Abstract The first dissertation in Germany on the theoretical problems of translation processes was defended by Otto Kade (Leipzig University) in 1964. Kade dedicated his life to translation studies and became the first professor of the discipline in East Germany in 1969. This article deals with his life and his work in translation theory, didactics, and practice. Since 1963, Kade also lectured at Humboldt University in Berlin, where the author of this article became his doctoral student and later the first lecturer in translation studies. As one of the founders of translation studies, Kade had a significant influence on the development of the discipline, trying to create a general theory of translation and to define the basic terms of the discipline, e. g., translation as a generic term for translating and interpreting, and Translationswissenschaft as a term for the new discipline. Up to the present day, several scholars refer to his work and his definitions of the basic terms of translation studies. Kade established the first curriculum for university training of translators and interpreters in East Germany.
Abstract Easy-to-read language is seen as a means of providing linguistic accessibility. It is intended for different target groups and for application in all areas of communication. Its use in the domains of education and academia has been considered as well. It is discussed whether easy-to-read language can also play a role in developing language competences. This article concentrates on the German language. It considers the application of easy-to-read German for the target group of L2 learners in educational and academic contexts and puts the focus on vocabulary. For this field of application, concepts for describing learners’ difficulties with lexis have been proposed independently of the concept of easy-to-read language. Central to these concepts are means of expression of general academic language. However, concepts of general academic language have not yet been linked to the concept of easy-to-read language. The article compares the criteria recommended for the selection of vocabulary for easy-to-read texts with the conceptual characteristics of and empirical findings on general academic lexis in German. On this basis, it discusses how, from the perspective of general academic language, easy-to-read language can be used to support building language competences, and what conclusions can be drawn in this respect about cross-linguistic applicability.
