Chapter 5 shifts the focus from the text to the reader (both the translator and the target-text reader) and the reading process. The misguided belief that reading is decoding and that there is an objective meaning hidden in the text has in turn facilitated the view that translation consists of recoding the decoded meaning into another language, namely, reproducing the objective meaning present in the source text. By providing a more accurate understanding of reading, this chapter presents a more accurate view of translation. It summarizes what reading as an interactive process means for the craft of the translator, including such concepts as background knowledge and its relation to specialized texts, new and old information, word meaning as activation of a potential meaning within a particular text, word meaning and dictionaries, and the translator as a reader. Additional topics discussed are reading and language directionality in translation; reading for translation purposes; and reading in translation process research.

At the beginning of this book, we examined your own play memories and those of other people. We concluded that play really matters to children. But what do we really learn about children’s learning and development when we observe and analyse play? We begin this chapter by looking at a play memory of a 16-year-old boy whose parents used play to support their son in dealing with the arrival of his new baby sister.

In this chapter, we will look at how children play in families, and the diversity of roles that parents may take in children’s play. We begin this chapter with details of the play practices of two families living in the same community. We argue that play is learned in families, and in early childhood centres and classrooms, rather than being something that arises naturally within the child. Through reading this chapter on families at play, you will gain insights into how some families play and how play is learned in families, and an understanding that play practices learned at home lay the foundation of children’s play and learning, and that as teachers we should consider how to build upon these early experiences in our early childhood centres and classrooms.

This chapter has been designed to help you learn about: how others plan for play-based learning and intentionality in the The Early Years Learning Framework for Australia (V2.0); what a Conceptual PlayWorld looks like for three groups – infants and toddlers, preschoolers, and children transitioning to school; how to design a Conceptual PlayWorld to support cultural competence; and how to plan a Conceptual PlayWorld for a range of educational settings.

Chapter 3 focuses on language and translation functions by examining pragmatics and its relevance to translation. After a brief introduction to the concept of pragmatics (“doing things with words”), it considers the differences between grammatical/syntactic functions and pragmatic functions; it also addresses speech acts, which are closely related to function and intention, presuppositions (in connection with the idea of information shared by writer and reader) and the non-linguistic context. These notions are discussed in the context of translation and the implications they have for the translator, with multiple examples and practices. The chapter connects with functionalism (the functions of translation) by focusing on the functions of language and how these are formulated differently across languages. It emphasizes that the pragmatic function (what the commissioner intends to “do with their words/text”) guides the choice of words in the target language, rather than the syntactic structure of the source text.

Chapter 7 reviews the challenges presented by translation evaluation. The chapter offers some suggestions for translators and teachers on how to address the topic of quality in a systematic way, connecting it to principles discussed in previous chapters, such as the translation brief, translation norms, textual functions, functional adequacy, and specialized content. It attempts to dispel existing myths about the topic of quality, translation and language. Additionally, the chapter summarizes basic notions of evaluation, while introducing a flexible, customer-defined and easy-to-apply view of quality, which is also functionalist, componential and descriptive. Readers are walked through the use of a translation evaluation tool representative of these features and numerous examples. They are then taught how to review their own translations and monitor quality using the proposed tool, guided by the translation brief and textual considerations; they are also shown how to use customer and instructor feedback to improve their performance in a principled way.

Taking the child’s perspective means looking at the world through the eyes of the infant or the child. This can help us to better understand play practices and better plan for children’s learning and development. But how do we do this in practice? In this chapter we explore these ideas and help you design programs where you gain insight into the importance of documenting infants’ and young children’s perspectives on their play and identify a range of practical ways to find out children’s perspectives on their play.

In this chapter, we look at how play can support children’s learning in schools. We begin by examining how teachers can support children’s learning in play by exploring a range of playful approaches to learning curriculum content. A case study of a play-based approach from the Netherlands is also presented, followed by a range of practical suggestions and resource ideas to support the setting up of a play-based inquiry approach using the Australian Curriculum.

Functionalism proposes that the translation process is guided by extra-linguistic factors, more specifically by the function of the translation. Chapter 2 reviews the theory of functionalism (based on Skopos theory, from the Greek skopos meaning “purpose”) and some basic notions associated with it, while also explaining how to apply them in translation practice and discussion. It addresses basic functionalist concepts: extralinguistic factors (also known as situational features) and how they shape both monolingual and translated texts; the translation brief and translation norms; changes in situational features, and how they influence and guide translation decisions; and the “lifecycle” of a commissioned translation. Examples and illustrations accompany the presentation. The chapter starts by considering the relationship between extra-linguistic factors and monolingual texts, progressing to translated texts and translation tasks.

Chapter 1 discusses various definitions of translation, addressing the challenges involved in trying to define the term. Chapter 1 also provides an overview of translation types, such as overt and covert translation, communicative, dynamic and formal translation, grammar translation, and interlinear translation. Equivalence and equivalence types are discussed in connection with the notion of translation, as well as the problems involved in trying to formulate an a priori definition of the term. Additionally, the idea of an equivalence continuum is beneficial for translation as a professional activity, as it helps to situate it within the wider context of cross-cultural communication and the language industry (language for specific purposes, etc.), contributing to forge a more malleable concept of translation as a profession (i.e., language mediation). In addition, the chapter reviews various types of translation-related activities (e.g., editing, revising, reviewing, localization, proofreading for translation, and machine translation).

As a result of reading the first five chapters, you are now in a position to argue for the view that studying play is a serious and academic endeavour. To further support your learning, in this chapter and the next we turn our attention to the main theories that have informed the key models of play upon which teachers have increasingly drawn in contemporary times. In this chapter, we show how post-structuralist theory can inform thinking about children’s play.

Chapter 8 departs slightly from the focus on translation activity by shining a light on the translator, in an effort to highlight their role in the translation process itself, often minimized for the benefit of the text. The chapter serves as a reminder that the translator also has an impact on the text. It addresses what is meant by the translator’s (in)visibility and how practicing or aspiring translators can incorporate this notion into their practice and knowledge base. Also addressed are related topics such as norms, codes of ethics, agency, positionality and ideology. Additionally, the chapter helps inform aspiring translators and those who work with translators about the role and professional expectations for translators, including their role as agents of social justice, the translator’s workplace, recent changes in the field, translator profiles, and the qualifications and skills needed to work as a translator. This chapter guides readers to an understanding of the translator’s possible role/s and assists them with the creation of their own professional identity.

Children’s play reflects the culture and cultural tools of a community. Digital play and digital tools have evolved over time. Described by Susan Edwards as three generations: First generation: 1980 to early 2000s with the focus was on children’s use of digital technologies; Second generation: 2010 with the availability of the iPad and independent digital activity by children; Third generation: the integration of technologies with children’s socio-material activities and everyday lives.