NEWS AND VIEWS IN ENGLISH * FROM THE FACULTY OF EDUCATION MU

CZK 20 volume 14, number 1, spring '13

the messenger, spring '13 editorial 2

editorial

Dear Readers,

I hope you will enjoy this issue, as ever. If you feel inspired by
any of our articles, or whatever else, please feel free to contact us
at [email protected].

You might like to send us your comments or suggestions for

articles, or, indeed, the articles themselves.

With thanks.

Your editor,
Gabriela Oaklandová
3 in this issue the messenger, spring '13

in this issue
Editorial............................................................................................... 2
Interview: Interview with Peter Grundy by Irena Headlandová‐Kalischová...............4
Linguistics Pages: Seven Days Without a Pun Makes One Weak by Helena Havlíčková.. 7
Linguistics Pages: How Texas Spoiled My Grammar by Lucie Podroužková................9
Methodology Pages: “Compensatory strategy is when, for example …” by
Helena Havlíčková................................................................................. 10
Methodology Pages: An Unusual Day for Ordinary High‐School Students by
Jitka Kučerová, Anna Čejková...................................................................11
Methodology Pages: My Subject and my Future Job by Eva Hašková......................12
Methodology Pages: A Teacher Assistant in the UK by Iva Plháková....................... 13
Methodology Pages: Wind in Your Hair – a Course about Freedom and Responsibility
by Bára Vichtová................................................................................... 15
Methodology Pages: DysTEFL by Šárka Dohnalová........................................... 16
Literature Pages: How to Enjoy More and More Pages of Poetry by Irena Přibylová....18
Translation Pages: Introduction by Ailsa Randall............................................. 21
Translation Pages: Trendelenburgova poloha by Jana Vrzalíková..........................21
Translation Pages: “The Errant Killer by Jan Váchal” by Andrew Oakland............... 26
Poetry Pages: by Illona Serková and Jaroslav Suchý........................................ 32

Managing Editor: Gabriela Oaklandová

Editor: Andrew Oakland
Graphics: Aaron Collier
Staff Writers: Šárka Dohnalová, Helena Havlíčková, Irena Headlandová‐Kalischová,
Lucie Podroužková, Irena Přibylová, Ailsa Marion Randall, Jaroslav Suchý, Bára Vichtová
Contributors: Anna Čejková, Eva Hašková, Jitka Kučerová, Illona Serková,
Andrew Oakland, Iva Plháková, Jan Váchal, Jana Vrzalíková

the messenger
volume 14 number 1
published semi‐annually
date of issue: 30 June 2013
deadline for submission for the next issue: 15 October 2013
publisher: Masarykova univerzita, IČ 00216224
publisher address: Masarykova univerzita, Žerotínovo náměstí 617/9, 601 77 Brno,
Czech Republic
editor address: Department of English Language and Literature, FE MU, Poříčí 7,
603 00 Brno
managing editor: Gabriela Oaklandová, +420 549 495 029
email: [email protected]
(Copyright © 2013 Masarykova univerzita)
Ev. č. MK ČR E 15006, ISSN 1214‐6676
publishing house: Tiskárna KNOPP, Černčice 24, 549 01 Nové Město nad Metují
All rights reserved. Nothing in this publication may be reproduced
without permission of the publisher.
the messenger, spring '13 interview 4
aren’t me, they are themselves. And why
interview would I want someone else to pretend to
be me? Or pretend to be one of those
Interview with Peter Grundy
fictional British characters in a ghastly
Irena Headland Kalischová
coursebook? Only I suppose if I think
being me or being a fictional British
This interview was conducted as an
character from a coursebook is better
email exchange between myself and
than being them, which, of course, I
Peter Grundy just a few days before his
don’t. On the contrary, I welcome users
expected visit to Brno. Peter Grundy is a
who adapt English as a means of showing
well‐known linguist, who has spent most
their own identity.
of his career teaching at various
As to the second part of your question
universities both in the UK and overseas.
– do the adaptations of others affect my
He says “My main interests are in
use of English? – as Barbara Seidlhofer
language teaching methodology and in
claimed some years ago in ELT Journal:
pragmatics”, and these are evidenced in
well, I suppose everybody’s use of
his bibliography: he’s written books and
language is liable to have some small
articles on ELT along with university
effect on our own use, language being a
coursebooks including Doing Pragmatics
virus which mutates as it passes through
(3rd edn. 2008). He has been a regular
its human hosts.
visitor to the English Department at PdF
Can I also add a footnote about
MU over the past few years; he was a
adopting language? I suppose the only
plenary speaker at the linguistics
people who might think others should
conferences in 2011 and 2012 and will be
adopt their language would be people
running a workshop in April 2013.
with a strong sense of the relationship
between language and nation, and a
Q: On your last visit to the Faculty of
consequently narrow view of what
Education, in Sept 2012, you were one
constitutes a standard variety. It’s not
of the plenary speakers at the
difficult to think of languages that are
conference on English as the Lingua
closely associated with nations, and of
Franca of the Modern World. In your
course the names of languages and
lecture, you often referred to Barbara
nations are often cognates. Moreover, we
Seidlhofer’s book Understanding English
know from recent European history that
as a Lingua Franca (2011), and one of
nations sometimes choose not to include
the quotes read “So English could not
groups who speak languages or varieties
actually function as an international
that differ from the supposed national
language at all if it were simply adopted
language. But of course, the putative
rather than adapted”. How do you,
relationship between language and nation
personally, feel about the
doesn’t signify for English: speaking
“adaptations”, and do they affect your
English doesn’t make you British, and you
own use of the language?
can be British without speaking English.
PG: The point Barbara Seidlhofer makes
This means that if you are a so‐called
is that learners adapt English to their
native‐speaker of English, you don’t have
own needs rather than adopt a native
the kinds of identity and ownership issues
speaker variety. And the first part of your
that plague speakers of some other
question, if I read it right, implies that I
languages.
might find this unsettling. But, I ask
myself, why would anyone want to adopt
the language that I speak? After all, they
5 interview the messenger, spring '13
Q: Do you see any change in the role of speaker’ is difficult to determine in Hong
native speakers in an EFL classroom? Kong, where I suppose discriminating
PG: I don’t wish to be provocative – oh students were often reflecting attitudes
well, perhaps I do wish to be provocative: to ethnicity rather than language. And if I
to be honest, I don’t like the term ‘EFL’, benefited from discrimination in Hong
which harks back to the days of the Kong (although who wants to be
British Empire and is in serious need of advantaged by discrimination, I wonder),
deconstruction. If I wanted to learn I’ve also suffered from it: I get rather fed
Czech, I’d ask someone to teach me up when people say that non‐native
Czech, not ‘Czech as a foreign language’. speaker teachers are better at the job
So why would anyone want to learn than I am because they know more about
English as a Foreign Language when they learning the language. Or when people
might instead learn English? Of course, if I imply that as a native speaker I may be
were an English‐speaking linguistic less intelligible than a non‐native speaker
imperialist who thought everyone should because of my obstinate use of inter‐
adopt my language, and if I made it dental fricatives. Each of us can be a
impossible for them to do this because I good teacher or a bad teacher, and I don’t
defined it as a very strictly circumscribed honestly think our own first language
variety which admitted no L2 should be taken into consideration.
phonological, semantic or syntactic  
variation, then I suppose I’d invent a term Q: Recently, the topic in online forums
like ‘English as a Foreign Language’ at Masaryk University has been the
precisely to describe their guaranteed worldwide trend of MOOCs (Massive
failure to speak my variety of English. Open Online Courses); some students
So, to ‘adapt’ the question: In an age welcome this form of higher education,
when English is so obviously used as a others condemn it. What’s your view?
lingua franca, do I see any change in the PG: There are some people who would
usefulness or otherwise of someone like have us forget the difference between
myself, who learned English from their making information available and helping
parents rather than from a language students to understand that information.
teacher? No I don’t, actually. I’ve never In my experience, understanding usually
tried to teach anyone to use English as I requires teachers and learners to interact
use it. And when I look back to the closely. Now, many of those who make
beginning of my teaching career in 1968, information available to students don’t
even in that Prague Spring, those I taught provide the associated learning
probably wanted English more for opportunities which would enable the
intercultural than for cross‐cultural use. students to understand it. Moreover, even
And since I’ve always thought of English the kinds of modest learning platforms
as a lingua franca rather than a foreign that we all use in our university teaching
language, I’ve never thought it are beginning to have a pernicious effect,
worthwhile to think much about the in that our students typically expect all
supposed differences between native and the required reading to be available on
non‐native speaker teachers. Of course I the platform. But of course the reading
know that there’s a lot of prejudice that often benefits us the most is that
about: when I worked in Hong Kong, there which we discover for ourselves when
were clearly students who preferred to we’re in the library. Whenever I visit a
have a native English speaker teacher ‐ university library, I still marvel at the
although what’s meant by ‘native English huge amount of astonishingly academic
the messenger, spring '13 interview 6
material that I stumble over almost by but in a world in which we no longer find
chance – and how this contrasts with the butchers, greengrocers, newsagents and
limited diet of ready‐meals provided on florists in the high street, perhaps
the learning platforms that I prepare for teachers too will soon be relegated to a
my students. small section at the back of the
  knowledge hypermarket.
Q: So you think there is still a future for  
teacher‐training colleges and faculties Q: Finally, as you will soon be running
of education and their students? another workshop in Brno, titled
PG: As institutions make education more Learning to Write, could you give us just
widely available and offer opportunities a little hint whether it will deal
to those who in former times would have primarily with the academic style as
been denied access to the academy, they such, or academic English, or perhaps
increasingly realize how fearfully academic ELF?
expensive the provision of an adequate PG: After the dystopias that your last two
number of teachers is and how relatively questions prompt, at last a chance to
inexpensive it is to dump a load of pre‐ reflect on the opportunity to work
digested material on a webpage. So we together as a small group of people who
try to take short‐cuts by devising self‐ really care about something important:
study learning packages, which some helping our students to write effectively.
people imagine will one day replace In the workshop, I intend to focus not so
teachers. A few months ago, I was invited much on what to write as on how to write
to a dinner where I found myself sitting it. Because I believe that our students
opposite a senior representative of the bring intelligence, feelings, taste and
world’s leading provider of academic aesthetic sensibility to the academy, I’ll
learning packages. When we got to the try to show ways of teaching writing that
pudding stage of the meal, I asked him respect not only their academic needs but
what he did when he didn’t have anything also their human qualities.
to offer that exactly met the needs of a Every time I think about it, I thank
client institution. He told me that the providence, and one or two of my
situation never arose because his teachers too, that I’m a relatively literate
company had suitable academic materials person. As a teacher of writing, there’s
for every learning need. Yes, it’s true that nothing I want more than to see my
he was drunk, but still you can see that students surpass me in this. And when I
idiots are moving into education and that run a teacher development workshop, I
they pose a threat to those of us who aim to share ideas that colleagues can use
believe in training and developing real to help their students to surpass them
teachers. And the need for real teachers too.
has never been greater. I was recently Finally, thanks for asking me these
told by an expert in the British Council questions. I found them very thought‐
that the world has eleven million English provoking (and much more useful than
teachers and needs fifteen million. (No the opportunity to lurk on a MOOC).
doubt our drunken publisher friend wishes
we had only ten, and indeed will work on Thank YOU, and we look forward to the
governments to bring this about, since he workshop!
thinks he can solve the problem with a
learning package of doubtful quality.) So I
hope the answer to your question is yes,
7 linguistics pages the messenger, spring '13
our history, habits, culture ... our jokes
linguistics pages are alien to them, as theirs are to us.
Seven days without a pun makes
Jim: I've just had my appendix out.
one weak
John: Will you have a scar?
Helena Havlíčková
Jim: No thanks, I don't smoke.
The pun mentioned above has to be said
How similar the pronunciations of scar
aloud to discover that the words week
and cigar are! Can we translate the two
and weak are pronounced in the same
homophones and still keep the meaning
way. The English language is full of
of the joke? Sometimes careless
homophones like this, so no wonder that
pronunciation can help the purpose of
a great number of jokes arise from the
the pun.
domain of homophones.
I like European food so I decided to
Waiter, what do you call this?
Russia over there because I was Hungary.
It's bean soup, sir.
After Czech'ing the menu I ordered
I don't care what it's been. What is it
Turkey. When I was Finnished I told the
now?
waiter 'Spain good but there is Norway I
could eat another bite'.
The Czech language also bases jokes on
homophones, although these are
Generally the aim of translation is to
probably not so frequent.
provide equivalence in meaning between
two languages. As seen above the task
Víš jak se rozmnožují počítačové viry?
sometimes cannot be carried out. Exact
No, nevím.
equivalence does not exist, of course.
Pučením! Pučíš si disketu a máš to!
There is always some loss of information.
Besides the reasons mentioned above
In this case colloquial Czech has been
there are also rhythm, puns (homophones
used for the same purpose. The problem
can function very well here) and cultural
in both languages (and in any other
allusions. The success of the translation
language) is in translatability. Just try to
then depends on how well it reflects the
translate the Czech joke mentioned
needs of the people for whom it was
above. You will have to use two different
made and of course on the purpose for
words with different roots and different
which it was made. When translating we
pronunciations. Homophones used in
can be focused on accuracy and
jokes are hardly ever translatable.
knowledge of the subject, e.g. in
pragmatics. In other cases aesthetic
Fortune teller: Would you like your palm
functions are crucial, as we want to keep
read?
the emotional aspect of the utterance
Man: No thanks; I like the colour it is
and maintain some level of stylistic
now.
equivalence. Sometimes we need to stick
to the cultural aspect of the original
Telling jokes to foreigners is a difficult
text. It seems that there is no task more
task. Listeners hardly ever laugh, as the
complex than translation. Knowledge of
phenomenon of jokes is strongly
the source and the target language is not
dependent on cultural, social, political,
enough. A translation is a work of art
geographical, historical ... and other
that demands empathy.
backgrounds. Foreigners have not shared
the messenger, spring '13 linguistics pages 8

