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dc.contributor.authorMassey, Gary-
dc.date.accessioned2022-09-17T09:58:56Z-
dc.date.available2022-09-17T09:58:56Z-
dc.date.issued2022-
dc.identifier.isbn978-84-9042-461-2de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/25676-
dc.descriptionOpen access as of 09.2023de_CH
dc.description.abstractBy the time Toury (1995: 10) visualized how James S. Holmes had mapped Translation Studies (TS) in his celebrated paper of 1972, translation didactics was fast becoming a firm feature of the discipline, and it can now be properly be regarded as a “new sub-discipline” in its own right (Piotrowska & Tyupa 2014). The Toury map presents “translator training” as the first of the three applied sub-branches of TS. But, as Colina (2003: 3-6) argues, the interest it commands extends beyond applied TS to its “pure” theoretical and descriptive branches, where translation didactics has benefitted especially from cognitive process-oriented studies on the nature of student and professional translation competence. Holmes (1988: 77) himself noted the importance of translator-training research in raising “questions that fairly cry for answers” about “teaching methods, testing techniques, and curriculum planning.” He also (fore-)saw the close connections between it and the proliferating tools that are increasingly shaping the socio-technical environments of professional translators. “The search for well-founded, reliable answers,” he concludes, “constitutes a major area (and for the time being, at least, the major area) of research in applied translation studies.” This chapter considers if, how and to what extent such answers have been found. Holmes' (1988: 79) contribution referred to the “virgin territory” of the history of applied TS in general, and of translator training in particular. The chapter picks up on this to plot and critique key developments in translation didactics since 1972, navigating its major trajectories from their “apedagogical” (Kelly 2010: 389) pre-1980s beginnings to the current collaborative experiential learning paradigm inspired by social constructivist and emergentist learning models. It traces the pathways of translation didactics through systematic objectives-based teaching (Delisle 1980), functionalist approaches (e.g. Nord 1991), research-based course design (Colina 2003), task-based learning and assessment derived from multi-componential competence models (e.g. González Davies 2004; Hurtado Albir 2007; PACTE Group 2018), cognitive process-oriented teaching (Massey 2017) and the long-standing tradition of authentic situated learning (e.g. Vienne 1994; Kiraly 2000; Gouadec 2003; González Davies & Enríquez Raído 2017). Adopting the dual perspectives of the educators and the industry, it assesses the success or otherwise of translation didactics and the research behind it in meeting the educational needs and employability goals of the present and future (e.g. Rodríguez de Céspedes et al. 2017). In doing so, it examines not only student learning but also the sorely neglected field of translation teacher development, proposing a model and methods with which to facilitate the latter (Massey 2019a, 2019b). Returning to Holmes' (1988: 78) paper and its lesser-known contention that priority should be given to TS research on the use of translation in language learning and testing, the chapter finishes by discussing the mounting calls (e.g. González Davies 2014; Pym 2018; Laviosa 2019) to bridge the persistent divide between educating professional translators and teaching language mediation to additional language learners, thereby enabling both educational communities to profit directly from each other's research, experience and expertise. References COLINA, Sonia. 2003. Translation Teaching from Research to the Classroom: A Handbook for Teachers. Boston: McGraw-Hill. DELISLE, Jean. 1980. L’analyse du discours comme méthode de traduction: Initiation à la traduction française de textes pragmatiques anglais, théorie et pratique. Ottawa: Presses de l’Université d’Ottawa. GONZÁLEZ DAVIES, María. 2004. Multiple Voices in the Classroom: Activities, Tasks and Projects. Amsterdam: John Benjamins. GONZÁLEZ DAVIES, María. 2014. “Towards a plurilingual development paradigm: From spontaneous to informed use of translation in additional language learning”. The Interpreter and Translator Trainer, 8 (1). London: Routledge, pp. 8-31. GONZÁLEZ DAVIES, María, ENRÍQUEZ RAÍDO, Vanessa (eds.). 