Luận văn a study on english vietnamese translation of the primary education texts in the primary education for disadvantaged children project in vietnam

Design of the study CILAPTER I: TECHNICAL TERMS OF THE PEDC PROJECT IL1 Background knowledge of the Primary Education for Disadvantaged Children PEDC Project 11.2 ‘Typical features of te

VIET NAM NATIONAL UNIVERSITY HA NOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

DEPARTMENT OF POST — GRADUATE STUDIES

RRARRER AR KERR REE

A STUDY GN ENGLISH-VIETNAMESE TRANSLATION OF THE PRIMARY

EDUCATION TEXTS IN THE PRIMARY EDUCATION FOR DISADVANTAGED

CHILDREN PROJECT IN VIETNAM

CÁCH DICH ANH-VIET V AN GIAO DUC TIEU HOC CUA

DỰ ÁN GIÁO DỤC TIỂU HỌC CHO TRE EM CO HOAN CẢNH

'KHÓ KIIÃN Ở VIỆT NAM

M.A MINOR THESIS

FIELD: ENGLISH LINGUISTICS

CODE: 602215

Tlanoi - 2010

VIET SAM NATIONAL UNLVERSITY HA NOL

UNTVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES

TEPARTMENT OF POST —- GRADUATE STUDIES

Skate R a RARE

BUI TIT] ITUYEN TRANG

ASTUDY ON ENGLISH-VIETNAMESE TRANSLATION OF THE PRIMARY

EDUCATION TEXTS IN TILE PRIMARY EDUCATION FOR DISADVANTAGED

CHILDREN PROJECT IN VIETNAM

CÁCH ĐẸCH ANH-VIỆT VAN BAN GIÁO ĐỤC TIỂU HỌC CỦA

DỰ ÁN GIÁO DỤC TIỂU HỌC CHO TRE EM CÓ HOÀN CẢNH

KHO KHAN 0 VIET NAM

M.A MINOR THESIS:

FIELD: ENGLISH LINGUISTICS:

CODE: 602215

SUPERVISOR: Dr LE HUNG TIEN

Hanoi - 2010

1 Rationale of the study

2 Aims of the study

3 Scope of the study

4, Methods of the study

5 Significance of the study

6 Design of the study

CILAPTER I: TECHNICAL TERMS OF THE PEDC PROJECT

IL1 Background knowledge of the Primary Education for Disadvantaged

Children (PEDC) Project

11.2 ‘Typical features of terminology

TL3 Classification af technical terms of the PEDC Project accarding to their

TH.1 The present coniext of translating the technical terms used in the

materials of the PEDC Project

1H.1.1 The transiators

TIT.1.2 The readers

15.1.3 Some problems faving the trandators and readers

IH.2 The common strategics and procedures used in the transition of

technical terms of the PEDC Project

TH.2.1 Translation of terms which ure names of intervention initiatives of the

PEDC Project

IKL2.2 Translation of the simple terms by transference procedure

IEL2.3 Translation of the compound terms by transpasition procedure

PART C: CONCLUSION

1 The groups of terms and translation strategies and procedures used to

transhie them

2 Suggestion for the strategies and procedures

3, Limitations of the study and suggestions for further research

PART A: INTRODUCTION

1 Rationale of the study

Like other counties in the world, the education sector in general and the primary education cycle

in Vietnam play an important role in the society ‘I'he Ministry of Education and ‘lraming (MOET)

has implemented many education projects al alll cdueation levels The

ducation projects ars conducted by the cooperation and financing of the GOV and donors from many foreign countries such as the United States, the United Kingdom, Belgium, Australia, Canada Foreign languages, especially Fngtish arc used widely; thercfors, translation of English materials inlo Vietnamese plays an important role to those projects Thanks to good tanslation, all the national and international members of project teams can well understand and effectively cooperate with each other However, the translalors offen face many troubles with technical terms and langage structure, particwasly in finding suitable cquivalcnec in translating English technical terms uscd in the project materials into Vietnamese

‘The Government of Vietnam (GOV) has made a commitment to universal, high quality basic

education for all in its education laws, poverty alleviation programs, and 2005-2010 stratogios TL hus also committed internationally lo achieving Eduvalion For All (EFA), the Millermium Development Goals and the Convention of the Rights of the Child This is one part of the rationale of the GOV to run projects and try to reach many of the un-reached students who do not g0 to school, Over the last ton years Victnam has successfully met its initial Universal Primary Education (UPE) goals, However, the country still has an untinished primary education agenda in the provision of access to education for un-teached children and the improvement of edneation quality in the overall system This unfinished agcnda involves cnsuring that all children have the opportunity to attend a school that meets minimum standards in terms of space, curriculum, materials and personnal qualifications

One of the education projects implemented by MORT is the Primary Education for Disadvantaged Childen (PEDC) Project in Hanoi, Vietnam with financing fiom (i) the Intemational Development Association (IDA), (ii) bilateral grants fram various foreign donors including Ausilion Ageney for Inlernational Development (AusAID), Camdian Tntcrnational Development Agency (CIDA), British Department for International Development (DFID), Norwegian Agency for Development and Cooperation (NORAD) and (iii) the Government of Vietnam

The translation of the technical terms in the material of the PEDC Project is controversial, There are strong arguments among translators about how to deal with the specialist vocabulary or the echnical termns: explaining in other words or translating into Vietwamese Experience shows thal

explaining a new technical term in a longer group of words to a large class of non-iinglish majors

is almost impossible for thc involvement of more complicated wards in the cxplaining groups of words Translating the terms mto Vietnamese is more time-saving and comprehensible; however, translating terms of a specialized field is not a pleasant and easy task for the translators, In their efforts to transtate the terms, they may fail to give proper equivalents dua to their tack of knowledge, cultural context and exposure in the fictd As a result, different translators may have various ‘translations for the same term and in no way can they agree on one “unified and standardized” equivalent

In the hope of finding a proper solution to the problem of translation of the terms in the materials

of the PEDC Project, and in the hope for some suggestions that can be of some use to those who

are responsible for translating tho tockuricat lermns of the PEDC Projeut; the aulhor would like to cary out the study to answer the questions: what are some of the more problematic technical terms, what are the common strategies and procedures used in the translation of the technical

terms of the PEDC Project in Viemam?