And homophones as puns?

He drove his expensive car into a tree

and found out how the Mercedes bends.
The one who invented the door knocker
got a No‐bell prize.
It's better to love a short girl than not a
tall.
A bicycle can't stand on its own because
it is two‐tired.
Smaller babies may be delivered by stork
but the heavier ones need a crane.
A criminal's best asset is his lie ability.
England doesn't have a kidney bank, but
it does have a Liverpool.

They are real hard nuts to crack!

The jokes and puns used in the text come from:

http://www.punoftheday.com/cgi‐
bin/disppuns.pl?ord=F
9 linguistics pages the messenger, spring '13

How Texas Spoiled My Grammar This article is stating that …

Lucie Podroužková
The author is talking that …
I’m fond of dialects and when I heard
an actor saying, “When you’re speaking The paragraph is showing …
Southern, you feel there’s always
sunshine around you”, I was ready to be The essay is arguing that …
seduced by the y’all of my temporary
Texan home. A few weeks into my stay I I didn’t go as far as to use the same
was already pronouncing all my r’s and kind of revision exercise as in my Brno
was transfixed by what my mentor, a 61‐ class, but I just as well could have. Then
year‐old Scarlet O’Hara beauty in one day, when the air‐conditioning in the
elegantly matched clothes, pearls and school was set to a particularly
all, did with her ai sounds. “Wha‐aa?” unbearable degree, I grumbled about it
she would say, “You should tra‐aa,” ‐ to a passing colleague. Clad in an all‐
with two to three different notes on the season outfit, she replied to naïve,
a’s. My son, too, would leave the daycare frozen me, who had arrived in the
each day with a “ba ba‐aa” rather than subtropics with a suitcase of summer
“bye bye”. He was learning completely clothes, with: “See, I’m loving it”. It
different English from mine. “Mami,” he dawned on me at that moment that what
would say at home, testing the day’s new I was encountering may not just be
vocabulary on me, “víš, že ko:r?” “Ano,” McDonalds and my students’ often
I said, “ ka:”. “Ne”, he would insist, deprived educational background but
“ko:r”. He was indeed right. The way his perhaps a genuine feature of
teachers and other boys pronounced contemporary American English. My
“car” sounded much more like “core”. Texan students simply interspersed their
The lexical treasures I packed in written discourse with the way they
were fewer. I didn’t get to hear so much spoke. My students back home may not
of the notorious “I was fixin’” but was have been confused by Syntax after all;
hugely diverted by the use of the verb perhaps they had just picked this up
“visit”, employed as a synonym to from American movies. The prepositions
“chat”. “It was nice visiting with you”, were all “wrong”, too, and I quickly grew
all my Texan friends concluded a phone wary of interfering with them in my
call with. But it was grammar that got students’ essays. In Texas, for example,
me most. you never have a “one‐to‐one lesson”.
Last year it took me by surprise that Rather, you take a “one‐on‐one”.
my decently fluent and accurate second‐ I’ve returned home with the kind of
year students would make mistakes in mongrel British American
something as trivial as the use of the English/Czenglish native speakers laugh
present simple versus the present at, and lots of colloquial grammar
continuous. “We cram so many structures that will continue to puzzle
exceptions in Syntax,” they informed Czech students, who so long to learn
me, “that we get muddled.” Fair authentic everyday English but need to
enough, I thought, and made use of the pass their tests as well. How I will go
“teachable moment”. Imagine my shock about all this, I don’t know. But I’m kind
when my Texan students began of loving it anyway.
submitting essays that included
sentences such as:
the messenger, spring '13 methodology pages 10

methodology pages
“Compensatory strategy is when,
for example …”
Helena Havlíčková

Most of us must have heard the

strange construction above, which ignores
the special rules definitions are governed
by. To rid our 1st year Master’s students of
bad defining habits, we briefly tried some
simple, funny definitions in a Didactics
lesson.
A classroom is a place nobody looks
forward to entering but everyone looks
forward to leaving.
An exam is a formal device that
serves to remind you that your study
efforts are not intensive enough.
An exam is a short period of time
ruled by the teacher for the torturing of
students.
An exam is an event for which you
prepare for a long time, which is over in a
few minutes, and then it takes ages
before you get the results.
A teacher is a person who often
wants his/her students to do all the tasks
in time but never does this him/herself.
A teacher is the only person who is
always right apart from your mother.
A school library is a place where
students have to read, because
everything else is prohibited there.
Krmítko is a place where students get
a hot, sweet escape from school reality
limited only by the size of the cup.
Krmítko is the last safe place on
Earth where students can gather the rest
of their strength by brainstorming before
an exam or presentation.
Technology is a number of machines
that never work when you urgently need
them.
Technology refers to things that have
been invented to make our lives easier,
but in fact they often complicate it.
11 methodology pages the messenger, spring '13

