1. ZHAW digitalcollection
  2. Angewandte Linguistik
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  4. Publikationen Angewandte Linguistik
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dc.contributor.authorKavanagh, Morgan-
dc.contributor.authorMassey, Gary-
dc.date.accessioned2022-03-30T14:09:08Z-
dc.date.available2022-03-30T14:09:08Z-
dc.date.issued2022-03-17-
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/24701-
dc.description.abstractThe COVID-19 pandemic saw translator education institutions scrambling to meet the challenges of moving from on-site, in-person teaching to distance learning. This has meant an upsurge in (a)synchronous online instruction, together with commensurate assessment methods. As the peri-COVID phases of translator education gradually transition to a post-COVID era, regulatory requirements, such as vaccination certification and infection testing, pressure on student numbers in increasingly competitive environments and changing student expectations about course delivery are driving institutions towards adopting hybrid forms of learning and teaching more permanently. Hastily implemented without the time or resources for prior validation, these differ substantially from best blended learning practices already established in translator education (Galán-Mañas & Hurtado Albir, 2010; Gerber et al., 2020)- Hybridity presents programmes with particular challenges of resourcing and teacher training, and its effects on learning and teaching have been only sporadically reported (Massey, forthcoming/2022). This paper considers various hybrid approaches from the triple perspective of educators, students and their institutions, presenting case-study and self-report data from before and during the COVID-19 pandemic and also covering student expectations. We then outline the design and findings of studies launched to prepare for the late peri- and post-COVID phases of translator education. After discussing the benefits and caveats of the approaches taken, we outline a mode-switching model for translation teaching now entering the pilot stage. Finally, we reflect on how re-profiling delivery to accommodate certain hybrid solutions can add real didactic and organisational value to translator education curricula. References Galán-Mañas, A, & Hurtado Albir, A. (2010). Blended learning in translator training. The Interpreter and Translator Trainer, 4(2), 197¬–231. Gerber, L., Orlando, M., & Tobias, S. (2020). Blended Learning in the Training of Professional Translators. Translatologia, 1, 1–26. Massey, G. (Forthcoming/2022). The didactics of professional translation: A success story? In C. Olalla Soler & J. Franco Aixelá (Eds.), 50 years later. What have we learnt after Holmes (1972) and where are we now? Tibón: Estudios Traductológicos.de_CH
dc.language.isoende_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslator educationde_CH
dc.subjectE-learningde_CH
dc.subjectHybrid learningde_CH
dc.subjectHybrid teachingde_CH
dc.subjectDistance learningde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleLessons to learn : re-profiling curricular delivery in peri- and post-COVID translator educationde_CH
dc.typeKonferenz: Sonstigesde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
zhaw.conference.details3rd CTER Congress "(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators", Krakow (online), 17-18 March 2022de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewNot specifiedde_CH
zhaw.webfeedÜbersetzungswissenschaftde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Angewandte Linguistik

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Kavanagh, M., & Massey, G. (2022, March 17). Lessons to learn : re-profiling curricular delivery in peri- and post-COVID translator education. 3rd CTER Congress ”(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators”, Krakow (Online), 17-18 March 2022.
Kavanagh, M. and Massey, G. (2022) ‘Lessons to learn : re-profiling curricular delivery in peri- and post-COVID translator education’, in 3rd CTER Congress ’(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators’, Krakow (online), 17-18 March 2022.
M. Kavanagh and G. Massey, “Lessons to learn : re-profiling curricular delivery in peri- and post-COVID translator education,” in 3rd CTER Congress ”(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators”, Krakow (online), 17-18 March 2022, Mar. 2022.
KAVANAGH, Morgan und Gary MASSEY, 2022. Lessons to learn : re-profiling curricular delivery in peri- and post-COVID translator education. In: 3rd CTER Congress “(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators“, Krakow (online), 17-18 March 2022. Conference presentation. 17 März 2022
Kavanagh, Morgan, and Gary Massey. 2022. “Lessons to Learn : Re-Profiling Curricular Delivery in Peri- and Post-COVID Translator Education.” Conference presentation. In 3rd CTER Congress ”(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators”, Krakow (Online), 17-18 March 2022.
Kavanagh, Morgan, and Gary Massey. “Lessons to Learn : Re-Profiling Curricular Delivery in Peri- and Post-COVID Translator Education.” 3rd CTER Congress ”(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators”, Krakow (Online), 17-18 March 2022, 2022.


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