AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER 21 FROM THE BOOK “i AM MALALA THE GIRL WHO STOOD UP FOR EDUCATION AND WAS SHOT BY THE TALIBAN” BY MALALA YOUSAFZAI, 2013

MINISTRY OF EDUCATION AND TRAINING
DUY TAN UNIVERSITY
FACULTY OF ENGLISH

GRADUATION PAPER
AN ANALYSIS OF THE SUGGESTED TRANSLATION OF
CHAPTER 21 FROM THE BOOK “I AM MALALA: THE GIRL
WHO STOOD UP FOR EDUCATION AND WAS SHOT BY THE
TALIBAN” BY MALALA YOUSAFZAI, 2013
MAJOR
ENGLISH FOR TRANSLATION AND INTERPRETATION

Supervisor

: Nguyen Thi Bich Giang, MA.

Student

: Thai Thi Oanh

Class

: K23.NAB6

Student code

: 2320310440

DANANG, 2021

Graduation Paper
MA.

Supervisor:Nguyen Thi Bich Giang,

ACKNOWLEDGEMENTS

The first words in this graduation paper, let me express my deep gratitude to my
supervisor, all teachers with your guidance in the Faculty of English, family and
friends who have always supported me.
First of all, I would like to my speacial thanks to my supervisor, Nguyen Thi Bich
Giang, M.A, who always enthusiastically helped and guided me throughout the
process of completing my graduation paper. Without his guidance and useful advices, I
probaly would not have been able to complete this graduation paper.
Secondly, I would like to thank all the professors in the Faculty of English who
taught me a lot of valuable knowledge and skills during four years of college. These
are the people who helped create my success today.
Finally, I thank my family and friends who have always supported and helped
me.
I hope to receive the sympathy of the professors because of the shortcomings of
this diploma.
I wish you all good health and success!
Yours sincerely!

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STATEMENT OF AUTHORSHIP

Up to now, the chapter in this book has not been translated by any translator and
has not been used by any students as a thesis topic.
I certify that this translation is my work and has not been copied by anyone else.
I used a few references as described in the next section.
All the works used are cited in this end of studies thesis.
Even this graduation thesis was not presented for any research work in other
universities.
Da Nang, December 2021
Thai Thi Oanh

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ABSTRACT

This aim of this thesis is a suggested translation of part 4, chapter 21 named:
"God, I entrust her to you" of the book: "I am Malala: The girl who stood up for
education and was shot by the Taliban” by Malala Yousafzai, 2013.
I analyzed almost significant problems such as vocabulary, structures in this
work.
In addition, I realized that there are a lot of requirements that students need to
know in order to translate this book correctly.

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ABBREVIATIONS

P1/2/3/...

:

Paragraph 1/2/3/...

SL

:

source language

TL

:

target language

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS.....................................................................................................1
STATEMENT OF AUTHORSHIP..........................................................................................2
ABSTRACT...............................................................................................................................3
ABBREVIATIONS...................................................................................................................4

TABLE OF CONTENTS..........................................................................................................5
CHAPTER 1. INTRODUCTION............................................................................................8
1.1. Rationale:........................................................................................................................8
1.2. Aims and Objectives:.....................................................................................................8
1.2.1. Aims:.........................................................................................................................8
1.2.2. Objectives:...............................................................................................................8
1.3. Scope of the Study:.........................................................................................................9
1.3.1. Text Features:..........................................................................................................9
1.3.2. Text Length:.............................................................................................................9
1.3.3. Text Organization:..................................................................................................9
1.3.4. Text Sources:..........................................................................................................10
CHAPTER 2. THEORETICAL BACKGROUND..............................................................11
2.1. Definition:.....................................................................................................................11
2.2. Types of Categories:.....................................................................................................11
2.2.1. Full vs. Partial Translation:..................................................................................11
2.2.1.1. Full translation:..............................................................................................12
2.2.1.2 Partial translation:..........................................................................................12
2.2.2. Total vs. Restricted Translation:..........................................................................12
2.2.2.1. Total translation:............................................................................................12
2.2.2.2. Restricted translation:...................................................................................12
2.2.3. Phonological Translation:.....................................................................................13
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2.2.4. Graphological Translation:..................................................................................13
2.3. Methods and Principles:..............................................................................................13
2.3.1. Methods:................................................................................................................13
2.3.1.1. Word-for-word Translation:.........................................................................13
2.3.1.2. Literal Translation:........................................................................................13
2.3.1.3. Faithful Translation:......................................................................................13
2.3.1.4. Semantic translation:.....................................................................................14
2.3.1.5. Adaptation:.....................................................................................................14
2.3.1.6. Free Translation:............................................................................................14
2.3.1.7. Idiomatic Translation:...................................................................................15
2.3.1.8. Communicative Translation:.........................................................................15
2.3.2. Principles of translation:......................................................................................15
2.3.2.1. Meaning:.........................................................................................................15
2.3.2.2. Form:...............................................................................................................15
2.3.2.3. Register:..........................................................................................................15
2.3.2.4. Idiom:..............................................................................................................16
2.3.2.5. Style and Clarity:...........................................................................................16
2.3.2.6. Source Language Influence:..........................................................................16
2.4. Context in Translating:................................................................................................16
CHAPTER 3. SUGGESTED TRANSLATION....................................................................17
CHAPTER 4. ANALYSIS......................................................................................................42
4.1. Difficult Words:............................................................................................................42
4.1.1. Words with multi-meaning:.................................................................................42
4.1.2. Phrasal Verbs.........................................................................................................45
4.2. Sentence structures:.....................................................................................................46
4.2.1. Simple Sentence:...................................................................................................46
4.2.2. Compound sentence:.............................................................................................46