An unusual day for ordinary high‐

school students
Jitka Kučerová, Anna Čejková

On March 21, thirteen students from

the Bishop’s High School in Žďár nad
Sázavou had the honour of visiting the
Department of English Language and
Literature at the Faculty of Education in
Brno. We were welcomed by Mrs.
Vojtková and after she had explained to
us the system of study at the Faculty of
Education we took part in real classes!
We really enjoyed being in lessons taught
by Mr. Mike George and Mrs. Buchtová.
The lesson in History of the U.S. was very
exciting and so different from what we
study in our English classes. We
experienced a way of studying at
university that was very interesting for
us, as future university students.
Afterwards we talked to Mrs. Hanušová,
who informed us about the Entrance
Exams.
We would like to say thank you for
making this possible.
Jitka Kučerová, Anna Čejková 3.B
(Biskupské gymnázium Žďár nad Sázavou)
the messenger, spring '13 methodology pages 12
this. Also, I would hope they would feel
My subject and my future job
the pleasure of learning and appreciate
Eva Hašková
the teacher’s efforts, and that this would
encourage them to learn more. In the
I believe that language is an
end, learning languages must be
immensely efficient and powerful tool. It
stimulating and fun and the teacher
enables people to communicate with
should enable learners to explore not
each other, to share their opinions and to
only the language itself but also the
express their feelings. Sometimes we do
cultures and parts of the world in which
not even need to produce an utterance,
it is used.
but thanks to our body language we can
Students can easily see when a
express a great deal of things and ideas.
teacher is not being honest with them.
We acquire a language at a very early
Bad teaching habits and reluctance to
age by imitating our parents. From them
teach can have disastrous results. I
we learn our first words and gestures.
would say that teachers who are not
However, this phase begins with some
enthusiastic about teaching should not
unidentifiable noises such as babbling,
teach at all so as not to spoil learners’
squawking or chattering and through
experience or even discourage them.
them we start to speak. As we get older,
I feel that I can judge both sides of
we produce utterances, begin to
the educational process. As a student, I
understand the meanings of words and
consider myself lucky to have had great,
build up a language system. It is not
determined teachers who obviously
enough to imitate our surroundings; we
really cared. Thanks to them I am where
also need to learn rules, tenses,
I am now – able to read books, listen to
vocabulary etc. That is why acquiring a
the news and communicate with
language is a long and gradual process
foreigners. And that is a most precious
and even when the process is not
thing for which I will always be glad and
finished we try to acquire other
also a thing I want my future students to
languages.
discover for themselves.
In order to use a language properly
we need someone to guide us as we
acquire it. To be honest, this is not an
easy task. We have parents or friends
from whom we can learn a lot of things
but it is the teacher whose job it is to
take care of our deeper language
education and from whom we are
supposed to receive knowledge. I would
say that in addition to knowledge of
tenses, vocabulary and fact the teacher’s
job is to make us love the language and
show us its magic and how beautiful and
awe‐inspiring it can be.
In my opinion, when the teacher is
really determined, likes the language for
itself as well as to teach it, and is able to
give good explanations and a lot of
practice through creative activities and
tasks, the students will see the value in
13 methodology pages the messenger, spring '13
able to use what I have learned at my
A Teacher Assistant in the UK
university about English literature to
Iva Plháková
make comparisons between plays and
books. I also had a great time celebrating
My name is Iva Plháková and I am a
Halloween, Bonfire Night and
Comenius assistant from the Czech
Remembrance Day.
Republic. The second part of this short
All in all, I really cannot come up
self‐introduction changed my life,
with any negatives about the
broadened my horizons and helped me to
assistantship. I love every single day of it
enrich my teaching skills.
because I am constantly learning and
I consider myself lucky that I was
experiencing something new.
chosen to go to the United Kingdom to
work as a teacher assistant. Some of you
For more information about the
may wonder how I managed to do that?
Comenius assistantship, please visit
The answer is simple. I enrolled for the
http://www.naep.cz/. The deadline for
assistantship via NAEP, the Czech
your application is 31st January 2013.
National Agency for European
Educational Programs, and got a grant
Pictures:
from the European Union to spend a few
months in Newcastle upon Tyne.
I would recommend this stay to
everyone as it has been the best
experience of my life so far. As an
assistant, I help children to learn but I
also teach so I am getting more
experience and thus becoming more
confident in my profession. In addition to
this, I am defining and reshaping my own
teaching approach, beliefs and style
under the influence of the British school
system. At school, I am improving my
language skills and enriching my
vocabulary. Moreover, I support children
with SEN so I can apply all the
theoretical knowledge from my studies in
practice.
What I like the most, is the fact that
my school is very multicultural, which
enables me to experience first hand
At the musical Oliver
different values, priorities, customs and
traditions of various cultures and
nationalities. For instance, I have had a
chance to celebrate Eid, get mehndi,
wear a sari, learn Bollywood dances and
eat traditional Indian, Asian and Muslim
food. Of course, it is also British culture I
live every day. I have been to a football
match and several times to the theatre,
which I enjoyed very much because I was
the messenger, spring '13 methodology pages 14

Mehndi on my hand

Meeting the Lord Mayor

Eid celebration refreshments

With my friends

Bonfire Night
15 methodology pages the messenger, spring '13

Wind in Your Hair – a Course The course takes place in South

about Freedom and Responsibility Bohemia, the land of meadows, forests
Bára Vichtová and ponds, from 12th to 23rd August
2013. It is aimed at people born between
It is pleasant, attractive and it can 1972 and 1993. The course fee is 6000
give you a kick as well. Do I want it? Am I CZK. Further information can be found at
afraid of it? Is my freedom really only www.psl.cz/vitrvevlasech or
mine? What responsibility do I have for http://www.facebook.com/VitrVeVlasech
it? Do I really want to attend a course 2012?fref=ts .
about freedom and responsibility?
If you have started thinking about
your own freedom, at least a little bit,
while reading these few lines, this could
be a course for you. Or if you have The course is organized by members
attended one of the experiential courses of the Vacation School in Lipnice, which
in Fryšták organized by the Department is a respectable member of the global
of English Language and Literature and organization Outward Bound
would like to experience another, or International. At www.psl.cz – the
even if you are just interested in website of the organisation – you can
experiential education in general, it discover, among other things, that “the
could be worth your while reading the main purpose of the Vacation School in
rest of this article. Lipnice is to motivate people with
We are searching for ways to attain various challenges and mobilize their
freedom of our own and achieve a courage and creativity, which is required
balance in our surroundings. We offer for an active acquiring of experiences.
you challenge, inspiration, support if you Our program supports such experience
attend Wind in Your Hair. that leads to positive change, increase in
self‐confidence and a responsible
approach towards one’s own life, other
peoples’ lives and towards the world in
general”.

Within the course, we will

experience the joy of freedom.
Furthermore, we will find out:

• when we really live and feel free

• when our freedom slips through our
fingers without our noticing and how
to prevent it from happening
• that freedom has a hundred guises, Motto of the VSL:
some of which can allow us to fly, The world is a reflection of ourselves
although some can hurt us or others and every one of us displays its
• that we are all responsible for looking troubles and conflicts. Therefore, the
after our own freedom key to their solution has to be sought
• where the boundaries of responsibility within us.
for our free actions lie
the messenger, spring '13 methodology pages 16
DysTEFL other European countries, including
(or Dyslexia for Teachers of members of the Department of English at
English as a Foreign Language) Masaryk University, to prepare a course
Šárka Dohnalová for pre‐sett (i.e. teacher trainees) and
in‐sett (i.e. practising) teachers to help
them with their knowledge and
recognition of dyslexia as well as
understanding the problems linked with
this so‐called “learning difference”, such
DysTEFL ‐ 518466‐LLP‐1‐2011‐PL‐COMENIUS‐CMP as phonological problems, and with the
teaching the language skills to dyslexic
learners.
The project started with a needs
One of the fears of a new language analysis in which almost 400 teachers
teacher entering a school is working with were asked what they knew about
dyslexic learners. How can a person with dyslexia, its origins, symptoms and thus
a talent for languages work with people problems in language and foreign‐
without this talent, even in their mother language learning. The teachers in the
tongue, in a foreign language with rules survey were also asked if they wanted to
as complicated and as difficult to read in know more about the problem and, if
as English. their answer was “yes”, what would be
What is more stressful for a new, their preferred way of learning about the
enthusiastic graduate of the Department matter. As there were different answers
of English of the Faculty of Education the team decided to have three
than to be confronted by a learner who platforms: an ONLINE COURSE, a MOODLE
does not like the subject, cannot learn COURSE, and a FACE‐TO‐FACE COURSE,
new vocabulary, mishears frequently and i.e. three versions of the same input.
does not have a clue about easy grammar If you are interested in the self‐
rules, to say nothing of reading and study, online version of the course, you
writing in the language. will find it at www.dystefl.eu together
How come these students seem more with more information about the project
talented during oral exercises, when and the individual institutions that
fluency is under the spotlight and when comprise the international project team.
grammar rules do not count? How come The course, which was first written
these students seem hopeless when you by the international team and then
give them a simple text to read or, even piloted (we were lucky that one of the
more dreadful, something easy to write? experts, A. M. Smith, came to help pilot
How come these fluent speakers who the course at the Faculty of Education of
do not mind asking questions and Masaryk University), is now being
conversation cannot read words, while prepared with feedback from the first
writing makes them tremble with fear? group for launch with the following
If you are looking for answers, there topics:
is a group of specialists working together Unit  1. The nature of dyslexia
on a project led by experts in the field J. Unit  2. Specific learning difficulties
Niakowska (from Poland), J. Kormos (a associated with dyslexia
Hungarian living in England) and A. M. Unit  3. Identification of dyslexia
Smith (from England). These three have Unit  4. The effect of dyslexia on
invited other specialists in the field from foreign language learning
17 methodology pages the messenger, spring '13
Unit  5. Accommodations of dyslexic
learners in the foreign language
classroom and overview of teaching
techniques
Unit  6. Phonological and
orthographic awareness in English as a
foreign language
Unit  7. Techniques for teaching
vocabulary and grammar
Unit  8. Techniques for teaching
listening and speaking
Unit  9. Techniques for teaching
reading and writing
Unit 10. The assessment of dyslexic
language learners