2, Aims of the study:

@ To collect the English technical terms in the materials of the PEDC Project and to study their main features in terms of characteristics and structural patterns and work out the similarities as well as the differences between Linglish terms and their Vietnamese equivalents

(ii) To suggest the strategies and procedures that may apply to the translation of tectmical terms of the PEDC Project and to suggest some implications for translating technical terms of the PEDC Project

3 Scope of the study

The study is confined lo the investigation into English — Vietnarnese Iranslation of technical terms

of the PEDC Project The major aspects to be considered are their classification, structural pattems and their translation

4, Methods of the study

To accomplish this study, firstly, we will go through a number of materials on translation and terminology to build up a theoretical background for the research

Thon as slated in the aims and scope of the sturdy, the writing is based on the review of many types of matzrials of the PEDC Project in order to collect and group the English terms and their Vietnamese equivalents for description, analysis, comparison and induction, From typical examples of Bnglish terns and their Vietnamese equivalents; we can find the simitarities and differences and draw out the strategies and procedures used in the translation of technical tems of

the PEDC Project ‘The main method is contrastive analysis

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We also conduct discussions and interviews with colleagues (translators of the PEDC Project), specialist translators and readers (National consullants and Vichamese stakeholders of the PEDIC Project) to find out the tendency tor better and more preferable strategies and procedures

Data collection: ‘he technical terms to be studied will be taken from a number of materials of ths PEDC Project such as training materials, manuals, monitoring and evaluation reperts, However, within the scope of the study, only typical terns with high frequency of occurrence arc scicoted

5 Significance of the study

This sindy can, hopefully, offer some references thal can be useful 1o those who are responsible for translating the technical terms of the PEDC Project and other projects and help them to get more knowledge about translation methodology in general and about terminology translation in particular Ou that basis, they van find oul the most suitable siratsgy and procedure to transtats technical terms, which may help them to improve the quality of their work, This study also helps the author to extend the existing knowledge on this section, and successfully fulfill her task as a translator and cope with difficulties in daily work Moreover, the author also provides suggestions for the further studics on English — Vietnamese translation of the PEDC Project However, this study is conducted within the PEDC Project in Hanoi, Vieam using only some kinds of materials with technical terms of this project If the research can be applied to other primary cduvation projects in Victnam utilizing other kinds of primary education materials, such as written

or spoken materials from meetings including speech and conversation, it may be possible to get a more comprehensive view of this field and ths overall answer lo the problem staisd in the study

6, Design of the study:

This study consists of the three parts with the three main parts, a bibliography, and a umber of appendixes

Part A: Introduction

The introduction gives rationale for the study; it also outlines the aims, scope and methods of the study,

Part B, Development

The development consists of three chapters

Chapter 1: Theoretical background

This chapter provides the theory of terminalogy and transtation

Chapter JE The technical terms of the PEDC Project

‘This chapter discusses the typical features of the technical terms of the PEDC Project and their

structural patlerns,

Chapter JH: The translation of the technical terms of the PEDC Project

‘The conclusion suramarizes the strategies and procedures as well as comments on them

The appendixes give examples of different groups of tarms

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PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND

As the study focuses on the translation of technical tems of the PEDC Project, the theoretical background of this study would be a review of issues relevant to the thesis topics: terminology, charactctisties of tcnuinelogy, translation, teclmical translation, translation procedures and the translation of terminology

1.1 Terminology

1.1.1 Definition

Definition of terminology has been proposed up by many linguists to establish its structure and meaning, “Dictionary of Linguistics Terminology” (1997) mentions fifteen (15) definitions of lentinology One of those definitions is given by Russian authors in “Russi

Encyclopedia” (1976; 473 - 474); “Terminology is a word or a combination of words that denotes the concept in

a specific area, Terminology is a specialized and restricted expression on things, phenomena, charactcristies and the relationship in spocifie profassion”

Many Vietnamese linguists such as Do Huu Chav, Nguyen Thien Giap aiso provided detinitions

of terminology Do Liu Chau (1998) claims “Terms are specialist words used within a scientific

fickd, a profession or any technological fistd”, To identify œ tcctmical term, he (1981) states

“Scicntific and technical terminology consists of lexical units uscd to denote phenomenal objects, activities in industrial technologies and natural or social sciences”

Nguyen Thien Giap (1981) defines it as “a section of special lexis of a language It consists of fixed words or groups of words which arc accurate names of concepts and subjects belonging to different specialized fields of human beings”

Those definitions, from different times and by different peopte, all indicate that there exist

“special words in specialized fields or branches of human knowledge” There are, therefore, terms used in Mathematics, physics, commerce, medicine, economics, linguisties which should be distinguished from ordinary words

1.1.2 Distinction between terms and words:

Baker (1998) suggests “Terms differ trom words in that they are endowed with a special form of reference, namely that they refer to discrete conceptual entities, properties, activities or relations which constituts the knowledge space of a particular subject ficld”

Further important differences between terms and words are as follows:

(i) Terms have special reference within a particntar discipline whereas words fimetion in general reference over a variety of subject fields

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(ii) Terms keep their lives and meanings only for as long as they serve the system of knowledge

that gave rise to them

In other words, terms together with words and proper names constitute the general class of lexical items, Names refer individually to object and people; words refer arbitrarily to general concepts while istms refer deliberately to specific concepts [Towaver the boundary between terms and words is not a clear cut i.c, many terms become ordinary words when they arc closed to daily life and used with high frequency, and many words become terms when thay are used in specialized fidd

A term needs to be accurate and clear because basically it reflects an exact concept of a science If

a term is of absolute accuzacy, pople never mistake one concept for another, Onec a word has become a term, it no longer has commotaional, emotional meaning; it also loses its polysemousness, synanymonsness, and autonymousness In short, terminology necessarily works

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‘To conclude, the above mentioned contents are essential characteristics of terminology in general However, according to Tang (1998) tcrminology in Vicinamese necds to have twa more characterisues: national and popular

1.1.3.4 Popular

Terminology needs to be popular or close ta the language of masses Sciences are to serve the masscs, to make the masscs involv: in scientific ficlds and at the same time bring the knowledge and benefit to them, ‘The language, especially terminology, used in scientific materials should not

national language They, therefore, possess the colors, the charactaristics of the nattonal language

In other words, they should be made fiom the materials of the national language in terms of lexicology, form and grammar

In conclusion, terminology in general and technological terminology in particular needs to possess five characteristics: accurate, systematic, international, national and popular These characteristics are key elements or principles in the creation and standardization of terminology

T.2 Translation theary

1.2.1 Definition of translation

Tl is undeniable that translation plays an important, role in our life According to Kelly (1968), without transtation, there is no history of the world Up to now, there have been so many definitions of translation, Here are some examples

Barkhndarov (1975) defines translation as “the transformation of a speech product in one language into thal of other language, kecging the content (or meaning) unchanged”

In his own words, Catford (1965) says that translation “is the replacement of textual material in one language (source language) by equivalent textual material in other language (target language)”

Meanwhile, Hartman and Stock (1972) defines translation as “the replacement of a representation

of a text in one language by a Tepresentation of another squivalent in a second fanguage”

Transtation, in Wilss’s word (1982), “4s the pracedure which leads front a wrilten source language

text to an optimally equivalent target langnage text, and which requires the syntactic, semantic,

stylistic and text pragmatic comprehension by the translater of the original text”

The mos! specific definition is one by Larson (1984):“Transtation is Ihe wark of transferring the meaning of a text or part of a speech from one language info another Translation consists of