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4.2.3. Complex sentence:................................................................................................48
4.2.3.1. Complex sentence with adverbial clause:....................................................48
4.2.3.1.1. Adverbial clause of time:........................................................................48
4.2.3.1.2. Adverbial clause of concession:..............................................................49
4.2.3.1.3. Adverbial clause of condition:................................................................49
4.2.3.2. Complex sentence with adjective clause (or relative clause):.....................49
4.2.3.3. Complex sentence with noun clause:............................................................50
4.2.4. Compound – Complex sentence:.........................................................................51
4.2.5. Sentences in Passive voice....................................................................................53
4.2.6. Empty subject........................................................................................................54
4.2.7. Other noticeable structures..................................................................................54
CHAPTER 5: DIFFICULTIES AND SOLUTIONS............................................................55
5.1. Difficulties:....................................................................................................................55
5.2. Solutions:......................................................................................................................55
CHAPTER 6. CONCLUSION AND SUGGESTIONS............................................................57
6.1. Conclusions:..................................................................................................................57
6.2. Suggestions:..................................................................................................................57
REFERENCES.........................................................................................................................59

I. BOOKS.............................................................................................................................59
II. WEBSITES.....................................................................................................................59
SUPERVISOR’S COMMENT.................................................................................................60
REVIEWER COUNCIL’S COMMENT...................................................................................61

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Supervisor:Nguyen Thi Bich Giang,

CHAPTER 1. INTRODUCTION


1.1. Rationale:
During my four years of study at Duy Tan University, I was trained in
professional translation skills. I have studied translation through genres such as
economic reports, international and domestic news, literary works, short stories and
poems. Now, I want to challenge myself with a topic that I have always loved since I
was a child. That is the universe.
The universe has always been a mystery to humans. However, people are
constantly learning and conquering it. Hence, there are dozens of research papers
about the universe coming out every year.
Therefore, understanding them requires a solid linguistic background, grasping
technical terms, analyzing sentence structures correctly, and writing phrases or words
that best fit the target language.
I realized that this is an interesting challenge for me. At the same time, I can
learn and improve my translation skills through this graduation paper.
Finally, I also finished the translation with all my efforts. I hope my translation
can bring people a lot of useful and interesting information about the universe.
1.2. Aims and Objectives:
1.2.1. Aims:
- Showing my skills in translating a document
- Having capability to analyze difficult words and structures
- Understanding and overcoming language barriers between two countries
- Communicating the author's intended message to readers
1.2.2. Objectives:
After translating graduation paper, I achieved the following goals:
- Applying what I have learned
- Translating text smoothly and naturally
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- Analyzing complicated words, phrases, structures, contexts, etc.
1.3. Scope of the Study:
This graduation paper belongs to part 4, chapter 21 named: "God, I entrust her to
you" of the book: "I am Malala: The girl who stood up for education and was shot by
the Taliban” by Malala Yousafzai, 2013. This chapter will be translated into
Vietnamese by me, and I will analyze some important points about grammatical
structure and vocabulary.
During the translation process, I find out some difficulties when I translated such
as universal term, the way to use English grammar, and some other problems of
language.
1.3.1. Text Features:
This intriguing and fascinating book should not be missed by anyone who is
interested in learning about the lives of heroes, successful people, or inspirational
people.
The Book narrates the girl's life from birth to adulthood, as well as the difficult days of
fighting for women's education rights.
The book is divided into chapters, but I chose Chapter 21 to translate and analyze for
my graduation thesis. Many people will be inspired and motivated as a result of
reading this book.
1.3.2. Text Length:
In the graduation thesis, I chose to translate Chapter 21 of Part 4 of the book "I am
Malala: The Girl Who Stood Up for Education and was Shot by the Taliban" . The
translation is approximately 4,797 words long.