So if you feel that you need more

information, input or practice in the field
and would like to study from home, you
should visit www.dystefl.eu.
And if you feel that you yourself
need more hands‐on experience, the
course at our department is called
AJB_DYST Dyslexia for Teachers of
English as a Foreign Language.
the messenger, spring '13 literature pages 18
language. Among many advantages, the
literature pages most striking one is the fact that
students are exposed to authentic
How to enjoy more and more
language. Nothing is simplified, nothing
pages of poetry
is graded. Then the only problem – for a
Irena Přibylová
teacher – is to find the right material.
Original poetry in English for children
Poetry has been used as a means of
and young readers is entertaining; quite
teaching and entertaining children for
often it also fulfils our requirements for
many centuries. (Carpenter and Prichard,
vocabulary, grammar, and form, plus it
1991: 416). However, Czech and Slovak
brings fun, surprise, melody, and rhythm
teachers of the English language do not
to the reader. A contemporary issue for
use poetry in their classes very much.
discussion comes on the top of it. There
Second‐language pupils/students may be
is no need for a “fear of poetry” (Flynn,
mature in their lives, but their
2009:76). In the following lines, you will
knowledge of English may be comparable
find some tips for the resources found in
to that of pre‐school children. This
the PedF MU English Library.
schizophrenia between real age and
The Puffin Book of Utterly Brilliant
language knowledge perhaps prevents
Poetry (edited by Brian Patten, 1998)
many teachers from using poetry in their
introduces ten contemporary writers of
classes. Also, unlike books of fiction,
poetry, women and men of different
poetry cannot be simplified according to
ethnic backgrounds (including the
language levels and retold according to
editor). Each passage is beautifully
the number of words learned.
illustrated (sometimes by the author)
Most non‐native teachers of English
and provides a short interview with the
are familiar with classical poetry
poet. Spike Milligan, for instance,
(anything from Shakespeare to Poe), and
answers a question concerning nonsense
they believe this is what they should
poetry [a 5‐line poem introduced as
read with their students. One teacher
limerick by Edward Lear in the early 19th
attempts to analyze poems with
century]: “Nonsense is taking an
students, focusing on metre and
absurdity to the point where the reader
alliteration; another teacher uses the
laughs, but he doesn’t know why.” (p. 9).
same material for practicing grammar,
An opening stanza for Milligan´s poem
vocabulary, and conversation. It is like
“Silly Old Baboon” may be considered
reading Comenius and Mácha with foreign
too direct, but we can laugh as well:
students of the Czech language: very
There was a baboon/ Who, one
demanding, and missing the point.
afternoon, /Said, “I think I will fly to the
Many non‐native teachers prefer to
sun.”/ So, with two great
work with poetry written by
palms/Strapped to his arms/ He started
pupils/students themselves. This is very
his take‐off run. (p. 10).
good; it supports creativity and
Many contemporary poems have no
imagination, and it gives the learning of
regular form; they wind and twist across
the language a practical point. But still,
the whole page, accompanied by
it is difficult to start writing poetry out
pictures. They provide a play with sounds
of nothing. You need some inspiration
as well as a visual delight. Spike
and role models first. You need a base to
Milligan's poem of this type is called “A
build upon. This can be achieved by
B”: A Bee!/ A Bee!!/ Is after me!!!/ And
reading and enjoying poetry for children
that is why/ I flee!!!/ I flee!!!/ This bee/
and young readers in the English
19 literature pages the messenger, spring '13
This bee/ Appears to be/ Very very/ volumes of poetry by Zephaniah in the
ANG/ ‐ER/‐REE (p. 12). (PedF MU) English Library: Funky
A good poem for young readers Chickens (1996) and Wicked World
employs not only a specific perspective, (2000). Reading them is easy, but
but it comes with a surprising conclusion. translating them into Czech would
In Milligan’s “Kids” (who are naughty, and present a great challenge. Zephaniah
parents keep scolding them), the ending loves to play with words and meanings.
is as follows: If then we kids/ Cause such Working with an English original we can
a fuss,/ Why do you go on/ Having us? (p. see what is missing in the Czech book
20). market for young adolescents:
Benjamin Zephaniah is another poet contemporary poetry.
interviewed and presented in the Another source of inspiration is
volume. He is known for combining his presented by two contemporary novels in
poetry with music and movement, for verse. Yes, novels in verse! Both novels
the use of a Jamaican variety of English, were published in Canada and are
for being a political activist, a vegan and winners of the Governor General’s
vegetarian, and for overcoming his Literary Award for children’s literature in
childhood disabilities (being dyslexic, he English. They are The Crazy Man (2005)
left school at 13 unable to read and by Pamela Porter and Fishtailing (2010)
write). His poem “Talking Turkeys!!” by Wendy Phillips. Both novels use free
opens this way: Be nice to yu turkeys dis verse (that is: no rhyme!). The voice of
christmas/ Cos turkeys jus wanna hav fun the narrator always stays at a page; the
(p. 80). Zephaniah´s video on YouTube, next page brings another narrator or
where he performs his “Turkeys”, strikes another scene. The Crazy Man works
an observer first as funny and with one narrator, a girl; Fishtailing
entertaining. When the laughter dies, introduces the voices of four adolescents
you get the message, and then you and two adults. Both stories have a
search for the text, in order to read the complex plot. You will be surprised to
poem properly. find yourself reading more and more
On a lighter side, there is an example pages, and soon you will forget about
of the poet´s play with perspective and your “fear of poetry” (Flynn, 2009:76).
nursery rhymes called “Fair Play”: Mirror Author Pamela Porter explained the
mirror on the wall/ Could you please benefits of the use of verse in a 2008
return our ball/ Our football went online interview for the Manitoba Library
through your crack/ You have two now/ Association: “In writing workshop, we
Give one back. (p. 83). In a more serious were told that, if you can say in three
tone, the poet is able to work with just words what one might otherwise say in
two sentences to comment on seven words, use three words. Be very
contemporary problems, such as in careful of your line endings. The eye
“Walking Black Home”: That day waz/ A naturally falls for a slightly longer time
bad day,/ I walked for/ Many miles,/ at the end of a line than in the middle.
Unlike me,/ I did not/ Return any/ Don’t bury important words or images in
Smiles. Tired, Weak/ And/ Hungry,/ But the middle of the line. Put them on the
I/ Would not/ Turn/ Back,/ Sometimes end. I learned about slant lines and
it’s hard/ To get a taxi/ When you’re hidden rhymes and ways to build
Black. (p. 90). cohesion in a poem. ‘Why can’t you use
Zephaniah´s poetry can touch young all that to tell a story?’ I asked myself.
readers in many aspects. There are two ‘And wouldn’t it be helpful particularly
the messenger, spring '13 literature pages 20
for reluctant readers, like that person I Grenby and Andrea Immel. Cambridge:
was for a period of time? Make judicious CUP, 2009.
use of white space, use condensed Giovanni, Nikki, ed. Hip Hop Speaks to
language and try to portray the story Children. A Celebration of Poetry with
more in terms of images than elaborate a Beat. Naperville: Sourcebooks
description or dialogue.’”  Jabberwocky, 2008.
Poet and performer Nikki Giovanni is Jenkinson, Dave. “Pamela Porter.
known for performing her poetry to Profile.” The Manitoba Library
music, quite often jazz or gospel. She is Association. 2008.
editor of a volume called Hip Hop Speaks http://www.umanitoba.ca/cm/profile
to Children (2008). It is a collection of s/porter.html. Downloaded April 15,
African American poetry “with a beat”, 2013.
as she says in the introduction. The Patten, Brian. The Puffin Book of Utterly
reader gets a beautiful book with poems, Brilliant Poetry. London: Puffin Books,
song lyrics and illustrations, 1999.
accompanied by a CD where you can Phillips, Wendy. Fishtailing. Regina:
listen to selected examples – poems Coteau Books for Teens, 2010.
written and read by Giovanni herself, by Porter, Pamela. The Crazy Man. Toronto:
Eloise Greenfield, or by Maya Angelou. Groundwood Books, 2005.
You can hear examples of hip hop music Zephaniah, Benjamin. Funky Chickens.
with lyrics by A Tribe Called Quest or London: Puffin Books, 1996.
Queen Latifah. Through archive Zephaniah, Benjamin. Wicked World.
recordings, you can listen to voices from London: Puffin Books, 2000.
the past, such as Langston Hughes and
Martin Luther King. Hip hop is “one part
story, one part rhythm”, Giovanni says in
the introduction. After reading the book
and listening to the audio, you will be
eager to read poetry to the beat of music
yourself.
It is easy to enjoy poetry and its
contemporary forms. Its playfulness and
rhythm make it user‐friendly even for
non‐native speakers. It helps you get
over the divide created by your age and
your language level. In contemporary
poetry, it seems, we can all be equal.

