TRANSLATORS ON TRANSLATOR TRAINING: A CANADIAN CASE STUDY
Matthieu LeBlanc
Université de Moncton
Abstract FULL TEXT HERE
This article examines the partial results of a comprehensive, three-month study carried out in three Canadian translation firms and services. It specifically focuses on translators’ perceptions on initial translator training in the Canadian context. In the first part of the article, I will briefly discuss translator training in Canada as a whole (history, context, training institutions and types of programs) and provide details on the study I conducted in the workplace (description of the work settings, methodology and participants). In the main part of the article, I will focus on the translators themselves and more specifically on their perceptions of their initial training (strengths and areas for improvement). This examination will not be limited to junior translators, but also seasoned translators, more specifically senior translators and revisers (editors) who are called upon to supervise junior translators. I will conclude by interrogating the usefulness of the data gathered for designers of professional translator-training programs and point out to future directions for research.
Keywords: Translator training; curriculum design; workplace studies; Canada.
TEACHING THEORY THROUGH PRACTICE: A REFLEXIVE APPROACH
Silvia Kadiu
University College London
Abstract FULL TEXT HERE
This article discusses the benefits of a reflexive approach to teaching theory in translator training. This methodology consists of translating theoretical texts reflexively by folding a theory back on itself when adapting it into another language or medium. The hypothesis behind this approach is that applying a theory (such as foreignization) back onto the text that develops it (Venuti 1995/1998) would help students to better capture the applicability of specific translation theories, and make them experience the scope and limits of key translation concepts in a tangible way.
Translation theory plays a crucial role in translator education (Kiraly 1995). A core element in curriculum and syllabus design, theory is however often considered difficult to teach and to study. The reflexive method discussed in this paper seeks to address this issue through an innovative approach, which helps students engage with theoretical texts in a practical way while encouraging them to think reflexively about their own practice.
Key words: Translation studies, translation theory and practice, translator training, reflexive method, reflexivity, process-driven pedagogy.
PROFESSIONALISING THE CURRICULUM AND INCREASING EMPLOYABILITY THROUGH AUTHENTIC EXPERIENTIAL LEARNING: THE CASES OF INSTB
Joost Buysschaert, Ghent University
María Fernández-Parra, Swansea University
Gys-Walt van Egdom, Zuyd University of Applied Sciences
Abstract FULL TEXT HERE
Quality in translator training has received much attention since the launch of the European Master’s in Translation network in 2009, which sets out quality requirements for translator training programmes in universities. Projects such as OPTIMALE (2010-13) sought to raise the profile of the translation profession whereas the OTCT/Tradutech project (2014-16) aimed to introduce and integrate professionally-oriented practices in a classroom context. Among the drivers for improving the quality of translator training are professionalisation and employability. One method for integrating professionalisation and employability practices into translator training is through the implementation of a simulated translation bureau component into the curriculum as authentic experiential learning. Vandepitte (2008) and Thelen (2016a, 2016b) provide an overview of how simulated translation bureaus can be run successfully within a tertiary education setting.
Building on the work of Vandepitte and Thelen, this paper aims to present a broad perspective of the current professionalisation and employability practices embedded in translation curricula throughout European universities. We begin our investigations at INSTB, the International Network of Simulated Translation Bureaus. INSTB (pronounced “instib”) is a network of universities offering translation curricula where students are tasked with staffing and running their own (simulated) translation bureau. At INSTB’s full member institutions, the simulated bureaus are an integral part of the curriculum and earn credit points. At the time of writing, INSTB includes participating universities from the Netherlands, Belgium, France and the United Kingdom. This paper reviews the current practices surrounding the simulated translation bureaus implemented by INSTB members. Our review suggests that authentic experiential learning through simulated translation bureaus is extremely well received by students, welcomed by teachers and highly valued by employers.
Key words: Translator training, translation simulation, skills lab, professionalisation, employability.
AN OVERVIEW OF UNDERGRADUATE TRANSLATOR-TRAINING CURRICULA IN TURKEY: WHAT WE TEACH TO FUTURE TRANSLATORS
Volga Yılmaz-Gümüş
Anadolu University, Turkey
Abstract FULL TEXT HERE
This paper provides an overview of curricula in translator-training programs at the undergraduate level in Turkey. Translation competence models are used as a framework in this study to categorize curricular components in training programs. Each course in a program is placed under a category of competence in view of the dominant learning outcome it sets out to achieve. What is actually taught in the classroom may not always be concordant with the written curriculum. The written curriculum, however, provides a point of departure to describe what has been taught in translator-training programs. The findings suggest that undergraduate translator-training programs today include components that assumedly respond to each and every area of competence, with greater emphasis on foreign-language and translation skills. Yet, inclusion does not always mean integration of competences into the curriculum. There is a need to conduct surveys and interviews with trainers, learners and graduates to investigate the integration of competences.
