|Publication type:||Book part|
|Type of review:||Peer review (publication)|
|Title:||The Dreyfus model as a cornerstone of an emergentist approach to translator expertise development|
|Published in:||Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields|
|Editors of the parent work:||Silva Mangiante, Elaine M.|
|Publisher / Ed. Institution:||Information Age Publishing|
|Publisher / Ed. Institution:||Charlotte|
|Subjects:||Translator education; Translator training; Translation pedagogy; Emergentism; Translator educator; Authenticity; Experiential learning; Competence development; Expertise development; Teacher development|
|Subject (DDC):||418.02: Translating and interpreting|
|Abstract:||As an independent academic field, translation studies is still quite young, having essentially been born with the translator training institutions established in the aftermath of WWII. Initially, the educational process was largely limited to teacher-centered instruction in which students were taught rules and principles of what was essentially seen as a linguistic transcoding process, which they learned and practiced under the direction of lecturers. This was still the case some 35 years later when Stuart and Hubert Dreyfus first introduced their five-stage model of expertise development in 1980. In the first years of that decade, early calls were made for a true pedagogy with a basis in learning theory. These calls were answered and the subsequent trajectory of translation pedagogy has embraced competence-based, functionalist, process-oriented, and social constructivist approaches, with, perhaps most recently, a growing focus on experiential learning in (co-) emergent scenarios. The authors elucidate the key role that the Dreyfus brothers' model has played in the development of an emergentist paradigm in translator education, one based on autonomy, authentic experience, and dynamic progression of what translation studies and pedagogy call "translator competence."|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in collections:||Publikationen Angewandte Linguistik|
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Massey, G., & Kiraly, D. (2021). The Dreyfus model as a cornerstone of an emergentist approach to translator expertise development. In E. M. Silva Mangiante & K. Peno (Eds.), Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields (pp. 237–266). Information Age Publishing.
Massey, G. and Kiraly, D. (2021) ‘The Dreyfus model as a cornerstone of an emergentist approach to translator expertise development’, in E.M. Silva Mangiante and K. Peno (eds) Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields. Charlotte: Information Age Publishing, pp. 237–266.
G. Massey and D. Kiraly, “The Dreyfus model as a cornerstone of an emergentist approach to translator expertise development,” in Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, E. M. Silva Mangiante and K. Peno, Eds. Charlotte: Information Age Publishing, 2021, pp. 237–266.
Massey, Gary, and Don Kiraly. “The Dreyfus Model as a Cornerstone of an Emergentist Approach to Translator Expertise Development.” Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, edited by Elaine M. Silva Mangiante and Kathy Peno, Information Age Publishing, 2021, pp. 237–66.
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