References:

Carpenter, Humprey, and Prichard, Mary.

The Oxford Companion to Children’s
Literature. Oxford: OUP, 1991.
Flynn, Richard. “The Fear of Poetry”. In
The Cambridge Companion to
Children's Literature, edited by M.O.
21 translation pages the messenger, spring '13

Trendelenburgova poloha
translation pages Jana Vrzalíková
Introduction
Ailsa Randall Navrhovaný název sbírky: Patero
příběhů přikrášlených i pravdivých
This year Irena Přibylová and I have
been involved in an inter‐faculty Pojďte dál, pojďte dál, paní
initiative, teaching a course called The Chigwellová. Posaďte se. Můj kolega se
Specifics of Literary Translation from omlouvá, že se vám nemůže věnovat, jak
English (Specifika literárního překladu jste byli domluveni, ale to nebude
z angličtiny), which was the brainchild of problém. Jeho ženu dnes ráno cosi
doc. PhDr. Zbyněk Fišer, Ph.D., from the nečekaně skolilo, a i když (zaplať
Czech Department of the Faculty of Arts. pánbůh) nemá zrovna smrt na jazyku,
We were teaching it as a group of 3 těžko by se mu soustředilo na vaše
teachers, with Mgr. Zuzana Fonioková, (zaplať pánbůh) drobnější obtíže. Jeho
PhD., from the Teresias Centre. myšlenky by se mohly toulat, ruce se
The main part of the continuous třást, se mnou to bude jistější. Podle
assessment for the course was a long jeho rentgenových snímků tu máme dvě
translation from English to Czech. We plomby, jedna z nich je pidi midi
chose a short story by Alasdair Gray prácička a já jsem si natolik jistý svými
called "The Trendelenburg Position", dovednostmi, že vám slibuji, že vás
taken from his collection of short stories nebude nic bolet, i když budu pracovat
with the title Ten Tales Tall and True bez anestetik. Ale možná jste nervózní
(1994). (You can find the book in the a stejně je chcete? Ne? Báječné.
library on the 5th floor.) One of the Zapínám motor – který sníží a nakloní
interesting points about the story from a křeslo – velmi plynule a hladce, takže
language point of view is the fact that it vaše srdce a polokruhovité kanálky
is set in Scotland and thus uses a number neutrpí žádný šok ani podráždění.
of Scottish words and phrases, the Trendelenburgova poloha – tak se říká
meaning of which may not immediately poloze, v jaké se nacházíte, paní
be clear to the average reader of English. Chigwellová. Křeslo vás sveze tam a zase
We were interested to see how the zpátky tak, že v žádném případě
students would deal with this when it nemůžete omdlít. Kdopak je asi
came to translating the story. Trendelenburg.
As a reward, we promised the Nebo byl. Vypláchněte si. Ukažte, ať
students that the best translation would se – juknu – dovnitř. Podívejme! A pokud
be published in The Messenger. As we byste chtěla kýchat, kloktat, škytat nebo
read through the contributions, we se vysmrkat, jen zvedněte prst levé ruky
decided unanimously that the winner was a já téměř okamžitě přestanu s tím, co
Jana Vrzalíková. Here you may have the zrovna dělám, tak tedy začneme.
pleasure of reading her excellent Chigwellová. Chigwellová. Máte anglické
translation and perhaps considering how jméno. Nu ano, dnes je lidí, jako jste vy,
you would have translated it yourself. ve Skotsku hodně, ale já si v žádném
Enjoy! případě nestěžuji. Vadí vám, že pořád
mluvím? Ne? Dobře. Pravděpodobně si
uvědomujete, že to dělám proto, aby se
vaše představivost netoulala, jak by
k tomu měla sklony, kdybych pracoval
the messenger, spring '13 translation pages 22
v naprosté tichosti. Na situaci, přiznejme Minulý týden (otevřete trochu víc prosím)
si to, při níž musíte cela nehybně ležet, mi jeden člověk řekl, „Když se odmítáte
zatímco vám cizinec v bílém plášti – ať nazývat Skotem – nebo Britem – nebo
už je jak chce kvalifikovaný – provádí konzervativcem – nebo socialistou – nebo
věci, které nevidíte, v otvoru ve vaší křesťanem, za KOHO byste se označil?
hlavě – mezi čelistí a mozkem; uvnitř V co věříte?“
této pidi midi dutinky, již vrtám – v kosti „Jsem fanoušek oddílu Partick Thistle,“
vaší lebky, je cosi neodmyslitelně pověděl jsem mu, „a věřím ve virtuální
zlověstného. Ani přítomnost slečny realitu.“
Mackenziové, mojí asistentky, by vašemu Znáte Partick Thistle? Je to nesektářský
podvědomí nemusela zabránit ve glasgowský fotbalový klub. Rangers FC
vymýšlení podivných fantazií, kdybychom z valné většiny vedou a podporují
my zubaři, podobně jako holiči, protestantští fanatici, Celtic FC katoličtí,
profesionálně netíhli ke klábosení. To mi ale hymna fanoušků týmu Partick Thistle
připomíná kreslený vtip, který jsem zní takto:
zahlédl ve vázaném vydání starých čísel Do držky všem katolíkům,
časopisu Punch: holič říká znuděnému Protestantům taky,
aristokraticky vyhlížejícímu muži Pěstí židům i muslimům,
zabořenému do křesla, „Jak byste si přál Nejlepší je Partick...
ostříhat, pane?“ a on odvětí, „V poklidu Má milá slečna Mackenziová se tváří
rušeném pouze šmikáním nůžek.“ Někdy velmi nesouhlasně. Mám tušení, že se
se přistihnu, jak povídám naprosto slečně Mackenziové nezamlouvá můj
ztřeštěné věci, zcela absurdní věci, jen zpěv. Nebo je možná zbožná. Jste
abych se vyhnul tomu hrobovému tichu, zbožná, slečno Mackenziová?
ale pokud by vám bylo milejší, jen Neodpovídá. Je zbožná.
zvedněte dva prsty pravé ruky a já Vynikající. Vypláchněte si. Na řadě je
zmlknu. Vám ale moje tlachání vyhovuje? druhá plomba a já trvám na tom, že vám
Dobře, znovu si vypláchněte. píchnu včeličku, ale ani to neucítíte.
Ne, ani můj nejhorší nepřítel by mě Cítila jste to? Samozřejmě že ne.
nemohl obvinit z toho, že bych byl Moje žena se mnou nesouhlasí. Je
skotským nacionalistou. Neschvaluji skotská nacionalistka a socialistka.
koncept Skotska ani Irska, ani jednoho Dokážete si představit absurdnější
z nich, ani Anglie, Argentiny, Pákistánu, kombinaci? Ta ženská je starostlivka.
Bosny a tak dále. Podle mě jsou národy, Dělá si starosti s přelidněním,
stejně jako náboženství a politické s průmyslovým znečištěním, s jaderným
instituce, díky moderní technologii odpadem, s užíváním drog, se
přežitkem minulosti. Jak kdysi moudře zločinností, s hladinou moří, s ozonovou
řekla Margaret Tchatcherová, „Žádná dírou.
společnost neexistuje,“ a co je národ, „Pouze demokratická vláda vnímavá
když ne velký, tučný příklad naší k vůli většiny může tyto problémy
neexistující společnosti? Margaret to vyřešit,“ tvrdí ona.
vymyslela správně – ODNÁRODNIT! „Jak se jí to podaří?“ já na to.
ZPRIVATIZOVAT! Až budou všechna „Zkonfiskuje velké podniky, které nás
národní zařízení zprivatizována, Britské otravují a ochuzují a okrádají
ostrovy už nebudou politickou entitou o zaměstnání, a zisky použije na veřejné
a já prohlašuji, chvála bohu, chybět nám práce, vzdělání a zdravotní péči,“
nebudou. SSSR zmizel. Doufám, že USA odpoví.
a VB budou následovat jeho příkladu. „Toho se nedožiješ,“ povídám jí,
23 translation pages the messenger, spring '13
„protože bohatí lidé tomu nepřejí a nezaměstnaní z toho budou mít užitek.
a chudí si to nedokážou představit.Pouze Nejsem jedním z těch bezcitných lidí,
pár prostředníků, jako jsi ty, věří kteří opovrhují nezaměstnanými, protože
v takový nesmysl.“ (Pravděpodobně jste se celý den dívají na televizi. Bez nějaké
uhodla, že je učitelka.) formy zábavy by se ještě více uchylovali
„Kolem roku 2000 se tyto problémy vyřeší k drogám, zločinu a sebevraždám, než
správnou pokrývkou hlavy. I takový jak tomu bylo doposud, avšak videohelmy
moderní klobouk se širokou střechou, jim zajistí bohatší zábavu, než kolik nám
jaký nosí Australané, Texasané jí v současnosti nabízí zastaralé
a Mexičané, tě ochrání před rakovinou krabicovité televize, jež už podle mě
kůže. Kloboučníci by je měli propagovat vypadají prehistoricky – pozůstatky doby
v televizi. K ČERTU S OZONOVOU dřevěné a skleněné – PVR – Před Virtuální
VRSTVOU – NOSTE KLOUBOUKY!“ Realitou. Slyšela jste o virtuální realitě?
Klobouky, paní Chigwellová, Ano? Ne? Je to helma podobná tomu, co
klobouky. Začátkem 20. století je nosili jsem právě popsal. K ní patří oblek
všichni: cylindry pro vyšší vrstvy vybavený elektronickými tlakovými
a vysokoškolsky vzdělané, buřinky pro ploškami, takže sledovaný televizní svět
průměrníky, bekovky pro dělníky. Člověk můžete nejenom vidět a slyšet, ale také
s odkrytou hlavou vzbuzoval skoro stejné cítit. Slečna Mackenziová se na mě
pohoršení jako nudista, protože nebylo škaredí, protože ví, co se chystám říct,
okamžitě možné určit jeho místo na a má dojem, že by vás to mohlo pohoršit,
společenském žebříčku. Mám za to, že poněvadž to souvisí se sexem. Ale slibuji,
klobouky vyšly z módy, neboť jsme prošli že mi přes rty nepřejde jediné neslušné
fází volnosti, rovnosti a bratrství – nebo slovo. Helmy vám poskytnou nejen vjemy
jsme si to alespoň namlouvali. Ale už ji ze života a pohybu v krásném vzrušujícím
opět opouštíme a ke konci století bude prostředí. Také, pokud byste si to přála,
mít každý pokrývku hlavy. Bude na tom vám dopřejí vizuální a pocitový zážitek
záviset jeho příčetnost. Nenudím vás? milostného dostaveníčka s partnerem dle
Neměl bych změnit téma? Nechtěla byste vaší volby. Pro vás by to třeba mohl být
hovořit o něčem jiném? Ne? Tak či tak si Clint Eastwood, paní Chigwellová. Pro
vypláchněte. mne Anna Magnani, ačkoli to dokazuje,
Kloboukem budoucnosti se – podle jak jsem starý. Na každého odborníka,
mého názoru – stane bezpečnostní helma který si pamatuje Annu Magnani v Hořké
se širokým okrajem, s připojenými rýži, čeká za dveřmi důchod. Nebo
klapkami na uši a mluvítkem, které by šlo senilita. Obávám se, že to stejné platí
sklopit, aby se dalo využít jako mobilní pro Annu. Ne, že bych ji někdy viděl
telefon. Součástí bude také hledí, jako v Hořké rýži – to byl film s hvězdičkou.
měla stará brnění nebo jaká dnes Svou první lásku jsem poznával jen díky
používají svářeči, a když si ho stáhnete jejím plakátům a reklamním fotografiím.
přes obličej, vnitřek funguje jako Říkám si, jak asi Anna Magnani vypadá
televizní obrazovka. Energie potřebná dnes?
k provozu těchto zařízení by se mohla Na chvilku mě omluvte, než si
pumpovat přímo z činnosti uživatelova opláchnu ruce. Blížíme se k závěru. Stále
srdce – nevyžadovalo by to více námahy všechno v pořádku? Dobře. Zase tedy
než sejití patra schodů. Klobouky od sebe začneme a pamatujte si, plácám pouze
odliší počet programů, které si člověk nesmysly, nic než nesmysly.
může dovolit. Bohatí jich budou moci mít Klobouk zítřka – audio‐vizuální
neomezeně, ale i bezdomovci helma, ať už s oblekem nebo bez něj –
the messenger, spring '13 translation pages 24
vás nejen vpustí do vzrušujícího světa hodin nekousejte nic tvrdého. Křeslo vás
vaší volby; zároveň odstřihne tu zrovna navrací do méně strmé polohy.
špinavou, nepříjemnou budoucnost, se Na shledanou, paní Chigwellová.
kterou si moje žena neustále dělá Sestra vám předá účet a možná byste si
starosti. Poskytne účinky marihuany nebo měla domluvit další návštěvu – asi za šest
tvrdých drog bez újmy na zdraví. měsíců. Ať už bude budoucnost lidstva
Samozřejmě že inteligentní lidé jako jste jakákoli, pravděpodobně se neobejde
vy nebo já, paní Chigwellová, ji využijí bez zubařů.
na víc než jen únikovou zábavu. My si
díky ní budeme povídat s přáteli Boční poznámky u čísel stran:
a vzdělávat se. Čtyřletým dětem se 103 otevírání intimních dutin
helma přizpůsobí, aby se mohly ocitnout 105 protispolečenská hymna úžasného
v prostorné, příjemné třídě, kde je týmu
krásní, moudří a hraví dospělí naučí 107 klobouk budoucnosti
všemu, co jejich rodiče chtějí, aby 109 virtuální realita, protilék na všechno
věděly. Školy i učitelé se stanou
minulostí, neboť několik stovek herců Komentář k překladu
s dobře napsaným scénářem bude moci Celkem jsem vytvořila tři úplné verze