1.3.3. Text Organization:
The text is divided into a lot of small sections and it is organized as follows:
Part one: Before the Taliban
Part two: The valley of death
Part three: Three bullets, three girls
Part four: Between life and death
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Part five: A second life

Supervisor:Nguyen Thi Bich Giang,

1.3.4. Text Sources:
This text comes from the book “I Am Malala: The Girl Who Stood Up for
Education and Was Shot by the Taliban” written by Malala Yousafzai in 2013.
When she was 18, she wrote her autobiography. She wrote this book in order to
launch a fundraising campaign in order to win the Nobel Peace Prize. This is regarded
as a very inspirational book for everyone, particularly young people.
Malala Yousafzai, a Pakistani, is the world's youngest Nobel Peace Prize winner
from 1901 to the present. Malala is a feminist and an international symbol of women's
education. She became famous after being shot in the head by a Taliban gunman when
she was 15 years old.

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CHAPTER 2. THEORETICAL BACKGROUND

2.1. Definition:
There are many ways to definite a notion. Based on the personal view of each
person, we will have a different definition. Thus, the definition of translation is not
unique. Evidently, there are many languages in the world, so they are well-defined
translation in many different ways. These are some definitions of translation as
follows.
“Translation is the replacement of textual material in one language (source
language) by equivalent textual material in another language (target language)”. [1]
“Translation is rendering the meaning of a text into another language in the way
that the author intended the text”. [2]
“Translation is a process of conveying messages across linguistic and cultural
barriers”. [3]
The central problem of translation practice is that of finding target language
translation equivalents. A central task of translation theory is that of finding the
nature and conditions of translation equivalence.
These proved that translation is a complex process in which a source language is
changed into a target language. To translate accurately, it is required that translators
have a thorough understanding of theoretical awareness and practical experiences.

2.2. Types of Categories:
There are many types of translation. Type of categories of translation may be
defined in terms of extent, levels, and ranks of translation.
These types of categories can help us deeply understand and easily distinguish
the ways of translation. My translations also apply these methods to avoid errors that
lead to misunderstandings during the translation process.
2.2.1. Full vs. Partial Translation:
This distinction relates to the extent (in a syntagmatic sense) of SL text which is
submitted to the translation process. The text may be a book, a simple volume, a

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chapter, a paragraph, a sentence, a clause, etc. It may also be a figment, not coexistence with any formal literacy or linguistic unit.
According to J.C. Carford [4], there are two categories of translation: full and
partial.
2.2.1.1. Full translation:
In a “full” translation, the entire text is submitted to the translation process that is
every part of the SL text is replaced with TL text material.
Example: The race ended and ended the hopes too. What La Liga has is just the name
of Real Madrid. Barca has been left behind.
Suggested version: Chấm dứt những hy vọng, cuộc đua đã khép lại. La Liga vẫn chỉ
còn mỗi cái tên Real Madrid. Barca đã bị bỏ lại phía sau lưng.

2.2.1.2 Partial translation:
In a “partial” translation, some part or parts of the SL text are left non-translated:
they are simply transferred to and incorporated in the TL text.
Example: There are five famous bridges in Danang.
Suggested version: Có năm cây cầu nổi tiếng tại Đà Nẵng.
2.2.2. Total vs. Restricted Translation:
This distinction relates to the levels of language involved in translation.
2.2.2.1. Total translation:
In "total" translation, all levels of SL text are replaced with TL material. Strictly
speaking, "total" translation is a misleading term, since, though total replacement is
involved, it is not replacement with equivalent at all levels.
In "total" translation, SL grammar and lexis are replaced with equivalent TL
grammar and lexis. This replacement entails the replacement of SL phonology/
graphology with TL phonology/ graphology, but this normally replacement with TL
equivalents.
Example: There is a legend about a bird which sings just once in its life, more sweetly
than any other creature on the face of the earth.
Suggested version: Có một truyền thuyết về một con chim chỉ hót một lần trong đời,
nhưng nó hót ngọt ngào hơn bất cứ lồi chim nào trên trái đất.
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2.2.2.2. Restricted translation:

Supervisor:Nguyen Thi Bich Giang,

In "restricted" translation, SL is replaced with equivalent one at only one level
(phonologically/graphologically) or at only one of the two levels of grammar and
lexis.
Example: Khi mới về làm dâu, con rất sợ thầy.
Suggested version: At the time to be a daughter-in-law, I was afraid of father.
2.2.3. Phonological Translation:
In this translation, the main thing is SL phonology is replaced with equivalent TL
one, but there are hardly other important replacements.
Example: ozone
Suggested version: Tầng ô-zôn
In phonological translation, sometimes grammatical or lexical changes may
result accidentally. For example, an English plural such as "cats" may become a
"singular cat" when the TL has no final consonant clusters.
2.2.4. Graphological Translation:
Source language graphology is replaced with equivalent target one without other
considerable replacements.
2.3. Methods and Principles:
2.3.1. Methods:
2.3.1.1. Word-for-word Translation:
This is often demonstrated as interlinear translation with the TL immediately
below the SL words. The SL word order is preserved, and the words are translated
singly by their most common meanings, out of context. Cultural words are translated
literally the main use of word-for-word translation is either to understand the
mechanics of the SL or to construct a difficult text as a pre-translation process.
Example: There is a book on the table.
Suggested version: Có một quyển sách ở trên bàn

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2.3.1.2. Literal Translation:

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The SL grammatical constructions are converted to their nearest TL equivalents,
but the lexical words are again translated singly out of context. As a pre-translation
process, this indicates the problem to be solved.
Example: Put your batteries on.
Suggested version: Đặt pin của bạn vào.
2.3.1.3. Faithful Translation:
A faithful translation attempts to reproduce the precise contextual meaning of the
original meaning within the constraints of the TL grammatical structures. It “transfers”
cultural words and preserves the degree of grammatical and lexical “abnormality” in
the translation. It attempts to be completely faithful to the intentions and the text
realization of the SL writer.
Example: Bao giờ cho đến tháng mười?
Suggested version: When will the tenth month come?
2.3.1.4. Semantic translation:
This method must pay more attention to the aesthetic value (that is, the beautiful
a natural sound) of the SL text, compromising on "meaning" where appropriate so that
no assonance, word-play or repetition jars in the finished version. Furthermore, it may
translate less important cultural words by culturally neutral third or functional terms

but not by cultural equivalents and it may make other small concessions to the
readership. The distinction between "faithful" and "semantic" translation is that the
first is uncompromising and dogmatic while the second is more flexible, admits the
creative exception to 100% of fidelity and allows for translator's intuitive empathy
with the original.
Example: She has a sunny smile on her face.
Suggested version: Cơ bé có nụ cười tỏa nắng trên khn mặt.

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2.3.1.5. Adaptation:

Supervisor:Nguyen Thi Bich Giang,

This is the “freest” form of translation, used mainly for plays (comedies) and
poetry. The themes, characters, plots are usually preserved, the SL culture is converted
to the TL one, and the text is rewritten.
Example:
I wandered lonely as a cloud.
(The Daffodils by William Wordsworth)
Suggested version: Là đám mây tôi lang thang phiêu bạt.
2.3.1.6. Free Translation:
The method reproduces the matter without the manner, or the content without the

form of the original. Usually, it is a paraphrase much longer than the original, a socalled “intralingual translation”, often prolix, pretentious, and seemingly nontranslated at all.
Example: The film is beyond any words.
Suggested version: Bộ phim không chê vào đâu được.
2.3.1.7. Idiomatic Translation:
The method attempts to render the exact contextual meaning of the original in
such a way that both content and language are readily acceptable and comprehensible
to the readership. This translation is rather often news on radio or in newspapers.
Sometimes communicative and semantic translation may coincide with each other.
Example: New one in, old one out.
Suggested version: Có mới nới cũ.
2.3.1.8. Communicative Translation:
Example: Hey! What’s up!
Translated version: Chào nhé! Hôm nay cậu thế nào?

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2.3.2. Principles of translation:

Supervisor:Nguyen Thi Bich Giang,

Although this is not a theoretical work, students may follow some guidelines to
help themselves to evaluate their own work. Below are some general principle, which
are relevant to all translation.

2.3.2.1. Meaning:
The context of the original language should be faithfully reflected in the
translation. Although a portion of the meaning may be transformed, translators should
not add or remove anything arbitrarily.
2.3.2.2. Form:
The order of words and ideas in the translation should match the original as
closely as possible. This is particularly in the form and order of works. When in doubt,
underline in the original text the words on which the main stress falls. In English,
emphasis or main stress can be obtained through inversion of word order and using
different structures.
2.3.2.3. Register:
Languages often differ greatly in their levels of formality in a given context, for
example, the business letter. To resolve these differences, the translator must
distinguish between formal or fixed expressions and personal expressions.
2.3.2.4. Idiom:
Idiomatic expressions are notoriously untranslatable. These include similes,
metaphors, proverbs, saying, jargons, slangs, colloquialisms, and phrasal verbs.
If the expressions cannot be directly translated, try any of the following:
- Retain the original word, in inverted commas
- Retain the original expression, with a literal explanation in brackets
- Use a close equivalent
- Use a non-itliomalic or plain prose translation

