Publication type: Conference other
Type of review: Editorial review
Title: What about the teachers? : defining and developing translator educator competence
Authors: Massey, Gary
et. al: No
Proceedings: Former aux métiers de la traduction aujourd’hui et demain : Livret d'Abstracts
Pages: 35
Conference details: #AFFUMT Conference : Translator training: From the present to the future, Grenoble, France (online), 8-9 April 2021
Issue Date: 8-Apr-2021
Publisher / Ed. Institution: AFFUMT
Language: English
Subjects: Translator training; Translator education; Train the trainers; Translator educator training; Continuing professional development; Translator competence; Translator educator competence; Co-emergence; Organisational learning; Action research
Subject (DDC): 378: Higher education
418.02: Translating and interpreting
Abstract: For the past two decades, translator education has commanded a rapidly growing interest in Translation Studies and is now widely regarded as a sub-discipline in its own right. But those who actually do the teaching have received considerably less attention. While it is true that the research and literature on translator education has been trying to say something to translation teachers in a host of handbooks, case studies and best-practice reports, very little work has been done or published about them. The very few educator profiles and outlines that do exist are not widely known or accessible. Moreover, although educators and their institutions have long recognized that translation is a socio-cognitive activity situated in complex sociotechnical environments, and have sought to replicate that complexity in a variety of authentic and simulated learning scenarios, there has been only marginal consideration of the way that translator education is itself deeply embedded in organizational and local contexts. The extent to which models or concepts of translator educator competence and its development are guiding the training and education that is being done, and how they serve individual, institutional and local needs, remains opaque. After briefly considering current and future challenges in translation practice and teaching, this talk will explore some of the main perspectives on translator educator training and education and sketch out the principal directions taken until now. It will bring together selected approaches and findings from pertinent research, including results from a survey conducted among members of CIUTI and the EMT network in 2019. It will examine key pedagogical approaches adopted, and the specifically institutional and local nature of translator educator needs. Presenting a use-case from the speaker’s home institution, it will propose a heuristic framework for translator educator development based on emergentist and organizational learning models, which can be readily adapted to local and institutional requirements. It will conclude with a call and suggestions for more systematic research on the nature and development of translator educator competence, with a longer-term view to testing the validity of the framework and its underlying models in local institutional contexts.
Further description: Keynote address
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: Applied Linguistics
Organisational Unit: Institute of Translation and Interpreting (IUED)
Appears in collections:Publikationen Angewandte Linguistik

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