vzdělávat celou planetu. A pomyslete na překladu.
to, kolik se ušetří za dopravu! Když První variantě předcházelo čtení celé
hodina skončí, mohou si helmu sundat sbírky se stručnými poznámkami
a tadá – jsou opět doma. Tedy pokud je k jednotlivým povídkám.
rodiče nepřepnou na program s paní na K Trendelenburgově poloze jsem si při
hlídání. prvním náhledu zaznamenala úvodní
„No dobře!“ přeruší mě žena, která mne obraz zubaté ryby (u ostatních povídek
až doposud poslouchala, „ale co ilustrace někdy výrazně doplňovaly děj),
bezdomovci? Tvoje helmy je neochrání fakt, že se jedná o povídání zubaře při
před mizerným počasím ani otráveným práci a podstatná část řeči se zaobírá
vzduchem.“ budoucností spjatou s virtuální realitou.
„Mohly by, pokud se zkombinují s Po dočtení sbírky jsem text povídky
vhodným oblekem,“ povím jí. prošla znovu, důkladněji a během čtení
„V tropických zemích, jako je například jsem si dohledávala neznámá slova
Indie, bezdomovci žijí a spí bez větších a koncepty pomocí různých
obtíží na ulicích. No a ví se, že naše internetových anglicko‐českých nebo
armáda má sklady nacpané obleky anglických výkladových slovníků,
a dýchacími přístroji navrženými tak, aby případně pomocí specializovaných
umožnily přežití na planetě Zemi poté, stránek jako u informací o klubu Partick
co všichni přijdou kvůli poslední velké Thistle. Text jsem v dané chvíli
jaderné válce o domovy. Jenže poslední zhodnotila jako mnohomluvný monolog,
velká jaderná válka se odkládá na který se zaobírá několika nesouvisejícími
neurčito. Proč tedy k těmto oblekům tématy. Toto pojetí se již do konce mé
nepřidat hledí virtuální reality a tlakové práce v základě příliš neměnilo, pouze se
plošky a nerozdat je chudým? Nalaďme prohloubilo poznání, jak moc mluvčí své
je na program samoanské pláže okolí řečově utiskuje (v konečném efektu
s partnerem jejich volby pod hvězdnatou absolutně, situace se stává absurdní,
oblohou a oni spokojeně stráví deštivý groteskní, tedy v určitém smyslu
den v sutinách vypáleného sídliště komickou) a že o předkládaných
a vypláchněte si prosím. Dalších pár námětech hovoří jen zdánlivě zasvěceně,
25 translation pages the messenger, spring '13
ale reálně má jeho řeč spíše přídech fikčním světě povídky by tato skutečnost
nepříliš vzdělané samolibosti. Po tomto mohla být pravdivá a dále ani v originále
ustanovení vyznění povídky jsem není čtenář na záměnu explicitně
vytvořila první verzi překladu. Ve větách upozorněn a může ji přehlédnout, pokud
jsem ponechávala více možností řešení si film nedohledá.
oddělených lomítky, sporné Zapracovala jsem připomínky
a nevyhovující pasáže jsem pro osobní a k finálním úpravám jsem se vrátila až
potřebu zvýrazňovala žlutě a červeně za dva týdny – časový odstup mi umožnil
a některé kratší celky, jako například opravit některé stylisticky nevhodné
fotbalový popěvek, jsem ponechala konstrukce, kterých jsem si předtím kvůli
v originále. příliš úzkému sepětí s textem
Před vytvořením druhé verze jsem nepovšimla. Konečnou verzi jsem rovněž
absolvovala konzultaci s magistrou Ailsou předložila několika rodinným
Randall, kde jsme probíraly, jak by na příslušníkům, požádala je o komentáře
rodilého mluvčího působila skotská slova a některé návrhy na drobnější úpravy
a některé fráze či sousloví, u nichž nebyl jsem zaintegrovala (například vynechání
zcela zřejmý český ekvivalent, například výrazu „sdružení“ v souvislosti s Partick
„good riddance“, „middling people“ Thistle). Celý text jsem pak naposledy
nebo „professional man“. Konzultace mi pročetla a tím jsem proces překládání
pomohla více vnímat humorný aspekt ukončila.
textu a časté jazykové hříčky i nezvykle
užité výrazy.
Při práci na další variantě překladu
jsem se vracela k poznačeným pasážím,
opětovně zvažovala jejich smysl
a vyznění a vymýšlela elegantnější,
přirozenější řešení. V této fázi jsem také
sepsala několik pracovních verzí
popěvku, který jsem se rozhodla převést
funkčně nikoli doslovně. Cílem tedy bylo
najít slova, která by v podobném rozsahu
vyjadřovala silnou negativní emoci vůči
katolíkům, protestantům, židům
a muslimům a naopak silný, kladný vztah
ke klubu Partick Thistle. Proto své řešení,
byť hraničí s aspektem fyzického násilí,
který se v originále explicitně
nevyskytuje, pokládám za přijatelné.
Patrně ústředním tématem mé
konzultace s doktorkou Zuzanou
Foniokovou bylo, jak řešit chybu
mluvčího v souvislosti s herečkou Annou
Magnani a filmem Hořká rýže, v němž
v aktuálním světě hraje nikoli Anna
Magnani, ale Silvana Magnano. Paní
doktorce vděčím za přesvědčení, že
tento omyl není potřeba v českém
překladu nijak zdůrazňovat, neboť ve
the messenger, spring '13 translation pages 26
“The Errant Killer” by Jan Váchal belong there. She was wearing a
Andrew Oakland spotless, freshly starched apron and a
pleasant smile. “The constable is waiting
The superintendent had plenty of for you at the end of the hall.”
time to study the houses in the “Thank you,” said the
immediate vicinity: the barouche was superintendent, unconsciously returning
going very, very slowly. Although the sun her smile. Then he made his way down
was shining, as yet it was giving off no the hall and through the house.
warmth. Spring had reached London only A tall, thin officer introduced
a few days earlier, and although one himself. “Constable Sandler, sir.”
could feel it in the air, a warming blanket “Superintendent Morrell. Good
over the legs was a wise precaution. morning, constable.”
The horse stopped in front of a house The constable cleared his throat
that differed from those around it by while gesturing at the floor behind him.
nothing but the colour of its paintwork. “Is this your first murder?”
This was a predominantly middle‐class “Yes, superintendent, I’m afraid it is.
district populated by small businessmen, Good morning to you, too, sir, although
civil servants, the better‐off staff of we can’t say the same for him.”
banks and multinational companies, and Routinely the superintendent bent
many small‐scale rentiers. over the corpse. The victim, who was
But the superintendent’s destination lying on his front, was a grey‐haired man
was an exception to this. Although the in late middle age. He was wearing the
house’s occupants were of the middle kind of tailcoat worn only by servants
class in terms of their property, they had and butlers. There was a large knife
taken a fall from the upper. This terraced protruding from under his left shoulder.
house in a quiet, rather dull street was
the residence of a real lord, Sir William “It seems that the perpetrator
Port Grace‐Harding. And the reason for surprised him from behind. I see no signs
the superintendent’s calling at his ‘seat’ of a struggle.”
was not social. It was murder. The constable nodded.
The superintendent stepped from the “Do we know who he is?”
barouche, passed through a tiny front “Yes, sir. His name is James During.
garden and mounted five steps to reach He was His Lordship’s butler.”
the door. From a distance the house had “And where is His Lordship?”
looked slightly shabby, yet it had “In the drawing room on the first
retained a certain antique charm. At floor. They’re all there.”
close range it was poverty with a fresh “Whom do you mean by ‘all’?”
coat of paint. His Lordship’s comings and “His Lordship, His Lordship’s wife
goings through this door must have Lady Annabel, Lady Annabel’s baroness
depressed, perhaps even humiliated him. sister Victoria Anna, and His Lordship’s
son, also called William Arthur Grace‐
The superintendent lifted the Harding. And their maid.”
knocker and – with great caution, as if “The one who opened the door to
fearing to inflict damage – gave three me?”
raps on the door, which opened “No, superintendent. We borrowed
immediately. her from the neighbours.”
“Please come in, sir,” chirruped the “I see. I could tell straight away that
maid, who looked as though she didn’t she didn’t belong here.”
27 translation pages the messenger, spring '13
“We’ve gathered all the suspects, sometimes all of them drive out of
meaning those who were in the house London.”
overnight, in the drawing room, under “Might the butler have had
the supervision of one of our officers.” enemies?”
“Well done.” The constable shrugged. “As I
“Thank you, sir.” said, no one much cared for him, but I’d
“Has the coroner been yet?” be surprised if anyone wanted to murder
“Yes. The cause of death is quite him.”
obvious, so we’re more concerned with “What does His Lordship live off?
the time the crime was committed. How does he pay a butler and a maid?
According to the coroner the butler was And it must cost something to maintain
killed yesterday between eleven and this house.”
twelve p.m.” “His Lordship has a small estate
“So he might have happened upon somewhere north of London. From what I
a thief.” hear, it’s not much more than a small
“Perhaps,” the constable farm. There’s a tenant there, but how
conceded. “But if so, it was nobody much money it brings in, I’ve no idea.
local.” Not much, I suppose. A lady who lives
“It’s general knowledge across the street says that when they
throughout the neighbourhood that His come back they always bring eggs,
Lordship is penniless, I suppose.” vegetables, sometimes even potatoes. So
“Indeed, sir. It’s also well known at least a part of the payment they
in the criminal underworld.” receive is likely to be in kind.”
“So non‐local thieves are out of “I’m starting to feel almost sorry
the reckoning, too, eh?” for His Lordship.”
“In these parts everyone knows “It’s an old family, mentioned in
everyone else. A stranger would be the oldest chronicles. There were times
spotted immediately. In any case, he when they were very close to the royal
wouldn’t come to a house like this in family. His Lordship’s ancestors held
search of a rich nobleman. But it can’t many important offices.”
be ruled out entirely, of course.” “Sad indeed. But it brings us no
The superintendent began slowly closer to our murderer.”
to look around. “What do you know “Indeed not, sir. I should add that
about the dead man?” as far I know, His Lordship retains one
“Not much, superintendent. permanent source of income.”
Although he was in His Lordship’s service “Really?”
for many years, he kept himself to “Many years ago he lent his name
himself. In this he was like his master – to a certain whisky.”
he rather looked down on other servants “Of course! I was sure I knew the
in the neighbourhood who served only name from somewhere! Lord Harding
‘ordinary people’.” whisky, eh?”
“His Lordship behaves in such a “You know it, sir?”
way to his neighbours?” “I’ve heard of it, constable.”
“He ignores them. He is perfectly “I once had occasion to drink it,
proper, but he has nothing to do with sir. It was disgusting.”
them. He leaves the house as seldom as “That bad, eh?”
possible. As far as I know, he goes to a The constable frowned. “It is. At
club that is not in this district and least it was. Six months ago the distillery
the messenger, spring '13 translation pages 28
got a new owner. Who knows, maybe it’s first floor was taken up with a large
better now.” drawing room and a small bathroom and
“So His Lordship gave his name to toilet. On the second floor the lords and
a second‐rate spirit for the money, did ladies had their rooms, which were little
he?” bigger than cupboards. The
“Undoubtedly, sir. It’s not even superintendent’s more or less
sold in this country, it’s for export to the perfunctory tour took him through the
colonies, where apparently it sells quite ground floor and then the second. On the
well. Thanks to His Lordship’s name. The first floor he at last prepared to enter