Key words: translator training, translator-training curriculum, translation competence, market needs, Turkey
STUDENT PERCEPTIONS OF AN ELECTIVE INTRODUCTORY TRANSLATION COURSE ON TEACHER TRAINING DEGREES AT A PUBLIC UNIVERSITY IN CENTRAL MEXICO
Krisztina Zimányi
University of Guanajuato
Abstract FULL TEXT HERE
The Department of Languages at Campus Guanajuato of the Universidad de Guanajuato in Central Mexico offers two undergraduate teacher training degree courses: one for teachers of Spanish as a second language and another for English as a foreign language. Both degrees have an elective translation course on their curriculum, which were offered each in parallel in spring 2016 for the first time. Although the two classes obviously are posited in the same context, that of an increase in interest in learning translation among the students driven by intrinsic motivational factors as well as an upsurge in market demands in translation due to the economic growth in the region, the student profiles are quite different. Through the examination of needs analyses, course evaluation surveys and self-assessment questionnaires, this exploratory study reveals that the student profiles have a noticeable influence on the students’ perception of their potential future as translators as well as the course itself. The findings suggest that rather than repeating the same course for the two degree programmes, perhaps there should be a differentiation in syllabus design as well as a consideration of the BA curricula.
Keywords: Student perceptions, Language teacher training, Elective translation course, Mexico.
TEACHING PRACTICES AND TRANSLATION STUDENTS’ SELF-EFFICACY: A QUALITATIVE STUDY OF TEACHERS’ PERCEPTIONS
María del Mar Haro-Soler
University of Granada
Abstract FULL TEXT HERE
As several authors acknowledge, competences related to translator’s psychology, among which is self-efficacy (Atkinson, 2012, 2014), have received less attention than others in translator training, probably because they have proven to be more challenging to incorporate in translator training programmes in a structured way (Presas, 1998, p. 134; Way, 2009, 2014, p. 143). This paper aims to shed light on some possible ways to overcome this difficulty and to incorporate psychological competences and, more specifically, translator self-efficacy, in translator training programmes. With this aim an empirical-qualitative study of focus groups was performed to discover and analyse translation teachers’ perceptions of teaching practices that may influence students’ self-efficacy, where teachers from the Faculty of Translation and Interpreting (English-Spanish combination) of the University of Granada participated. The results will be triangulated with those obtained in previous research on translation students’ perceptions of factors influencing their self-efficacy during their training (Haro-Soler, 2017), which will allow us to see both sides of the same coin.
Keywords: translator training, self-efficacy, teachers’ perceptions, focus groups
CROWDSOURCING TRANSLATION AND THE THREATS/CHALLENGES TO THE PROFESSION: A PORTUGUESE TRANSLATOR'S SURVEY
Sara Cerqueira Pascoal
Marco Furtado
Graça Chorão
Center for Intercultural Studies, ISCAP, P. Porto
Abstract FULL TEXT HERE
The increasing research interest in crowdsourcing systems applied to translation, especially combined with MT, when trying to improve the quality of MT outcomes, and the new services provided by organizations such as Gengo, Icanclocalize.com, One Hour Translation, Get Localization or Unbabel are raising a lot of questions and doubts amongst professional translators. In 2008, the localization process of Facebook using fans and volunteer work seemed to turn crowd translation into the next big thing, but it also brought about much controversy amongst professional translators. New business models, assembling paid crowds in the cloud, stem new challenges.
In this paper, after a first reflection on this phenomenon, we will try to answer some of the questions raised by professional translators, based on a survey carried out to understand the main concerns and threats felt by these professionals. Forty-two professional translators, working in Portugal, reflecting a large variety of language pairs, took part in this survey and revealed a lot of fears, but also some unfamiliarity with this phenomenon.
Finally, we will try to pinpoint the most relevant issues concerning Portuguese professional translators and the crowdsourcing translation process, namely their familiarity, usage and perceptions, using this survey to adjust training to the realities of the market.
Key words: translation, crowdsourcing translation, professional translators, survey, technology and human interaction.
MEDIA TEXTS IN TRANSLATOR/INTERPRETER TRAINING: RETHINKING AN UNDERGRADUATE COURSE DESIGN
Svetlana Kraeva
Ekaterina Krasnopeyeva
Chelyabinsk State University
Abstract FULL TEXT HERE
This article discusses the place of media texts within a translator training curriculum. Following a traditional methodology, translation and interpreting training at Chelyabinsk State University, Russia, starts with written and sight translation of short newspaper texts. We argue that the nature of media texts as a material for translation practice poses a number of challenges at the early stages of training because it raises the issues of curriculum design and adherence to local and world trends in translator education. With that in mind, we discuss restructuring the existing undergraduate level translation and interpreting course and shifting the focus of early training from newspaper texts to more specialized material. We present a detailed local perspective against the backdrop of traditional teaching methodologies and review recent developments in curriculum ideologies, with an emphasis on undergraduate degree specificity.
Key words: translation pedagogy, course design, undergraduate education, Russian translation didactics, media translation, sight translation
DECONSTRUCTING THE ENGLISH TRANSLATION CURRICULUM: CASE STUDY HELSINKI
Mikel Garant
Sino US College, Beijing Institute of Technology, Zhuhai
Abstract FULL TEXT HERE
Until recently, few studies existed examining Translation Studies curricula. This descriptive study will examine 20 years of curriculum transformation regarding faculty and staff changes and contact hour changes within English Translation Studies at the University of Helsinki. Data that was analyzed included policy documents as well as learner and teacher perspectives gathered at different stages during the process. Results suggest dramatic changes in terms of contact hours and source language and target language teaching. Pre-Bologna degrees had significantly more contact hours especially regarding Finnish into English translation and other supporting English courses. Another significant finding is that post-Bologna English Translation degrees are now taught mostly in Finnish.
Bologna Process Finland, English Translation Studies Education, Translation Education, Translation Studies, Curriculum Design
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