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2.3.2.5. Style and Clarity:

Supervisor:Nguyen Thi Bich Giang,

The translator in general should not change the style of the original. But if the
text is sloppily written, or full of tedious repetitions, the translator may, for the reader’s
sake correct the defects.
2.3.2.6. Source Language Influence:
One of the most frequent criticisms of translation is that it does not sound natural.
This is because the translator's thoughts and choice of words are too strongly
moulded by the original text. A good way of shaking off the SL influence is to set the
text aside and translate a few sentences aloud, from memory. This will suggest natural
patterns of thought in the first language, which may not come to mind when the eye is
fixed on the SL text.
2.4. Context in Translating:
Context is the one which occurs before (or) after a word, a phrase or even along
utterance or text.
The context often helps in understanding the particular meaning of the word,
phrase, etc.
The context may also be the broader social situation in which a linguistic item is
used.
In translation, the context is understood as the “WHAT”, “WHERE” and “TO
WHOM” of our communication.

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Supervisor:Nguyen Thi Bich Giang,
CHAPTER 3. SUGGESTED TRANSLATION


SOURCE LANGUAGE
Chapter 21: ‘God, I entrust her to you’

TARGET LANGUAGE
CHƯƠNG 21: ‘Chúa ơi, con giao cô ấy
cho Người’

(P1) AS SOON AS Usman Bhai Jan (Đ1) Ngay sau khi Usman Bhai Jan nhận
realised what had happened he drove the ra có chuyện gì đó đã xảy ra, anh đã lái
dyna to Swat Central Hospital at top chiếc dyna đến Bệnh viện Trung tâm Swat
speed. The other girls were screaming and với tốc độ tối đa. Những cơ gái khác thì
crying. I was lying on Moniba’s lap, khóc thất thanh. Tơi đang nằm trên đùi
bleeding from my head and left ear. We của Moniba, đầu và tai đang chảy máu.
had only gone a short way when a Chúng tôi chỉ đi được một đoạn đường thì
policeman stopped the van and started có một cảnh sát dừng xe lại và bắt đầu tra
asking questions, wasting precious time. khảo, điều này làm lãng phí thời gian quý
One girl felt my neck for a pulse. ‘She’s báu của chúng tôi. Một cô gái sờ vào cổ
alive!’ she shouted. ‘We must get her to tôi để kiểm tra mạch đập “Cơ ấy cịn
hospital. Leave us alone and catch the sống!” Cô ấy hét lên. “Chúng ta phải đưa
man who did this!’

cô ấy đến bệnh viện. Hãy để chúng tôi
yên và hãy đi bắt kẻ đã làm điều này!”

(P2) Mingora seemed like a big town to (Đ2) Với chúng tôi thì Mingora được xem
us but it’s really a small place and the là một thị trấn lớn nhưng thực sự là nó chỉ
news spread quickly. My father was at the là một vùng nhỏ và tin tức lan truyền rất
Swat Press Club for a meeting of the nhanh chóng. Cha tôi đang ở Câu lạc bộ
Association of Private Schools and had Swat Press để chuẩn bị cho một cuộc họp
just gone on stage to give a speech when của Hiệp hội các trường tư thục và ông
his mobile rang. He recognised the đang đi lên sân khấu để đọc diễn văn thì
number as the Khushal School and passed điện thoại của ơng đổ chng. Ơng nhận
the phone to his friend Ahmad Shah to ra đó là số điện thoại của Trường Khushal
answer. ‘Your school bus has been fired và ông đưa điện thoại cho người bạn
on,’ he whispered urgently to my father.

Ahmad Shah của mình để trả lời. Ơng ấy
liền thì thầm với bố tơi “Xe bt trường

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học của cậu đã bị nổ súng tấn công”.

(P3) The colour drained from my father’s (Đ3) Gương mặt cha tôi trở nên tái nhợt.
face. He immediately thought, Malala Ơng liền nghĩ, Malala có thể ở trên xe
could be on that bus! Then he tried to buýt đó! Ơng cố trấn an mình, nghĩ rằng
reassure himself, thinking it might be a có thể là một anh người yêu đang ghen
boy, a jealous lover who had fired a pistol tuông đã cầm khẩu súng lục mà bắn chỉ
in the air to shame his beloved. He was at thiên để làm xấu hổ người mình u. Ơng
an important gathering of about 400 đang có mặt tại một cuộc họp quan trọng
principals who had come from all over với khoảng 400 hiệu trưởng đến từ khắp
Swat to protest against plans by the Swat để phản đối kế hoạch của chính phủ
government to impose a central regulatory áp đặt cơ quan quản lý trung ương. Với tư
authority.