natives love the feeling that they’re the drawing room. The supervising
drinking something enjoyed by the policeman returned his salutation before
aristocracy in Merrie Olde England.” opening the large, heavily ornamented
“While an Englishman would be so glass door, then obligingly closing it
repelled by it he’d pour it down the behind him.
toilet.”
“Indeed, sir.” “Good morning, ladies and
“Where’s the distillery?” gentlemen. I have been charged by the
“Not far from here. Down by the Chief Constable of Police to investigate
river.” this case. My name is Superintendent
“Very well, constable. Pay them a Rupert Morrell.”
visit and make an appointment for me To his surprise this announcement
with the new owner.” provoked no response. So thick was the
“Yes, sir.” silence in the drawing room, one could
“Meanwhile I’ll have a look around have cut it with a knife. His Lordship
the house and exchange a few words stood motionless at the fireplace. The
with His Lordship and his family.” ladies and the young gentleman were
“I should warn you, sir, that as yet seated in deep club armchairs. The maid
I’ve failed to get a word out of them. was standing by the window. All gave the
They’re all as lofty as the leather impression of waxwork figures from
bindings on the Encyclopaedia Madame Tussaud’s museum.
Britannica.” “I would like to ask you a few
The superintendent gave the questions.”
constable a long, somewhat desperate The only one to react to this was
look, letting him know that this was a the maid, who winced slightly as if
case he could have done without. Then touched and turned her head to the
he waved a hand in resignation and set window and the street beyond it. None
off on his tour of inspection. of the others moved.
“Shortly before midnight
Superintendent Morrell began his yesterday James the butler was
inspection in the company of the maid murdered. By the back door of the
borrowed from across the street. His sole house. At that time all of you were in the
plan was to absorb the atmosphere of house. Your statements on the matter
the crime scene. There was not a great are of great importance to me.”
deal to see: the house really was rather Even now no one moved.
small. The ground floor comprised – apart The superintendent thought it
from the entrance hall – only technical necessary to demand their attention by
facilities, storerooms, a kitchen, and two raising his voice. “A murder has been
small servant’s rooms. The whole of the committed in your house!”
29 translation pages the messenger, spring '13
“Do you mean to say that we are is a capital offence?”
under suspicion, superintendent?” said At that they all burst into laughter.
Her Ladyship, having roused herself. Laughter? This was a veritable explosion
Morrell didn’t care one jot for their of merriment.
hostile attitude. He decided to get “Murder is a capital offence!”
tough. Obviously disconcerted by their
“That’s right, Your Ladyship.” reactions, Morrell was repeating himself.
“Did you hear that?” twittered Her
Ladyship. The beginnings of a smile “You think we don’t know what
appeared on her face. “The punishment is? We’re imprisoned in this
superintendent suspects us.” house. Within these four walls.”
Now the others, too, were inclined “James is dead. Stiff as a board! Do
to smile. you understand? And it’s my job to find
“You, for instance, Your Ladyship. out who killed him.” By trying to regain
Did you have a motive for the murder?” control of the situation, the
“Naturally, superintendent. James superintendent succeeded only in
was always making a mess of the tea, he increasing the overall merriment. “You,”
kept confusing the titles of our guests, he pointed to the maid, who continued
he never put the post in order of to laugh for a few moments before
importance, date or colour, and his pulling herself together.
Scottish accent was an assault on the “I think that Jim killed him, she
eardrums.” said.”
“And he had no interest in “Who?”
cricket,” said the young man in support “Three‐fingered Jim. Jim Stuart.
of his mother. “Whenever I asked him Hanged himself by his long johns in this
how our chaps were getting on, he could very room. A hundred and fifty years ago.
never say. Would you yourself not have Been haunting the place ever since.”
killed such a man?” “Of course! Old Jim!” His Lordship
“I can confirm all this,” said His chimed in. The others nodded in
Lordship. “He was awfully unsociable. He agreement.
didn’t even bother with the Butlers’ The superintendent looked around,
Club.” helpless. And there was no help to be
“Two days ago I asked for some found.
thread,” said Her Ladyship’s sister, “There’s a clue,” beamed Her
adding her tuppenceworth. “His Ladyship. “The murderer is the one
tardiness was shameful.” wearing long johns.”
“Thread?” asked the superintendent, Her Ladyship’s sister expanded on
wide‐eyed. this thought. “Unless he’s dispensed with
“Why, of course. I’ve made no the evidence already and is missing his
progress on my embroidery for two whole underclothes.”
days.” “You’re going to have to search
“I reminded him about it several us,” Her Ladyship rejoiced. “Let me be
times,” said the maid keenly. first.”
“He was unsuitable, you know.” “Don’t scare the superintendent,”
“He was what?” spluttered His Lordship. “Or he’ll run
“Unsuitable for these surroundings.” away and we’ll have to look for the
The superintendent rubbed his nose culprit ourselves.”
gently. “Do you understand that murder “Did none of you hear anything
the messenger, spring '13 translation pages 30
suspicious in the night?” said Morrell in this. “Of course, superintendent. But I
an attempt to get on with his work. shall want mine back. I have only one
“Do you mean CRASH! BANG! or set, you see.”
something like a thud?” replied the “Who in this room was the last to see
young gentleman. him alive?”
“A scream, for instance.” “The murderer, I expect.” This
“James would never have comment almost caused a riot.
screamed. At most he would have Her Ladyship stood up. “For
countered, ‘Now that, sir, is too much!’ ” goodness’ sake, superintendent, arrest
someone! Give us someone to envy!”
“Someone killed him! Tell me you “Come on!” her sister joined in. “You
understand!” shrieked the have a body, a murder weapon and a
superintendent, surprising even himself. house full of people without an alibi.”
“We know that, superintendent.” “So he does!” said His Lordship.
“The question is who.” “Hercule Poirot would have had the
“We all of us had a motive,” culprit long before now.”
confessed His Lordship. “Thread, cricket, The superintendent was at his
post in a mess. You’re going to have to wit’s end. Although he could have
choose.” expected many things of this company,
“You could do eeny‐meeny‐miny‐ the last exchange had thrown him quite
mo,” Her Ladyship added. There off‐balance.
followed another salvo of laughter. “Perhaps the superintendent here
“Perhaps we all killed him,” killed him.”
improvised the son. “But that’s “To give himself a case to solve.”
nonsense, of course – he’d have looked “But he doesn’t know how to
like a pincushion. I think my aunt killed catch himself.”
him. Because of the thread. One look at “Or prove his own guilt.”
her embroidery would be enough to drive The superintendent flapped his
me to murder.” arms in a hopeless attempt to restore
His aunt grimaced at this. “The calm. “Has anyone ever told you that
maid killed him, so that she could do the you’re a bunch of lunatics?”
work of two,” she said. This question showed itself to be his
The maid was obviously enjoying the most amusing yet. The situation and its
situation: for the first and probably last actors were now bereft of all
time in her life she was on an equal seriousness. In chorus the suspects
footing with her masters. “I think it was indulged in a belly laugh of the most
suicide,” she said. raucous type. Standing in the midst of an
The superintendent could not believe apocalypse, the superintendent did not
his ears. “You mean to say he stabbed know how to go on. He was saved by the
himself in the back, just below the left opening of the door and the appearance
shoulder?” of the officer on guard.
“Why not? He practised yoga.” This “Could you spare a moment,
was followed by a massive explosion of superintendent?”
laughter. The superintendent muttered, “I’ll
“I suppose I shall have to take be back”, which provoked another gale
everyone’s fingerprints,” said the of mirth.
superintendent, his tone resigned. On joining the constable on the
His Lordship was quick to agree to ground floor, the superintendent said,
31 translation pages the messenger, spring '13
“It’s incredible how much fun they’re “I understand, superintendent.
getting out of James’s death.” Those upstairs don’t treat you as their
“I could hear it from here, equal.”
superintendent.” When the superintendent returned
“It seems the chap never smiled in to the drawing room the party was still in
his life, was a dreadful killjoy, a knight of full swing. They were all standing in a
the order the bad mood and a slave to circle in the centre of the room,
his grumpiness. But his death has some chattering and laughing.
weird meaning in this house that I can’t “Are you having a good time?”
get to the bottom of.” “Never better, superintendent. So
“There’s nothing criminal about have you made your choice? Or should we
that, sir.” draw straws for it?”
“So what have you got for me, “I just came to say goodbye.”
constable?” “You mean you’re not going to
“The murderer. Your intuition was arrest us?”
right, sir. When I got to the distillery I “I’m sorry to have to spoil your
found Mr Collins, the new owner, sitting fun. The culprit has been apprehended
in his office. He was quite beside himself and my work here is at an end.”
and covered in blood.” The babble and laughter died.
“Is he our killer?” They all froze, as if the life had gone out
“Yes, sir. He confessed straight of them.
away and was obviously relieved to do “It was nice to meet you and I
so.” hope that my presence in this house will
“The motive?” never again be required.”
“Money. But the death was a His Lordship was the first to
mistake.” recover.
The constable reached into a large “Thank you, superintendent, for
bag and pulled out a framed photograph. the propriety and tact with which you
“Lady Grace‐Harding and James in front have conducted this investigation,” he
of the distillery. Taken at a party of some said in a chilling voice. He gave not the
kind. The former owner had it hanging on slightest hint of emotion. None of the
the wall of his office. The new owner has others moved.
never met His Lordship. His contract The superintendent turned on his
stipulates that he must pay His Lordship heel and headed for the exit, leaving
a large share of his profits for as long as silence in his wake. A suffocating silence.
His Lordship is alive. He decided to kill On reaching the door he turned back and
him but mistook the man in the picture beheld again the frozen scene, his eyes
with Her Ladyship for His Lordship.” resting in particular on His Lordship,
“So we have our killer.” trying in vain to meet his gaze. His
“But it wasn’t as easy as he’d Lordship did not even twitch.
imagined. One wonders whether he’ll “Would you not like to know, sir,
ever recover his wits.” who killed James and why?”
“Thank you, constable. Excellent “No thank you, superintendent,
work. You get things packed away here there’s no need for that. I’ll read about
and I’ll go up and say my goodbyes. I it tomorrow. In my Times.”
don’t want to run away with my tail
between my legs even though I’ve half a
mind to.”
the messenger, spring '13 poetry pages 32