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studying in the lexicon, grammatical structure, communication situation and cultural context of the source language texl, analyzing il in order to delermine ils Tueaning and then recanstructing this same meaning, using the lexicon and grammatical structure which are appropriate in the receptor language and its cultural context”

Still there is another way of classifying translation types, ie from Larson’s viewpoint As a given text has beth form and meaning, there arc, according to Larson (1984), two main kinds of translation, ie literal translation and idiomatic translation, ‘The former, which attempts to follow the formn of the source language, is form-basad while the Taller is meaning-based, which make every efffort to communicate the meaning of the source language text in the natural forms of the target language

To sum up, different linguists define translation from different points of view, thy; however,

share the same notion of translation, i.e when tianslating a text, its message (.e meaning) must

be fully conveyed Moreover, the translated text must also be accepted in the target language in terms of form, structure and culture

1.2.2 Translation equivalence

Equivalence can be considered a central concept in translation theory, many theorists define translation in terms af equivalence relation Pym (1992) has even pointed to its circularity: equivalence is supposed to define translation, and translation, in turn, defines cquivalenee, Here are some elaborate approaches to translation equivalence:

Nida (1964) distinguishes format equivalence and dynamic equivalence as basic orienlations rather than as a binary choice: (1) Formal cquivalonec is achieved when the source language (ST) and target language (TL) words have the closest possible match of form and content, (ii) Dynamic eqnivalence is achieved when the SL and 'TL words have the same effect on their effective readers

Newmark (1988a} terms Nida’s dynamic cquivalence as “equivalence effect” or “equivalence response” principle: “the overriding purpose of any transtation should be to achieve “equivalence effect”, ie to produce the same effect (or ones as close as possible) on the readership of the translation as was oblaincd on the readership of the original” (Mcwinurk 19884) He also secs equivalence effect as the desirable result rather than the aim of any wanslation except for two cases: (3) if the purpose of the SI text is to affect and the TT transtation is to inform or vice versa; (i) if there is a pronounced culuwal gap bslween the SI and TI text

Koller (1979) considers five type of equivalence: (i)Denotative equivalence; the SL and TL words refer to the same thing in the real world; (di) Connotative equivalence: this type of equivalence provides additional valucs beside denotalive value and is achicved by the translator’s choice of synonymous words or expressions; (iii) Text normative equivalence: the SL and TL words arz

16 used in the same or similar context in their respective languages, (iv) Pragmatic equivalence: with

readership orientation, the SL and TL words have the same effect on their respective readers; (¥) Formal equivalence: this type of equivalence produces an analogy of form in the translation by either exploiting formal possibilities of I'L, or creating new forms in I'L

1.2.3 Translation strategies and translation procedures

Just as it was mentioned in the aims of the study, the main purpose of the study is to find out the strategies and procedures used in the translation of the technical terms of the PEDC Project In this part, we wilt review some theoretical background on these Faclors Newmark (1988b} points out the difference between translation methods and translation procedures He writes that, "While translation methods relate to whole texts, translation procednres are used for sentences and the sualler units of tanguage" (p81)

1.2.3.1 Literal transiation

Newmark (1981) approaches literal translation by distinguishing it from word-for-word and one-

to-one Lranslafion, “Word-for-word transtation transfers SL grammar and word order, as well as

the primary meanings of all the SL words, into the translation” This translation is supposed to be

effective only for brief simple neutral sentence One-to-one translation is a broader form of translation in which each ST word has a corresponding TT word, bul their primary meanings may

differ Literal translation goes beyond one-to-one translation It ranges from one word to one

word; throngh group to group, callocation to collocation; clause to cause; sentence to sentence

1.2.3.2 Transference

As Newmark (1981b) puts it “Transference is the process of transferring a SL word to a TL text as

a translation procedure It is the same as Catford’s transference, and includes transliteration,

which relates to the conversion of different alphabets The word then becomes a ‘loan word’*

Norrnally the translator has te decide whether or not to tansfor a word unfamiliar in TL, which in

principle should be a SL cultural word The names of SL objects, interventions, devices, processes that are imported into the TI culturs should be, in principte, creatively, preferably translated, if

they are neologisms, although brand names have to be transferred However, in the media, the

experts are more likely to transfer words whether the translators like it or not

Words and expressions thal are normally transferred are: names of all living and most dead

people; geographical and topographical names including newly independent countries except for

those which already have recognized translations, names of periodicals and newspapers, titles of un-tanslated Literary works, plays, films, names of private companies and institutions, public or nationalized institutions, street names, addresses

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Cultural words in regional novels and essays are often transferred to give local colar, to attract their reader, lo give a sense of intimacy between the lex and the reader, In non-liicrary texts, the same words should be translated if they are Likely to remain in the TL culture

Semi-cultural words, in principle, should first be translated, and if necessary the transferred word and the functional equivalence can be added in brackets until the transtator is confident that his/her readership recognizes and understands the word

According to Baker (1992), translation by the use of loan words is used not only because the concepts are unknown or nol lexivalized in the TL culture Sometimes loan words are used not because they have no equivalence in TL but because they sound more modem, smarter and high class ‘Ihe loan word can be followed by an explanation and then can be used on its own when Tepeated several limes in the text Howe there are argumenis for ani against transference: the argument in favor of transference is that it shows respect for the SL country’s culture; the

argument against is that it is the translator’s job to translate, to explain

1.2.3.3 Shifts or transpositions

“A ‘shif? (Catford’s term) or ‘transposition’ (Vinay and Darbelnct) is @ translation procedure involving a change in the grammar from SL to TL.” (Newmark 198 1b)

There are four main types of shifts

@) One type which is automatic and offers the translator no choice involves the change from singular plural, or the change in the position of the adjective

Gi) A second type of shifl is required when a ST grannmatical structure does not exist in the TT Ti

such cases, there are always options for the translator lo choose An obvious example of the

common grammatical structure in English that does not exist in many other languages is the English gerund In translation, the Linglish gerund offers many choices: it can be translated by a verb-nomm, or by » subordinate claase

(iii) The third type of shift is the ane where literal translation is srammatically possible but may not accord with the natural usage in the TL In this type of shift the translators offen give their preferred translations which may be suilable in certain context or may inercly be a matter of tasle (iv) The fourth type of transposition is the replacement of a virtual lexical gap by a grammatical

regarded as general options available tor stylistic consideration

‘To conclude, transposition is the only procedure which is concerned with grammar, and which is nade intuitively