As

president

of

their cách là chủ tịch hiệp hội, cha tôi cảm thấy

association, my father felt he couldn’t let ông không thể để tất cả những người đó
all those people down so he delivered his thất vọng vì vậy ơng vẫn phát biểu theo
speech as planned. But there were beads kế hoạch. Thế nhưng trên trán ông ấy lấm
of sweat on his forehead and for once tấm những giọt mồ hôi và chẳng cần ai ra
there was no need for anyone to signal to hiệu cho ông ấy kết thúc nó.
him to wind it up.

(Đ4) Ngay sau khi cha tôi vừa kết thúc

(P4) As soon as he had finished, my bài phát biểu, ông ấy đã không chờ đợi để
father did not wait to take questions from giao lưu với khán giả mà thay vào đó, vội
the audience and instead rushed off to the vã đến bệnh viện cùng với Ahmad Shah
hospital with Ahmad Shah and another và một người bạn khác là Riaz, người có
friend, Riaz, who had a car. The hospital một chiếc ô tô. Bệnh viện chỉ cách đó
was only five minutes away. They arrived năm phút đi đường. Lúc họ đến đã thấy
to find crowds gathered outside and đám đông tụ tập bên ngồi cịn có cả
photographers and TV cameras. Then he nhiếp ảnh gia và máy quay TV. Ông ấy
knew for certain that I was there. My biết chắc chắn rằng tôi đã ở đó. Dũng khí
father’s heart sank. He pushed through the của cha tơi bị chùng xuống. Ơng lách qua
people and ran through the camera flashes mọi người và chạy qua những ánh đèn
into the hospital. Inside I was lying on a flash của camera vào bệnh viện. Bên
trolley, a bandage over my head, my eyes trong tôi đang nằm trên một chiếc xe đẩy,
Student: Thai Thi Oanh

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MA.
closed, my hair spread out.

Supervisor:Nguyen Thi Bich Giang,
đầu quấn băng, mắt nhắm nghiền, tóc xõa
ra.

(P5) ‘My daughter, you are my brave (Đ5) “Con gái của bố, con là đứa con gái

daughter, my beautiful daughter,’ he said dũng cảm, xinh đẹp của bố,” ơng ấy nói
over and over, kissing my forehead and liên tục, hôn lên trán, má và mũi của tơi.
cheeks and nose. He didn’t know why he Ơng khơng biết tại sao ơng lại nói chuyện
was speaking to me in English. I think với tôi bằng tiếng Anh. Tôi nghĩ rằng
somehow I knew he was there even bằng cách nào đó mà tơi biết ơng ấy có ở
though my eyes were closed. My father đó mặc dù tơi đã nhắm mắt. Sau đó, cha
said later, ‘I can’t explain it. I felt she tơi nói: “Bố khơng thể giải thích điều đó.
responded.’ Someone said I had smiled. Bố cảm thấy con gái đã đáp lại bố.” Ai đó
But to my father it was not a smile, just a nói rằng tôi đã mỉm cười. Nhưng với bố
small beautiful moment because he knew đó khơng phải là một nụ cười, đó chỉ là
he had not lost me for ever. Seeing me một khoảnh khắc nhỏ đẹp đẽ vì bố biết bố
like that was the worst thing that had ever chưa bao giờ mất con mãi mãi. Nhìn thấy
happened to him. All children are special tôi như vậy là điều tồi tệ nhất từng xảy ra
to their parents, but to my father I was his với ông. Tất cả những đứa trẻ đều đặc biệt
universe. I had been his comrade in arms đối với cha mẹ, nhưng với cha tôi, tôi là
for so long, first secretly as Gul Makai, cả vũ trụ của ơng ấy. Tơi nằm gọn trịng
then quite openly as Malala. He had vòng tay của bố rất lâu, trong phút chốc,
always believed that if the Taliban came tôi đã nghĩ mình là Gul Makai, chính là
for anyone, it would be for him, not me. Gul Makai trong thân thể Malala. Ông
He said he felt as if he had been hit by a luôn tin rằng nếu Taliban đến vì bất cứ ai,
thunderbolt. ‘They wanted to kill two thì đó sẽ là vì ơng ấy, khơng phải tơi. Ơng
birds with one stone. Kill Malala and ấy nói rằng ơng cảm thấy như thể mình đã
silence me for ever.’

bị một tia sét đánh trúng. ‘Họ muốn nhất
cữ lưỡng tiện. Hãy giết Malala và khiến
tôi im lặng mãi mãi.’