poetry pages Dancing

Illona Serková
The dance, the wind, the movement,
Love And Hatred The utter torture deep inside.
I cry, I smile, I jump, I lament,
Love and hatred, now behold I will do everything just not to cry.
Tormenting my wretched soul. When it is sunny, birds are singing,
If I could go back in time, There is this ice‐cube deep inside,
I would soon approach divine. It calls me home, I want to melt it,
But his silence, on and through I will, then springs of water will come
Makes me feel myself a fool out.
Looking, searching ‐ Thong thong, this music all around me
All for what? Creates a movement ‐ hands, and feet ‐
For the joy of life and spit. I feel, I feel the world around me!
Spit in face when things go wrong It melts, it melts, I know it will.
Joy to see, that all in all
All will cease and all will end, Jaroslav Suchy
Even sufferings and pain.
When I lift my head once more, Dear Reader,
And I see the cornerstone, The following poem is based on words (in
Then I know while all is vain, bold) that members of the On‐Line‐
He is here and will remain. Poets’ Society II (an on‐line creative
poetry writing course organized by me)
You By My Side agreed upon. The task was: “Choose as
many words from the word pool we
My life is purified by fire agreed upon to write a poem.” Here’s
And my desire what I produced.
is to be with you
forever ever, Poetry’s Death
let me be with you
where you are! Yellow dandelions, what a view
One sight of you, A hill with forget‐me‐nots blue
so comforting, White dove’s hideaway.
your touch will make my heart melt.  
I cannot sleep Poetry passed away.
I think about you all night long. Lost to life.
Then there is joy, pure joy This was unexpected.
To know that you are here  
And always The last poet lost her drive
by my side And let it
so close, so near Die.
so tangible. I fear
it will end one day, but
should it then create a hill I cannot
climb.
I will..then there are airplanes, I will
learn to fly!
And you and I will join the sky!