2017. Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice. London: Routledge. GOUADEC, Daniel. 2003. “Position paper: Notes on translator training”. In Pym, Anthony, Fallada, Carmina, Biau, José R. & Orenstein, Jill (eds.) Innovation and E-learning in Translator Training: Reports on Online Symposia. Tarragona: Universitat Rovira i Virgili, pp. 11-19. Available at: <http://www.intercultural.urv.cat/en/publications/elearning> HOLMES, James S. 1988 [1975]. “The name and nature of translation studies”. In Holmes, James S. Translated! Papers on Literary Translation and Translation Studies. Amsterdam: Rodopi, pp. 66-80. HURTADO ALBIR, Amparo. 2007. “Competence-based curriculum design for training translators”. The Interpreter and Translator Trainer, 1 (2). London: Routledge, pp. 163-95. KELLY, Dorothy. 2010. “Translation didactics”. In Gambier, Yves & van Doorslaer, Luc (eds.) Handbook of Translation Studies, 1. Amsterdam: John Benjamins, pp. 389-396. KIRALY, Don. 2000. A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St. Jerome. LAVIOSA, Sara. 2019. “Translanguaging and translation pedagogies”. In Damm, Helle V., Brøgger, Mathilde N. & Zethsen, Karin K. (eds.) Moving Boundaries in Translation Studies. London: Routledge, pp. 181-199. MASSEY, Gary. 2017. “Translation competence development and process-oriented pedagogy”. In Schwieter John W. & Ferreira, Aline (eds.) The Handbook of Translation and Cognition. Chichester: Wiley-Blackwell, pp. 520-544. MASSEY, Gary. 2019a. “Translation teacher training”. In S. Laviosa & M. González Davies, M. (eds.) The Routledge Handbook of Translation and Education. London: Routledge. pp. 385–399 MASSEY, Gary. 2019b. “Learning to learn, teach and develop: Co-emergent perspectives on translator and language-mediator education”. inTRAlinea Online Translation Journal. Special Issue: New Insights into Translator Training. Available at: <http://www.intralinea.org/specials/article/learning_to_learn_teach_and_develop> NORD, Christiane. 1991. Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-oriented Text Analysis. Amsterdam: Rodopi. PIOTROWSKA, Maria, TYUPA, Sergiy. 2014. “Translation pedagogy: A new sub-discipline of translation studies”. inTRAlinea Online Translation Journal. Special Issue: Challenges in Translation Pedagogy, 16. Available at: <http://www.intralinea.org/specials/article/2112> PACTE Group. 2018. “Competence levels in translation: Working towards a European framework”. The Interpreter and Translator Trainer, 12(2), 111-131. PYM. Anthony. 2018. Where Translation Studies lost the plot: Relations with language teaching. Translation and Translanguaging in Multilingual Contexts, 4(2). Amsterdam: John Benjamins, pp. 203-222. RODRÍGUEZ DE CÉSPEDES, Begoña, SAKKAMOTO, A., BERTHAUD, S. (eds.). 2017. Special Issue: Employability in the Translation and Interpreting Curriculum. The Interpreter and Translator Trainer, 11 (2-3). London: Routledge. Available at: <https://www.tandfonline.com/toc/ritt20/11/2-3> TOURY, Gideon. 1995. Descriptive Translation Studies – and Beyond. Amsterdam: John Benjamins. VIENNE, Jean. 1994. “Towards a pedagogy of ‘translation in situation’”. Perspectives: Studies in Translation Theory and Practice, 2 (1). London: Routledge, pp. 51-59.de_CH
dc.language.isoende_CH
dc.publisherEdiciones ULPGCde_CH
dc.relation.ispartof50 years later : what have we learned after Holmes (1972) and where are we now?de_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslator educationde_CH
dc.subjectTranslation didacticsde_CH
dc.subjectTranslator competencede_CH
dc.subjectAssessmentde_CH
dc.subjectLanguage industryde_CH
dc.subjectLanguage technology trainingde_CH
dc.subjectTranslation teacher trainingde_CH
dc.subjectAdditional language learningde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleThe didactics of professional translation : a success story?de_CH
dc.typeBuchbeitragde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
zhaw.publisher.placeLas Palmas de Gran Canariade_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end134de_CH
zhaw.pages.start105de_CH
zhaw.parentwork.editorFranco Aixelá, Javier-
zhaw.parentwork.editorOlalla-Soler, Christian-
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedÜbersetzungswissenschaftde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
Appears in collections:Publikationen Angewandte Linguistik

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