(P6) He was very afraid but he didn’t cry. (Đ6) Ông ấy đã rất sợ hãi nhưng ông
There were people everywhere. All the khơng khóc. Ở đây có người ở khắp mọi

principals from the meeting had arrived at nơi. Tất cả các hiệu trưởng từ cuộc họp đã
Student: Thai Thi Oanh

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Graduation Paper
Supervisor:Nguyen Thi Bich Giang,
MA.
the hospital and there were scores of đến bệnh viện và có rất nhiều phương tiện
media and activists; it seemed the whole truyền thông và các nhà hoạt động chính
town was there. ‘Pray for Malala,’ he told trị - xã hội; có vẻ như tồn bộ thị trấn đã ở
them. The doctors reassured him that they đó. “Hãy cầu nguyện cho Malala,” ơng ấy
had done a CT scan which showed that nói với họ. Các bác sĩ trấn an ông ấy rằng
the bullet had not gone near my brain. họ đã chụp CT và cho thấy viên đạn
They cleaned and bandaged the wound.

không ở gần não tơi. Họ đã xử lý và băng
bó vết thương.

(P7) ‘O Ziauddin! What have they done?’ (Đ7) ‘Hỡi Ziauddin! Họ đã làm gì vậy?”
Madam Maryam burst through the doors. Madam Maryam đột nhiên xuất hiện ngay
She had not been at school that day but at tại cửa. Hơm đó bà khơng đến trường mà
home nursing her baby when she received chăm con mình thì nhận được điện thoại
a phone call from her brother-in-law của anh rể bảo bà đã an toàn. Báo thức
checking she was safe. Alarmed, she reo, bà bật TV lên và nhìn thấy dịng tiêu
switched on the TV and saw the headline đề rằng đã có một vụ nổ súng trên xe buýt
that there had been a shooting on the của Trường Khushal. Ngay sau khi bà

Khushal School bus. As soon as she heard nghe tin tôi bị bắn, cô ấy đã gọi cho
I had been shot she called her husband. chồng mình. Ơng ấy đã dùng xe máy của
He brought her to the hospital on the back mình chở bà đến bệnh viện, điều rất hiếm
of his motorbike, something very rare for gặp đối với một người phụ nữ Pashtun
a respectable Pashtun woman. ‘Malala, đáng kính. ‘Malala, Malala. Con có nghe
Malala. Do you hear me?’ she called.

thấy không?” Bà ấy gắng sức gọi.

I grunted.

Tôi càu nhàu.

(P8) Maryam tried to find out more about (Đ8) Maryam cố gắng tìm hiểu thêm về
what was going on. A doctor she knew những gì đang xảy ra. Một bác sĩ mà cô
told her the bullet had passed through my ấy biết đã nói rằng viên đạn đã xượt qua
forehead, not my brain, and that I was trán chứ không phải ghim vào não và họ
safe. She also saw the two other Khushal nói rằng tơi đã qua cơn nguy hiểm. Bà
girls who had been shot. Shazia had been cũng nhìn thấy hai cô gái Khushal khác đã
hit twice, in the left collarbone and palm, bị bắn. Shazia đã bị đánh hai lần, vào
and had been brought to the hospital with xương đòn và lòng bàn tay, và đã được
Student: Thai Thi Oanh

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Graduation Paper
Supervisor:Nguyen Thi Bich Giang,

MA.
me. Kainat had not realised she was hurt đưa đến bệnh viện cùng tôi. Kainat đã
to start with and had gone home, then không nhận ra mình bị thương từ đầu và
discovered she had been grazed by a đã về nhà, sau đó phát hiện ra cô bị một
bullet at the top of her right arm so her viên đạn sượt qua đầu cánh tay phải nên
family had brought her in.

gia đình đã đưa cơ vào viện.

