1. Introduction
The title of the play in question written by Brian Friel, namely Translations identifies one of the common concerns the leading Field Day dramatist shares with other postcolonial writers and which is subject of analysis in this essay. The playwright himself emerges as a translator of the Irish Gaelic past, illustrated by the fictional Gaelic-speaking community Baeile Beag in Donegal, into the political and economic realities of an Anglicized Ireland. The interpretation will be put forward that the central notion of the play is the unreliability of translation.
Before one examines Friel’s utilisation of the concept ‘translation’ in the same-titled play, the technical term itself has to be clarified by drawing on some insights from translation theory. In addition to that, some brief comments will be made regarding the essay’s underlying ideas of language, culture and identity as these will be frequently points of reference during the course of this essay.
In order to justify the interpretation introduced above, Friel’s theatrical device that is, to have the play enacted monolingual in the colonisers’ tongue has to be commented on. It will be illustrated that the shift from one language (Irish) to another (English) is presented in the play as a predictable consequence of at least three forces: Firstly, the establishment of the National School System; secondly, the utility to learn English; thirdly, the perhaps strongest force presented as a powerful metaphor, the ordnance survey.
The subsequent interpretations are rather based on character readings. Sarah, the mute hedge school student is of special interest because she represents the close connection between name and identity. Owen, the hedge school teacher’s younger son has to be paid closer attention to because of his deliberately performed mistranslation. After considering Yolland’s realistic articulation of the concealed cultural divide that separates him from the people of Baile Beag, Hugh’s remarks about language will be addressed.
Table of Contents
1. Introduction
2. Recurring Concepts in the Play
3. Friel, a Translator of the Irish Past
3.1 The Theatrical Convention of Accessibility
3.2 The Establishment of the National School System in Translations
3.3 The Utility to Learn English
3.4 The Metaphorical Ordnance Survey
4. Naming and Identity
5. Owen, a Traitor?
6. The Cultural Divide
7. Hugh, the Realist
8. Conclusion
Objectives & Research Themes
This essay examines Brian Friel's play Translations to argue that the central theme of the work is the inherent unreliability of translation. It explores how the shift from the Irish Gaelic past to an Anglicized present is driven by colonial forces and investigates the resulting impact on cultural identity and the preservation of historical memory.
- The linguistic and political power dynamics of translation in a colonial context.
- The role of the National School System and the ordnance survey as imperial instruments.
- The intersection of naming, language, and the formation of individual and national identity.
- The portrayal of the "go-between" or translator as a conflicted, potentially traitorous figure.
- The ontological versus positivist views of language as depicted through character interactions.
Excerpt from the Book
3.2 The Establishment of the National School System in Translations
One of the external pressures which caused the transition from a Gaelic speaking Ireland towards an Anglicized population was the establishment of a national school system throughout Great Britain. Legislation passed in 1831 and defined that the schools charged no fees (cf. Davies 2). Also in Ireland the medium of instruction became English and teaching did not provide any Gaelic subject matter (cf. McGrath 179). Under colonial rule hedge schools as the one depicted in Translations now becoming redundant had helped to keep Irish culture and language alive. So, by setting the play in a hedge school in 1833 Friel deliberately chooses a point in time in which one of the imperial forces was all the more omnipresent. Even though the implementation of this political force is held off-stage it causes discussion among the pupils of the hedge schools:
BRIDGET. Did you know that you start at the age of six and you have to stick at it until you’re twelve at least – no matter how smart you are of how much you know.
DOALTY. Who told you that yarn?
BRIDGET. And every child from every house has to go all day, every day, summer or winter. That’s the law.
DOALTY. I’ll tell you something – nobody’s going to go near them – they’re are not going to take on – law or no law.
BRIDGET. And everything’s free in them. You pay for nothing except the books you use […] And from the very first day you go, you’ll not hear one word of Irish spoken. You’ll be taught to speak English and every subject will be taught through English […]. (Friel 331)
Summary of Chapters
1. Introduction: This chapter introduces the core thesis regarding the unreliability of translation and outlines the methodological approach focusing on language, culture, and identity.
2. Recurring Concepts in the Play: This chapter clarifies the theoretical definition of translation and its link to culture and identity, establishing the "ontological view of language."
3. Friel, a Translator of the Irish Past: This chapter analyzes how Friel uses theatrical conventions and historical pressures like the National School System and the ordnance survey to frame the colonial transition.
4. Naming and Identity: This chapter explores the motif of naming as an act of power and its role in establishing the connection between identity and linguistic signs.
5. Owen, a Traitor?: This chapter investigates the role of the translator as a go-between and evaluates the suspicion of treason surrounding Owen's actions.
6. The Cultural Divide: This chapter examines the romanticized encounter between different cultures and the problem of incommensurability in translating between them.
7. Hugh, the Realist: This chapter analyzes the hedge school master's pragmatic yet ontological view of language and his acceptance of the inevitable sociolinguistic changes in Ireland.
8. Conclusion: This chapter synthesizes the main arguments, reaffirming that Friel's play serves as a profound reflection on the intersection of translation, power, and cultural erosion.
Keywords
Translations, Brian Friel, Postcolonialism, Irish identity, Language, Translation theory, Ordnance Survey, Colonization, Hedge schools, Cultural divide, Linguistic dominance, Identity, National School System, Representation, Hybridity
Frequently Asked Questions
What is the primary focus of this analysis?
The analysis focuses on Brian Friel's play Translations and argues that the unreliability of translation is the play's central notion, examining how this reflects the colonial transformation of Irish identity.
Which theoretical framework is applied?
The study utilizes translation theory, postcolonial theory, and the concept of an "ontological view of language" derived largely from George Steiner’s works.
What is the significance of the "ordnance survey" in the play?
The ordnance survey is interpreted as a powerful metaphor for colonial dispossession, where the re-naming of places represents the imposition of imperial power over the native oral and cultural memory.
How is the figure of the translator portrayed?
The translator, particularly the character Owen, is depicted as a conflicted "go-between" who is frequently viewed with suspicion, embodying the Italian idiom traduttore, traditore (translator, traitor).
How does the author view the connection between language and identity?
The author argues that language is the primary source of identity and memory; therefore, losing one's native language constitutes a profound threat to the integrity of one's cultural identity.
What are the thematic pillars of the work?
The main themes include linguistic dominance, the clash between Gaelic culture and British colonial administration, the role of education in cultural change, and the symbolic significance of naming.
Does the play suggest that translation is ever truly accurate?
No, the work emphasizes that complete equivalence is impossible, and translation in a colonial context is fundamentally an act of power that often results in distortion or loss.
Why is Hugh considered a "realist"?
Hugh is characterized as a realist because he recognizes the inevitability of the transition into an Anglicized sociolinguistic reality and understands the necessity of adapting to it to ensure survival, despite his pride in the Irish language.
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- Bianca Müller (Autor:in), 2010, The Unreliability of Translations in Friel’s Translations, München, GRIN Verlag, https://www.grin.com/document/152022
