Posts featuring Ben Lerner

Meet the Publisher: Chris Fischbach of Coffee House Press

It’s a well-known fact that I am often drawn to books that tear your heart out and stomp on it.

Coffee House Press is an independent publisher of fiction, poetry, and essays. Since 2014, with the publication of Faces in the Crowd and Sidewalks by Mexican author Valeria Luiselli (translated by Christina MacSweeney), the press has sought out authors from Latin America and farther abroad. Coffee House Press is also a nonprofit organization that collaborates with artists on Books in Action projects that expand the relationship between reader and writer. Over email, Chris Fischbach, CHP’s publisher, and Sarah Moses, Asymptote’s Editor-at-Large for Argentina, discussed the press’s interdisciplinary collaborations, how they discover books by Latin American authors, and some of the titles in translation readers can check out.

Sarah Moses (SM): How did Coffee House Press come to be?

Chris Fischbach (CF): We were founded by Allan Kornblum in the early 1970s in Iowa, and we were purely a letterpress venture back then, publishing poets from both Iowa and from the New York School, where Allan had moved from. In the early 1980s, Allan moved the press to Minneapolis, where it became the first press-in-residence at the Minnesota Center for Book Arts. A couple years later, we incorporated as a nonprofit, became Coffee House Press, moved down the street, and started publishing trade editions (fiction and poetry) as well as continuing our letterpress work. I joined the press as a letterpress intern in December of 1994 and was hired as an editorial assistant in August of 1995. I became publisher in 2011.


In Conversation: Natasha Wimmer on Teaching Translation

Teaching translation feels like I’ve been lifting weights, and then I go to my own translation and it's like, whoa, these weights are so light!

What does it mean to teach translation? Many translators are self-taught, having honed their skills in careers as writers or editors, academics or language experts. But some universities in the United States also offer seminars in the craft of translation. The teacher-translator, then, takes on the unique challenge of developing new pedagogy for a field in flux, one that exists at the intersection of language study, theory, and the instructor’s own experiences in the creative practice of translation.

Today, translator Natasha Wimmer sits down with her former student and Asymptote Editor-at-Large in Brazil, Lara Norgaard, to discuss her approach to teaching translation. 

Lara Norgaard (LN): How did you begin teaching translation? What made you interested in education?

Natasha Wimmer (NW): Princeton approached me, actually. I had never taught a class. Not only that, but I also only have an undergraduate degree, so I had never even taken a graduate class. I was a little bit nervous about taking the job. A few years later I started at Columbia. In that case, I did a panel discussion with the other Bolaño translator, Chris Andrews, and the department heads enjoyed the discussion, so they asked me to teach.

LN: Was there a particular class you took or text you read that influenced the way you approached teaching for the first time?

NW: I actually imagined the course as the class I wish I’d taken before I became a translator. I had no formal education in translation at all. I had never taken a translation class and, in fact, I hadn’t even read anything about translation until about eight years into my translation career. When I was asked to give a talk about translation, I realized I had avoided reading about translation because I was afraid that I would discover that I had been doing it wrong, or that maybe I would mess with the instinctive approach that had somehow been successful so far. But then I found reading about translation really stimulating. I discovered that, not surprisingly, there was a conversation about the questions I had and about the things that I hadn’t articulated but had been working through as a translator.

I worked really hard the first year I taught the Princeton class. I spent a few months just reading translation theory and translation essays for material that I thought was interesting and put together a reading list. The first semester I taught at Princeton was very experimental. In retrospect, I’m surprised I survived. The format of the class changed a lot from the first year to the second.