1.2.3.4 Cultural equivalent

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‘This procedure is an approximate translation where the translator translates a SL cultural word by

a TT cultural word The translation uses of the:

approximate cquivatcnls arc linnited because they are not accurate, but they can be used in general texts, publicity and propaganda, as well as for brief explanation to readers who are ignorant of the relevant SL culture A great advantage of approximate cultural equivalents is that they have a greater pragmatic cultural equivalents is that they have a grcater pragmatic impact than culturally neutral terms; thzy arc important in drama as they can create an immediate effect However, the main purpose of this procedure 1s to support or supplement another translation procedure in a couptel

nguishcs teckmical transtation from institutional Lanslation

politics, commerce, finance, government etc, is the other.” He goes on to suggest that technical translation is potentially non-cultural and universal because the benefits of technology are not confined to onc spccch community The tems in technical translation, therefore, should be translated On the contrary, institutional translation is cultural, so, in principle, the terms are transferred wmless they are concerned with international organization

Sofcr (1991) approaches technical translation by distinguishes it from literary translation “The main division in the translation field is between literary and technical translation” According to him, literal ranstation covers such areas as fiction, posiry, đan and humanities in general and is

done by wrilzrs of the same kind in the targel language, or at Teasl by transtators with the required literary aptitude Meanwlule, technical translation is done by a much greater number of practitioners and is an ever-growing and expanding field with excellent opportunities,

The two authors, although having different approaches to technical translation, they both view it

as specialized translation with its essentiat etement — “specialized terms”

1.3 Transtation of terminolapy

1.3.1 Role of terminology in technical translation

Newmark (1981) claims “Lechnical translation is primarily distinguished from other forms of translatiơn by tenninology although terminology usually only makes up about 5%-10%.” This distinguishing feature may arise tom the fact that other characteristics, grammatical feature, such

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as passives, nominalizations, third persons, empty verbs, present tenses merge with other varieties

of language However, terminology, expecially new terminology is considered the central difficulty in technical translation There are some reasons for this challenge: (i) The tirst reason is that there are some technical neologisms in the SL which are relatively context-free and appear only once These neologisms are sometimes not context-hound, therefore, the translator is unlikely to understand thom by gradually climinating the less likely versions; (ii) The second reason lies in the fact that even standardized terms may have more than one meaning in one field,

as well as in two or more fields Although the purpose of terminology standardization is to establish a single one-to-one relationship between a reference and its name, there are, in tact, many concepts-words which are nototions for their different meanings in various technologies

1.3.2 Translation of neologisms

As Newmark (1981) puts it “Neologisms which can be defined as newly coined lexical units or existing lexical units that acquire new sense are pethaps the nomliterary and professional translator's biggest problems.” The main reason that leads to the arrival of neologisms is that new objets and processes are continually ercated in technology, new idcas and variations on feclings come to the media and new terms from the social sciences, slang, dialect and transferred words come into the main stream of language Newmark (19816) also proposes twelve typss of neologisms, including otd words with new senscs, new coinages, derived words, abbreviations, collocations, eponyms (persons, objects, geographical names), acronyms, phrasal words transferred words and psenda-neologisms and he also discusses the Irauslalion of particular instances:

1.3.2.1 Old words with new senses

‘These words are normally non-cultural and non-technical as they do not usually refer to new

objects or processes,

word that already exists in the TL, or by a brief fimetional or descriptive term,

Existing collocations with new senses are a translator’s trap ‘This occurs when “normal”

and thercfore arc rarely tculmological; they are uswally transta(ed cither by 4

descriptive lermus suddenly becume technical terms and their incaning sometiznes hides immoeently behind a more general or figurative meaning, These existing collocations can be cultural or non- cultural: if the referent (concepts or objects) exist in the TL, there is usually recognized translation

or through-translation If the concept does nat exist or the TT readers are nol yel aware of i, an economical desonptive equivalent has to be given

1.3.2.2, Derived words

Newmark (19811) states “The groat majorily of ncologisms arc words derived by analogy from ancient Greek and Latin morphemes uswally with suftixes such as ismo, - ismus, ete, naturalized

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in the appropriate language” ‘the word-forming procedure is applied mainly to designate scientific and technological rather than cultural institutional terms, the advance of these internationalisms is widespread, and these words normally have naturalized suflixes

Asa professional translator, we should bear in mind that there are distinctions between terms with

or without those suffixes to transfer its subtlety nuances of meaning

looking for il in the numerous reference books Besides, the

so there is no need wasting time

aro many cultural reasons why the acronym may or may not be worth transferring, depending on the standard contextual thetors as readership, translation prospects

Acronyms are considered to be an increasingly common feature if all non-literary texts In translation, depending on their degree of importance, the acronyms can be translated by a standard equivalent term or a descriptive term if the standard does not yet exist Acronyms which stand tor institntions and names of companies are usually transferred When a political or social

organization becomes important, it is common to transfer its acronym and translate its name

1.3.2.5 Colincalions

New collocations (noun compounds or adjective plus nouns) are particularly common in the social sciences anc in computer languages ‘These terms represent their varying problems as some of usm do not exist in the TL, therefore, we have to transfer them and then add a fimctional — descriptive term; otherwise we might create our own neologisms

To sum up, as a translator, we have to accomnt for every SI word, thus be able to guess the ward's meaning, the linguistic and sttuation context, the composition of the word in order to decide what type of neclogisms it belongs to and what tanslation procedwe is appropriate: transference,

transposition, TL derived word, functional, or desonptive term We should not transfer SL

ncologisms in the primary cducation toxts of the PEDC Project, which are ovidsntly reeent ot devised for the particular SL text, we should be in respect of neclogisms

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CHAPTER II: TECHNICAL TERMS OF THE PEDC PROJECT

In the Chapter I we have discussed the main features of terminology in general In this chapter, we

would like to give a very brief background of the PEDC project and more importantly, a brief

introduction about the technical terms which are selected from materials used in the pnmary education field in the PEDC Project

IL1 Background knowledge of the Primary Education for Disadvantaged Children (PEDC)

Project

In this part, we only briefly provide general information about the PEDC Project; specific contents such as purposes, strategy, approach, description, Institutional Strengthening Teams (ISTs), structure, institutional and implementation arrangements will be included in the Appendix

‘The Government of Vietnam (GOV) has signed up to try to achieve Education for All (EFA) and also the Millennium Development Goals which include Universalization of Primary Education

(UPE) The Ministry of Education and Training (MOET) is implementing the Primary Education

for Disadvantaged Children Project (PEDC) with financing from (i) the International

Development Association (IDA), (ii) bilateral grants and (iii) the Government of Vietnam

Project scope: The project commenced in late 2003 and will run until the end of 2011, PEDC is being implemented in the 222 most disadvantaged districts in 40 of Vietnam’s 64 provinces The

districts were chosen on the basis of an extensive survey which ranked districts on a number of

key poverty criteria,

Project overall objective: The objective of this project is to improve access to primary school and the quality of education for disadvantaged gitls and boys Disadvantaged children are broadly

defined as school-aged children who are not enrolled or are at risk of not completing their primary education; children who attend schools that do not meet fundamental quality standards, and

children with disabilities or children from other highly vulnerable groups, such as street children,

migrant children or girls from certain ethnic minority areas

Project Description: The project consists of four components, including (i) Component 1:

Reaching Fundamental School Quality Level (FSQL), (ii) Component 2: Educational initiatives

t t

for groups of highly vuinerable children, (iii) Component 3: National and provincial institutional and lechnical support for impl=mcntation of FSQI., (iv) Component 4: Project Management

11.2 Typical features of terminology

‘The technical terms of the PLDC Project possess typical features of terminology

TE.2.1 Accurate

Technical terms of the PEDC Project arc cmotionally neutral with dcnotative meaning and most

of them have one-to-one relationship with the concept they refer to

such as primary Icachor (giáo

vign tiéu hoe), primary student (hes smh tiéu hoe), primary education (giảo đục tiểu học) that

respectively reter to a single concept

1.2.2 Systematic

A term takes on a different meaning in the ficld of primary cducation This meaning is decided by its relations with other terms in the same system or by its position in the system

Example

The term “preschool” means “aude đuổi dến trivong” when it is combined with the word

“children” in the sentence “Zhe School Readiness program for preschool children has been conducted hy the PEDC Project for the last three years” (Du dn PEDC dat thye hiện chương trình

Chudin hi dén trường cho trò øm trước tuổi đến trường trang 3 năm qua) Bul when thíx tem is

xelated to the word “class”, it has different meaning: “preschool class” (lớp mẫu giáo)

11.2.3 International

Some terms of the PEDC Projeel are used intcmationally Though they may appear in similar or

different forms in different languages, they refer to the same concepts that exist in different cultures

curricular chương lrính hoc cunieculaires cuniculare

11.2.4, National

‘Technical terms of the PEDC Project are made up from the material of the language that contains thom For example, io denote the age or period when a child normally attends school, English

School manapars Ban giảm hiệu” cân bộ quán lý trường học

Parent Teacher Association PTA) Ban dai điện cha mẹ HS

113.1 Single terms and neologisms

Single terms are made up of one word (usually a noun or a verb), and neologisims can be acronyms, new coinages, abbreviations, cotlocations

1.3.1.1 Single terms which appear in the form of a verb

One important feature of these terms is that they are not “fixed”, ie they can appear either in the

form of a verb or a noun af different time in the same text or in the samc sentences to avoid repetition Almost all the verbs have their nouns to be used as alternatives

+4

Disseminate Dissemination (su tuyén truyền, phố biển)

Another important feature of some of these verbs is that each verb usually goes with Gn

collocalions) one or two certain nouns Examples of verbs and nouns that go together arc:

Upgrade Teaching Assistant 'Nâng chuẩn Nhân viên hỗ trợ giáo viễn

Disseminate event Tuyên truyền, phỏ biến sự kiện

Develop professional activities Phát triển các hoạt động chuyên môn

11.3.1.2 Single terms whÍch appear in the form of a noun

The lorms which are nouns (also inchiding the nouns that derive from verbs in 2.3.1.1) ean be divided into subgroups as follows:

Sub-technical terms

Those arc words which are nol specific to a subject specially bul ocour regularly in scientific and technical texts These items will be accorded high priority in language program because one estimate puts the occurrence of sub-technical items in scientific texts almost as high as 80% (Iman 1978) in Kenedy and Bolitho (1991)

Some tenms of the PEDC Project are ordinary words that lose their “normal” sense and take on the specialist meaning, e.g the normal sense of “methodology” is a set of methods and principle used

lo perforin a parlicular activity while its specialisl meaning is “a sel of Leaching methods”

Other examples:

Upgrading (ning chuan)

Tisserination (tuyên truyền, phổ tiễn)

Sub-technical vocabulary can prove a problem because words commonly met in General English take on a specialized meaning within a specific or technical context ‘he user may already know the general meaning and may be confused when he/she meels in # eontox! with a totally different

meaning,

Highly technical terms

Every subject has its set of highly technical terms, which are an intrinsic part of the learning of the

discipline itsclf To understand these terms, the uscr may necd to understand their theery For

example, a translator translating materials of the PEDC Project will meet such items as curriculum (chong trink hoc), consumables (dé dimg cho TIS), pilot (thi điền), trial (thie nghiém)

satellite (điểm trường là), monograde (lip don), multigrade (lap gháp) in the course of hisdlwr

studies ‘Thess highly technical words can be really problematic when the user has relatively little knowledge both of hisfhor subject discrpline and of English

1.3.1.3 Neologisms referring to newly created concepts

In technology, new objects or processes are invented and created all the time: therefore, there rises

a need for neologisms to name them (primary term creatian), These neologisms are initially used

in the culturc where the concepts ars invented Later, the concepts arc transftrred to other cultures,

and sometimes the original names may be transferred together with the concepts

Vietnamese School Readiness Chuẩn bị tiếng Việt

Vietnamese Language Slrengthermg

Inclusive L'ducation

Exemplary Inclusive Education Services

Fimdamental Schoot Qualily Level

Child Development Record

Tisadvantaged children

1E.3.1.4 Acranyms in the technical terms of

Acronyms are words formed fiom the initial letters of words that make up a term of a proper

Some acronyms of the PEDC Project ate

"Tăng cường Tiểng Việt

Giáo dụ hòa nhập

Mê hình địch vụ giáo đục hòa nhập mẫu

Mức chảt lượng lỗi thiểu

Dữ liệu trẻ thiệt thời Tré cm có hoàn cảnh khó khăn

the PEC Project

CSF (Campus Support Fund)

VIS (Vietnamese Language Strengthening)

Quỹ hỗ trợ điễn trường (QIITĐT)

Tang cường tiếng Việt (TCTV)

TỊ.3.1.5 Abhireviations in the technical terms of the PEDC Project

An abbreviation is a shortened or contracted form of a word or phrase, used to represent the whole

Some abbreviations of the PEDC Project arz

DFG (District FSQT Grant)

DFDP (District FSQI Devetopment Plan)

FTI (FSQL Input Index)

Kink phi MCLTT cap huyén

Kế hoạch phải triển MCT,TT cấp huyện Chỉ số đầu vào MCI.TT

name

11.3.2 Compound terms

Th orms which are compased of two or more han two words; these words, which arc of

different part of speech, combine together and create terms that have the fonn of nominal group (Llalliday’s term)

‘The nominal group

Before examining the terms, which appear in the form of nominal proups, we would like to discuss brietly the experiential structure of the nominal group

According to Waltiday (1985), the nominal group structure contains the Thing (Head nom), preceded by vatious items including Deietic, Numcrative, Epithet, and Classificr, and followed by

Qualifier:

These mine excellent enthusiastic |Gradel [teachers [of The

school Teeietic — Numeralive BpHheL Epithet Classifier | Thing Qualifier

Deiclic the deictic cement indicates whether or not some specific subsct of the thing is intended

It can be sither specific such as this, that, these, those, my, your, his, her, their, or non-specific like a, an, each, every, all

Manerative: the numerative clemenl indicalos some Tumorical feature of the subscl: cither quantity (one, two, three ) or order (first, second, third ) either exact (one, two, three ) or inexact (some, few, little )

