Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-4027
Title: Beyond teaching : towards co-emergent praxis in translator education
Authors : Massey, Gary
Kiraly, Don
Hofmann, Sascha
Published in : Translation – Didaktik – Kompetenz
Pages : 11
Pages to: 64
Editors of the parent work: Ahrens, Barbara
Hansen-Schirra, Silvia
Krein-Kühle, Monika
Schreiber, Michael
Wienen, Ursula
Publisher / Ed. Institution : Frank und Timme
Publisher / Ed. Institution: Berlin
Issue Date: 2018
License (according to publishing contract) : Licence according to publishing contract
Type of review: Peer review (Publication)
Language : English
Subjects : Translator education; Translation pedagogy; Emergence; Co-emergence; Translation competence development; Translator competence; Action research; Experiential learning; Organisational learning; Organisational development; Collaborative learning; Translation simulation
Subject (DDC) : 418.02: Translating and interpreting
Abstract: This chapter is the product of parallel as well as joint efforts by the three authors to further develop collaborative approaches to learning and teaching with the aim of contributing to sustainable innovation in translator education. In the first part of the chapter, Don Kiraly introduces an abductive frame of reasoning and an interpretivist line of inquiry for investigating processes in translator education. He then presents some of the abductive milestones along his own research trajectory, focusing particularly on findings from three action research case studies that have fed into a post-positivist model of translator expertise emergence that all three authors of this chapter are now attemping to apply and enhance. In the second part of the chapter, Gary Massey takes an organisational perspective to pre-sent and discuss the applicability of the co-emergence concept to the continuing development of translator education programmes and institutions. He refers to measures that have been un-dertaken at IUED to foster curriculum development and organisational learning within the context of the model Kiraly proposes. In the third part, Sascha Hofmann outlines the genesis of a ‘translation agency simulator’, which he is currently developing at FTSK as an instructional tool for simulated translation project work. As will be explained in the discussion below, simulated translation project work can be seen to dovetail with both instruction in elementary domain-specific skills and concepts and complex authentic translation project work towards the end of a programme of study.
Departement: Applied Linguistics
Organisational Unit: Institute of Translation and Interpreting (IUED)
Publication type: Book Part
DOI : 10.21256/zhaw-4027
ISBN: 978-3-7329-0334-4
978-3-7329-9505-9
URI: https://digitalcollection.zhaw.ch/handle/11475/11781
Appears in Collections:Publikationen Angewandte Linguistik

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