Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-18479
Title: Training the translator trainers : an introduction
Authors : Massey, Gary
Kiraly, Don
Ehrensberger-Dow, Maureen
et. al : No
Published in : The Interpreter and Translator Trainer
Volume(Issue) : 13
Issue : 3
Pages : 211
Pages to: 215
Publisher / Ed. Institution : Taylor & Francis
Issue Date: 2019
License (according to publishing contract) : Licence according to publishing contract
Type of review: Peer review (publication)
Language : English
Subjects : Translator education; Translator educator competences; Translation pedagogy; Translation didactics; Translator trainer development; Organisational learning; Organisational development; Collaborative learning; Action research
Subject (DDC) : 418.02: Translating and interpreting
Abstract: This special issue is devoted to training translator trainers, a remarkably neglected field of inquiry given the strong interest shown in translation pedagogy since translation studies first emerged as a discipline. The very term ‘trainer’ belies the complexity of roles and demands that these educators have to fulfil, some of which is captured in the range and depth of the articles contained in this issue. The first three contributions span the synergetic potential of practical, research-oriented and pedagogical skills in translator educators’ competence profiles, mismatches between educators’ beliefs and practices, and how learning, teaching and doing research can be combined to enhance self-efficacy beliefs. They are followed by five case studies which describe and investigate teaching practices designed to develop students’ assessment, digital and information literacy as well as their multimodal audiodescription and audiovisual translation skills. By presenting practices that educators might wish to emulate or adapt to their own institutional realities, the contributions to this issue reflect past approaches to educating the educators; but they also represent a decisive first step towards broadening and deepening the sporadic work previously done on what translator educators (should) do, how they (should) teach and how they (should) develop.
Departement: Applied Linguistics
Organisational Unit: Institute of Translation and Interpreting (IUED)
Publication type: Article in scientific journal
DOI : 10.1080/1750399X.2019.1647821
10.21256/zhaw-18479
ISSN: 1750-399X
1757-0417
URI: https://digitalcollection.zhaw.ch/handle/11475/18479
Restricted until : 2021-04-09
Appears in Collections:Publikationen Angewandte Linguistik

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