Epithet the epithel, which usually appears in the form of an adjective, indicales some quatity of the subscl This can be an objective property of the thing ilsclf, c.g old, long, blue, thin or it may be an expression of the speaker's subjective attitude towards it, e.g, wonderful, excellent, terrible

When these forms function as Epithet, they usually have the sense of the finite tense: the present

participls means “which is (was/will be) ing”, and the past participle means “Which has (bad/will haveJbsen 2d”

Examples:

A bleeding fice (a face which is bleoding)

Modulanzed training (waining which has been modularized)

When these forms function as Classifier, they typically have the sense ofa simple present, active

or passive: present (active) “Which s”, past (passive) “Which is ed”

Examples:

A stopping train (a train which stops)

Individualized instrnction (instruction which is individualized)

Often the participle is itself further modeified and cmbodics any onc of a number of cxpericntial relations as in a fast-moving train, a school-based manual, child-based teaching

Sometimes the same word may function either as Ryuthel er Cha

ex, wilh a different in meaning Rramples:

Support Epithet in support teachers that means “teachers that supports” or support Classifier

in support teachers that means “teachers classified as a special type of teachers”

Thing: the thing is the somantic core of the nominal group, which may be common noun, proper noun, or personal noun

Qualifier: the qualifier element follows the ‘Thing and characterizes if, he qualifier can be a relative clause or @ prepositional phrase

Technical terms of the PEDC Project in the form of the nominal group

1.3.2.1 Terms consisting of classifier (noun) + thing

A term of this group consists of two riouns, the first noun function as Classifier and helps to distinguish the Thing (the second noun) from other concepts of the same group,

For example, in the list of technical terms of the PEDC Project, there are many types of teachers

(Thing) thai can be distinguished from onc another by different Classifier that pro

11.3.2.2 Terms consisting of classilier/epithet (adjective) + thing

A term of this group consists of an adjective that functions as Classifier and the Mead

"Trẻ em trước luôi tên ưường

Professional Development training 'Tập huấn phát triển chuyền môn

District Equipment Grant Kinh phí mua sắm cấp huyện

Inclusive Education Documentation 'Văn bản chính sách giáo đục hòa nhập

11.3.2.3 Terms consisting of classiiler/epithet (present participle) + thing

In this group, some V-ing function as Classifier, e.g teaching aids aids which are used in

teaching, taining manual = mammal which is used in training, some function as Epithet, eg “A teaching assistant not only helps Grade 1 ethnic minority students team well in the class but also muohiliz

chool-aged students fo altered School Readiness cla:

* (Nhân viên hỗ fro GV khong chi

hỗ trợ HS dân tộc thiểu số lớp 1 hoc tốt trong lớp mà còn huy động trễ em trong độ tuổi đến

trường học lớp Chuẩn bị đến trường) In this example, the teaching assistant means the assistant

TE.3.2-4 Terms consixting f claxsifier/epith

Like V-ing participle, some V-en funetion as

be cither Epithet or Classi fier whon interprets

Tisabled childran Trẻ cm khuyết tật

113.25 Terms consisting of classifier/epithel (naun + past participle “baxed”) + thing

In the PEDC Project, the past participle “bas:

Cluster — based training

Skill - basod loarning

Necd — based training,

Tập huận heo cụn trưởng

Học lập lây kỹ năng làm trung lâm:

Tập luận dựu vào nhu cần

TE3.2.6 Terms consisting of classifier/epithet (adj + present participle) + thing

‘The present participles can be modified by adj jective and create terms like the followings

11.3.2.7 Terms consisting of classifice/epithet (noun + present participle) + thing

‘The present participles can be modified by nouns and create terms like the followings

Problem - solving Mathematics Giải toán có lời văn

Capacity — building training Tập huấn phát triển năng lực

Teacher - training program Chuong trink tap huain GV

Street — working children Tré cm kin séug duong phd

1.3.2.8 Terms consisting of numerative + naun + thing

One = feacher schaot Trường học đo Ì GV phụ trách

Ong - teaelier s le Điểm trường lê đo 1 GV phy rách

Ône - tcacher nrultiarade school Trường học có lớp ghếp do 1 GV phụ trách

Two grade multigrade class Lớp ghép hai trình độ

113.29 Terms consisting al thing + qualifier

The qualifiers in terms of this type are usually “of phrases” or “with phrases”

Training of trainers Tập huấn lập huần viên

Training of managers Tập huấn cán bộ quản lý

Training of icaching assislants Tap huin NVETGV

‘With phrasex

Children with disabilitics Trẻ cu khuyết tật

Children with hearing impairment Trẻ cm khiểm thính

Children with visual impairncnt Trể em khiếm thị

Children with autistic behavior Trẻ em có hành vi tự kỹ

Children with leaming difficulties Trẻ em có khó khăn trong học tập

Children with language difficulties Trẻ cm có khỏ khăn trong học ngôn ngĩt

Tn short, we have studied the main features and the structural pattems of the technical tems of the PLDC Project We have also classified and divided them into groups namely single terms and compound terms Singls terms are further grouped into new coinages, acronyms, abbreviations,

collocations and there are some subgroups of terms under the head “compound tem

31

CUAPTER II: THE TRANSLATION OF TECIINICAL TERMS OF TIIE

PEDC PROJECT IEL1 The present context of translating the technical terms used in the materials of the PEDC Project

TH.1.1 The translators: The translators may be one of the followings:

The translators of the PEDC Project:

‘The PEDC Project has seven (7) Institutional Strengthening ‘Teams (IST) including Administrative Luprovement - IST, Instructional Improvement — IST, Planning lnprovement — IST, Financial Improvement — IST, Procurement Improvement — IST, Construction Improvement

— IST and Community Participation improvement — 1ST ‘There are eight (8) translators in total of the PEDC Project (one tanstator of each institutional strengthening team and one transtalor for the Senior Implementation Advisor who is an American person)

‘The paradox is that not all translaters work for the PEDC Project from the beginning to the end;

the change in cmploymont staf loads lo more time neoded by the new tumslaters to gol used with tems of the project The new translators in the initial period cannot fully understand the background general information as well as initiatives, interventions of the project so they can Provide in accurate tamslation (for example, ane translator of the TIST translated the term

“Teaching Assistant” into “Trg giting” for the first timc because she didn’t know that the TA program is translated as "Chương trình Nhân viên hỗ ag Giéo vién” — an intervention of the PERC Project) Moreover, each translator of an TST has certain professional knowledge and translation skills for a ficld that cach IST in charge of such as construction, finance, planning .50 sometimes they cannot give correct translation for the terms related to the primary education cycle that Iras been mentioned in this siudy

The translators outside the PEDC Project:

‘Translators of other primary education projects that are partners of the PEDC Project, translators

of consulting companiss which have signed the contracts to conducl the extormal evaluation reports, longiludinal studics on aelivitics and programs of the PEDC Project They can be Freelance translators, Bachelors of Art, or Masters of Art

