 3:52 ULB)
|
||||
|
||||
>Save yourself like a gazelle from the hand of the hunter,
|
||||
>like a bird from the hand of the fowler. (Proverbs 6:5 ULB)
|
||||
|
|
|
|||
|
|
@ -63,3 +63,4 @@ The translations strategies are all applied to Luke 7:41 below.
|
|||
|
||||
* "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>." (Luke 7:41 ULB)
|
||||
* <sup>[1]</sup> A denarius was the amount of silver that people could earn in one day of work.
|
||||
|
||||
|
|
|
|||
|
|
@ -42,19 +42,24 @@ The strategies are all applied to Isaiah 5:10 below.
|
|||
* **For four hectares of vineyard will yield only one bath, and one homer of seed will yield only an ephah.** (Isaiah 5:10 ULB)
|
||||
|
||||
1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
|
||||
* "For four hektares of vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>."
|
||||
|
||||
2. Use the measurements given in the UDB. Usually they are metric measurements. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* "For four hectares of vineyard will yield only <u>twenty-two liters</u>, and <u>ten baskets</u> of seed will yield only <u>one basket</u>."
|
||||
* "For four hectares of vineyard will yield only <u>twenty-two liters</u> and <u>220 liters</u> of seed will yield only <u>twenty-two liters</u>."
|
||||
|
||||
3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
|
||||
* "For four hectares of vineyard will yield only six gallons, and <u>six and a half bushels</u> of seed will yield only twenty quarts."
|
||||
|
||||
4. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
|
||||
* "For four hectares of vineyard will yield only <u>one bath (six gallons)</u>, and <u>one homer (six and a half bushels)</u> of seed will yield only <u>an ephah (twenty quarts)</u>."
|
||||
|
||||
5. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in footnotes.
|
||||
|
||||
* "For four hectares of vineyard will yield only twenty-two liters<sup>1</sup>, and 220 liters<sup>2</sup> of seed will yield only twenty-two liters<sup>3</sup>." The footnotes would look like:
|
||||
* <sup>[1]</sup>one bath
|
||||
* <sup>[2]</sup>one homer
|
||||
|
|
@ -80,13 +85,18 @@ The strategies are all applied to Haggai 2:16 below.
|
|||
* **whenever anyone came to the grainery for <u>twenty measures</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty measures</u> of wine, there were only <u>twenty</u>.** (Haggai 2:16 ULB)
|
||||
|
||||
1. Translate literally by using the number without a unit.
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty</u> of wine, there were only <u>twenty</u>.
|
||||
|
||||
2. Use a generic word like "measure" or "quantity" or "amount."
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty amounts</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty amounts</u> of wine, there were only <u>twenty</u>.
|
||||
|
||||
3. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine.
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty baskets</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty jars</u> of wine, there were only <u>twenty</u>.
|
||||
|
||||
4. Use a unit of measure that you are already using in your translation.
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty liters</u> of grain, there were only <u>ten liters</u>, and whenever someone came to the wine vat to draw out <u>fifty liters</u> of wine, there were only <u>twenty liters</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -36,18 +36,23 @@ The strategies are all applied to Exodus 38:29 below.
|
|||
* **The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.** (Exodus 38:29 ULB)
|
||||
|
||||
1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
|
||||
* "The bronze from the offering weighed <u>seventy talentes and 2,400 sekeles</u>."
|
||||
|
||||
2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* "The bronze from the offering weighed <u>2,400 kilograms</u>."
|
||||
|
||||
3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
|
||||
* "The bronze from the offering weighed <u>5,300 pounds</u>."
|
||||
|
||||
4. Use the measurements from the ULB and include measurements that your people know in the text or a footnote. The following shows both measurements in the text.
|
||||
|
||||
* "The bronze from the offering weighed <u>seventy talents (2,380 kilograms)</u> and <u>2,400 shekels (26.4 kilograms)</u>."
|
||||
|
||||
5. Use measurements that your people know, and include the measurements from the ULB in the text or in a footnote. The following shows the ULB measurements in notes.
|
||||
|
||||
* "The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.<sup>1</sup>"
|
||||
* The footnote would look like:
|
||||
|
||||
|
|
|
|||
|
|
@ -65,3 +65,4 @@ One and a half cubits is about .7 meter or seven tenths of a meter.
|
|||
|
||||
* **<u>about 6.5 liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.** (Leviticus 14:10 UDB)
|
||||
* "<u>about six and a half liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil."
|
||||
|
||||
|
|
|
|||
|
|
@ -11,3 +11,4 @@ There are many different things that we can do to help us to discover the meanin
|
|||
|
||||
1. Use the translationWords resources to learn about terms that you are not familiar with. Words sometimes have more than one meaning. Make sure that you have understood the right meaning of the word in the passage.
|
||||
1. Also use the translationNotes that are with the ULB Bible. These are available in the translationStudio program and the Door43 website. These will explain things about the passage that may not be clear. If possible, also use other reference books, such as other versions of the Bible, a Bible dictionary, or Bible commentaries.
|
||||
|
||||
|
|
|
|||
|
|
@ -74,3 +74,4 @@ If a fraction in your language would give the right meaning, consider using it.
|
|||
|
||||
* **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9, ULB)
|
||||
* <u>six quarts</u> of fine flour mixed with <u>two quarts</u> of oil.
|
||||
|
||||
|
|
|
|||
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Reference in New Issue