(P9) My father knew he should go and (Đ9) Cha tôi biết rằng ông ấy nên đi xem
check on them but did not want to leave tình huống của họ nhưng không muốn rời
my bedside for a minute. His phone kept khỏi giường của tôi một phút nào. Điện
ringing. The chief minister of KPK was thoại của ông ấy liên tục đổ chuông. Bộ
the first person who called. ‘Don’t worry, trưởng của KPK là người gọi đầu tiên.
we will sort everything out,’ he said. Ơng ấy nói “Đừng lo lắng, chúng tôi sẽ
‘Lady Reading Hospital inPeshawar is sắp xếp mọi thứ,”. “Chúng tôi đã liên hệ
expecting you.’ But it was the army who với Bệnh viện Lady Reading ở Peshawar
took charge. At 3 p.m. the local rồi.” Thế nhưng chính quân đội mới chịu
commander arrived and announced they trách nhiệm. Lúc 3 giờ chiều, chỉ huy địa
were sending an army helicopter to take phương đến và thông báo rằng họ sẽ gửi
me and my father to Peshawar. There một máy bay trực thăng quân đội để đưa
wasn’t time to fetch my mother so tôi và cha tôi đến Peshawar. Không có
Maryam insisted she would go too as I thời gian để thông báo cho mẹ tôi nên
might need a woman’s help. Maryam’s Maryam khẳng định cô bà ấy cũng sẽ đi
family was not happy about this as she vì tơi có thể cần sự giúp đỡ của một người
was still nursing her baby boy, who had phụ nữ. Gia đình của Maryam khơng hài
recently undergone a small operation. But lịng về điều này vì cơ ấy cịn phải chăm
she is like my second mother.

sóc con trai của mình, cậu bé vừa trải qua

một ca phẫu thuật nhỏ. Nhưng bà như
người mẹ thứ hai của tôi.

(P10) When I was put in the ambulance (Đ10) Khi tôi được đưa lên xe cấp cứu,
my father was afraid the Taliban would cha tôi đã sợ Taliban sẽ tấn công lần nữa.
attack again. It seemed to him that Đối với ông ấy dường như tất cả mọi
everyone must know who was inside. The người phải biết là ai đang ở bên trong.
helipad was only a mile away, a five- Sân bay trực thăng chỉ cách đó một dặm,
Student: Thai Thi Oanh

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Graduation Paper
Supervisor:Nguyen Thi Bich Giang,
MA.
minute drive, but he was scared the whole năm phút lái xe, nhưng ông ấy luôn sợ hãi
way. When we got there the helicopter trên cả quãng đường. Khi chúng tôi đến
had not arrived, and we waited for what to đó, chiếc trực thăng vẫn chưa hạ cánh,
him felt like hours inside the ambulance. chúng tôi ngồi trong xe cứu thương và
Finally it landed and I was taken on board chợ đợi, bố tôi cảm thấy như đã trải qua
with my father, my cousin Khanjee, hàng giờ đồng hồ. Cuối cùng thì nó cũng
Ahmad Shah and Maryam. None of them hạ cánh và tôi được đưa lên khoang cùng
had ever been on a helicopter. As it took với cha tôi, anh họ tôi Khanjee, Ahmad
off we flew over an army sports gala with Shah và Maryam. Không ai trong số họ
patriotic music pounding from speakers. từng đi trực thăng. Khi trực thăng cất
To hear them singing about their love of cánh chúng tôi bay qua một buổi dạ tiệc
country gave my father a bad taste. He thể thao quân đội với những bản nhạc yêu

normally liked singing along, but a nước vang lên từ loa. Được nghe họ hát
patriotic song hardly seemed appropriate về tình yêu quê hương đất nước khiến cha
when here was a fifteen-year-old girl shot tơi xót xa. Ơng ấy thường thích hát theo
in the head, an almost dead daughter.

nhạc, nhưng một bài hát yêu nước dường
như không phù hợp khi ở đây có một cơ
bé mười lăm tuổi vừa bị bắn vào đầu và
có thể mất mạng bất cứ lúc nào.

(P11) Down below, my mother was (Đ11) Ở dưới, mẹ tôi đang quan sát từ
watching from the roof of our house. trên nóc nhà của chúng tơi. Khi bà ấy
When she heard that I had been hurt she nghe nói tơi đã bị thương, bà đang học bài
was having her reading lesson with Miss đọc với cô Ulfat và đang phải vật lộn để
Ulfat and struggling to learn words like học những từ như ‘book’ và ‘apple’. Tin
‘book’ and ‘apple’. The news at first was tức lúc đầu khá mơ hồ và bà ấy tin rằng
muddled and she initially believed I’d tôi gặp tai nạn và bị thương ở chân. Mẹ
been in an accident and had injured my vội vã về nhà và nói với bà tơi, lúc đó bà
foot. She rushed home and told my đang ở chung với chúng tôi. Mẹ cầu xin
grandmother, who was staying with us at bà tôi bắt đầu cầu nguyện. Chúng tôi tin
the time. She begged my grandmother to rằng Thánh Allah lắng nghe lời thỉnh cầu
start praying immediately. We believe của nghững người tóc bạc hơn. Sau đó mẹ
Student: Thai Thi Oanh

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