Translators who sign the contract to translate materials with the PEDC Project in case that the PEDC Project has a Jot of matczials tianslated for such a short amount of time so only translators

of the PEDC Project cannot finish all They can be translation of translation companies, Freelance translators, Bachelors of Art, or Masters of Art

Specialisis: many written texts have been translated into Vietnamese by:

32

@ First, consultants of some non-governmental organizations cooperating with the PDC Project

in developing teaching and Icerning materials such as Save the Children, Oxfam UK These

translators are well-qualified m terms of professional knowledge related to the primary education cycle and are well-trained in English, however, they don't understand clearly some of the technical terms involved with interventions and initiatives of the PEDC Project so sometimes they cannot provide the accurate Victnamese equivalents for these terms

Gi) Second, consultants and professors who are Bachelors, Masters or Doctors of Science of State agencies under Ministry of Hducation and Training such as Vietnamese Instilute of Tiducationat Sciences, Primary Education Department, Ethnic Minority Education Department These translators are well-qualified m terms of professional knowledge related to the primary edueation scetor but thoy ara not well-trained in Ergtish Hore seldom are the cases whon the translators are experts of both English and professional knowledge related to the primary education eycle

TH.1.2 The readers

In general, the readers of this type of materials are professionals, experts and many befong to one

of the following groups:

() National part-time, full-time consultants of the PEDC Project (Masters, Doctors of Science, Associate Professors, Professors) They can be permanent staf of the Ministry of Féncation and Training (MoET) or retired from the MoET before working for the PEDC Project Theix major is the primary education so they have a good knowledge of the specialized field, and are capable of deating with primary education issuss, however, they are nol well-irained in Pingtish

dopartments undar MoRT

Gi) Leaders of MoRT (Minister, Deputy Ministers); stalls of agonci

related directly to the primary edueation cycle and the stakeliolders of the PEDC Project (Head of Primary Kducation Department, Head of Ethnic Education Department, specialists in the primary cdueation cycte )

Gi) Specialists, consultants, professors from other primary education projects, consulting companies, non-governmental organizations

TH.1.3 Some problems facing the translators and readers

Difficulties face by PEDC translators and non-PEDC translators:

Gienerally, the transtations of the PETC Project terminology in our comntry is still in its early stage and depending on he background, scope and retated aspects of this project so both PDC translators and non-PEDC translators have faced a number of problems

Firstly, the translators’ training has it owns deficiencies; there have been no translators who are

products of courses that pravide training of lechnicat terms of the PEDC Project Whether a

33 translator is a specialist in the primary education cycle or English major, he/she is halé-trained and

niceds lo cquip for him elf the other half of the ne

Secondly, the lack of the list of the PEDC Project terminology also contributes barriers to the translation of the tems of this project

ssary knowledge

Thirdly, another problem arises from the arbitrariness of language with such problems as polyscmy, non-cquivalence For example, theoretically, a terms necds to express onc concept, but there are in fact, many terms that refer to more than one concept in the same field, e.g the Tnglish term “Teaching assistant” refers Ip three concepls in Vienamese: (1) trợ giảng, G0 trợ lý giáo dus, (iii) NVHTGY This may create difficulties for translators

Difficulties face by the readers:

(@ They need to explain Lo translalors the spaifie moaning of technical terms

(ii) They don’t know whether the translator has faithfully wanslated the term as expressed (an example is Teaching Assistant a term has different ways of translation in Vietnamese depending

on cultural aspects, contexts, background )

(ii) Translators don’t have cnough time to rad through carefully to check translation so sometimes the readers can be conflused when reading the translation versions (for example, the PERC Project has the three terms “school sites” (điểm trường), “main school site¢main campus” (điểm trường chính), “satellite campus/satcllite/satcllite site” (diém trudng 18}, If the translators don’t check translation including these terms carefully, they can give incorrect information.)

111.2 The common strategies and procedures used in the translation of technical terms of the

PEDC Project

IKL.2.1 Translation of terms which arc names of intervention initiatives of the PEDC Project Group 1:

1 The term “Teaching Assistant (TA)” - Nhan vién ha irg giao vién (NVHTGV)

The approach to education with TA’s support has been applied in some countries (such as

Ungland, the United States, Netherlands, lrance, Belgium, Canada ) The term “IA” has some

different equivalents in various countrics duc to differences in teaching and Icaming contexts, and cultural aspects as follows: (@) In Holland, TAs work as assistants for teachers and students and they focus mainly ơn supporting directly children’s learning, especially reading and basic skills; (ii) In France, there are ‘supervisors’ who have an intention of becoming teachers Basically, hey contribute to supervising students inside and outside the classroom; they also meet parents; support the students’ learning; (ii) in Belgium, there are “subsidized contract staffs” that are recruited lo minimize uncmployment mic and thoy can take part in looking aflsr proschool

children or assisting the students fo lean foreign languages; (iv) In US, a more general te is

34

used “assistants for education professionals” - “cúc phụ tả chuyên gia giáo đục” - which shows those working with and helping professionals, The role of these assistants is described specifically for each working position; for example: bilingual teaching assistants, bilingual special education assistants, assistants in charge of looking after children, overtime assistants, teaching/classroom

assistants, tutors and many ather titles

Thc above-mentioned contents mention some cxamples of usc of TAs in othcr countrics especially America, England, France, Holland, Belgium and Canada, They also show the different terms used for TA in different countriss, various roles, responsibilities of TAs ike leachers who take main responsibilities of teaching in the classroom while TAs play the key role in increasing students” learning results under supervision of teachers or help from teachers inside and outside

chuyên gia giáo đục”

The term “Teaching Assistant (TA)” in the context of PEDC project can be identified as

“assistant in tcaching”, which means people supporting teachers to teach students in the class This possible analysis makes this term have similar equivalent like “Trợ giáng” (Translation of the compound terms by transposition procedure) but this term is translated “Nhân viên hỗ trợ GV”

by the PEDC Project becausc this Victnamesc cquivalent is suitable for the PEDC project context

‘TA are ethnic minority people who know ethnic minority languages and can use Vietnamese at local areas They conperale with Leachers, especially Grade | teachers and work in accordance

with school managers’ guidance ta provide School Readiness for y se the

2 The term “TA upgrading” - Nang chuẩn NVILTGV

35

Source language: “Ihe PLDC Project implementation Plan (PIP) states that one result of the

Teaching Assistant initiative is to support those Teaching Assislanls thal are qualified to be

supported to enter a provincial teacher training institution The recent World Bank/donor project review team gave their full support to the proposal on 74 upgrading”

Target language: “Theo kế hoạch thực hiện đụự án PEDC, mét trong những kết quả của sáng kiến

NVHTGV là giúp đỡ NVHTGV có đủ tiêu chuẩn có cơ hội học tập tại cơ sở đảo tạo GV của tỉnh

Doan dang đánh giá của NHI G và các nhà tài trợ gần đây nhất đang xem xét hỗ trợ đề xuất nâng chuẩn NUTITGE"

3 The term “Schonl Readiness” (SR)— Chuẩn hị đến trường (CBBĐT)

Aecording ta the leclrdedl report by Pamela C.High, MD, and the Committee on Early Childhood, sdoption, and Dependent Care and Council on School Health, Amertean Academy of Pediatrics,

“School Readin 3" is a term used frequently in the in pro-schoal and kindergatlon setting, rcans that a child is ready to enter a social and educationally based environment, Moreover, SR is a systematic concept, including a child’s readiness; school readiness (teachers, TAs, managers ); readiness of parents and commmunilics In other words, the child is ready to stat the process of leaming how to do things independently

The term “School Readiness” in the context of PIEDC project: Vhis term can be understood as

“Tealiness for schaol” which can have the Vietnamese equivalents such as “sẵn sảng đến trường”

or “slin sang di hoc” but this term is translated “Chuan bj dén truéng” within the scope of the

PEDC: Project ‘The School Readiness (SR) program is a part of the Teaching Assistant

iniiative, which staried im 8 initia! provinces in the summer 2007 and has been scaled — up to

33 provinces of the PEDC Project up to know This program aims at children living in those

communities with numerous 3 year-old ethnic minority children In such areas, the lack of Vicinamese Ianguage skills actually becomes a barrier to learning in primary classes because

there are no kindergartens in some disadvantaged comnmumities Therefore, the SR program can, even conducted in a short time, prepare children for a smooth transition to Grade 1 so that

children can start leaming with fewer barriers in comparison with those who live in more

36

quality education in primary school as well as expected outcomes of achieved schools Schools achioving FSQF will have good initial step in the process of gaining eriteria ofa national standard school.”

‘Target language: “Dw 4n PEDC Jan dan đã đưa ra khái niệm vé Afite chất lượng tối thâu

{MCLTT) ở Vist nam MCLTT 1a bude di diu tién trong qué tinh dat dizoc cdc tiên chí truờng

chuẩn quốc gia của Việt nam A4C#.77 xác định một tập hợp tôi thiếu những dầu vào cần thiết cho việc cung cấp giáo dục có chất lượng tại trường tiểu học và cũng xác định những đầu ra cơ ban mriong muên các trường đạt được Những trường đại được A#Œ7.77 sẽ có ruột bước rnỡ đầu tôi đẹp trong quá trình dạt được các tiều chí trường chuẩn quốc gia.”

5 The term “Đistrict F8QL Grant"(DfG) — Kinh phí MCLTT cấp huyện

Source language: “The District FSQU Grant (DFG) is a PEC grant to a distriel fo finance some

of the non-construction improvements identified through the District FSQL Audit (DFA) necessary to bring schools up to FSQL standards Available funds over five years total VND

425.6 billion (USD 26.6 million) All DFG funds are passed to PPCU, who distribute fimds to

districts The objcotive of the District FSQL Grant (DFG) study is to review the extent and effectiveness of the DFG activity of the project fo date and provide recommendations for potential modifications to this activity.”

Target language: “Kinh phí MCLTT cấp huyện là một khoản kinh phí mà đự án PEDC cấp cho

từng huyện nhằm phát triển các hạng mục phi xây đụng được xác định thông qua KKMCL/TT cấp

huyền, kinh phí mà thiết trong việc hỗ Irợ các trường đại các tiêu chuẩn MCI.TT”

6, The term “Campus Support Furl” (SE) - Quy

Source language: “The Campus Support Fund (CSF) is a decentralized school-level fund with

rợ điểm trường

PLAs and school sfaff sharing the responsibility for planning and management ‘The purpose of CSF was to provide resources 19 be used for improving salcllile ant main school campuses, providing flexibility for schools to deal with lecally specific issues that impact enrolment, retention, ot educational quality, and strengthen the relationship between schools and communities”,

Target language: “Quÿ hỗ trợ điểm trường là khoản kinh phí được phân cấp đến cấp trưởng với

sự phối hợp của Tian đại điện cha mạ IS và đội ngũ nhà trường trong lập kế hoạch và quân ty quỹ

này Mục đích của Quỹ hỗ mrợ điểm trường là cũng cấp các nguôn lục đề được sử dụng nhằm cãi

thiện cảc diễm trường, tạo cho các trường sự linh hoạt trong việc xứ lý những vẫn đẻ cụ thẻ của

từng địa phương mmà có ảnh hưởng tới việc nhập hoc, duy trì ha tập hay chất lượng giáo đục, và

tăng cường môi quan hệ giữa nhà trường và cộng động.”

37

7 The term “Inclusive Edueatton” (1E) — Giáo dục hỏa nhập

Souree langtage: “The PEDC is working with the MoET in support of inclustve education for all,

including the provision of scrvices for children living with disability to support their acccssing, maintaining attendance and successfully completing primary education, Based on extensive discussions and planning with the Primary Education Department at Mok't' and the World Bank this cfforl was modified a develop the National Inchisive Education (TH) Policy Strategy and Action Plan”

Target Janguage: “PEDC dang cimg voi BGD&DT hd tro giao duc hoà nhập cho tất cả mọi

người, cũng cấn địch vụ cho trẻ khuyết tật nhằm hỗ trợ trẻ tiếp cận trường học, duy trì sĩ sỗ lớp

học và hoàn thành tôi giáo đục bặc tiẫu học, Dựa trên những thảo luận và kế hoạch chuyển sâu với

Vu Giáo dục Tiểu học thuộc Bộ và Xgân hàng Thể giới, nỗ lưo này đã được cúng có nhằm xây đựng một Chinh sách, Chiẳn lược và Kế hoạch Hémh ding Quée gia va GDIIN”

8 The term “Exeraplary Tncludve Education Servicex” (EIES) — Mô hình địch vụ giáo dục

hòa nhập mẫu

Source language: “With respect of a need lo begin to implement model servic

that would be in suppor! of the TE policy and stratcgy development, the Exemplary huclusive Edtecation Initiative has commenced in one province in each of the three regions of Viemam In each of three districts, the draft National Policy and Strategy will be used to guide development of services to support

inclusive edueation and the progress of this development will, in tur, be used to guide refinement

of the National TE documentation”

‘Target language: “Lién quan dén nhn cau bit dau thie hign mé hinh dịch vụ hỗ trợ việc xây

dung chính sách và chiến luge GDHN, Sang kién M6 hinh Dich vu GDHN mdu di đuợc khởi

động tại một huyện trong 1 tính thuộc 3 miễn ở Việt Nam Tại mỗi huyện, bán thão chính sách và

chiến lược sẽ được sử dụng làm tài liện định hướng mô hình dịch vụ nhằm hồ trợ GDHX và sau

ale practicing classroom tzachers”.