|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Training feedback cultures : growing translation expertise in non-professional contexts|
|Conference details:||NPIT2, 2nd International Conference on Non-Professional Interpreting and Translation, Germersheim, Germany, 29-31 May 2014|
|Subjects:||Feedback; Non-professional translation; Translation pedagogy; Non-professional translcollaborative learningation|
|Subject (DDC):||418.02: Translating and interpreting|
|Abstract:||Translation expertise appears to be achieved largely through a combination of proceduralisation and metacognition, emerging over time under conditions of deliberate practice involving well-defined tasks of appropriate difficulty and the impact of informative feedback. Alongside the deployment of process-oriented techniques to heighten learner awareness and stimulate feedback, the use of authentic, collaborative projects in translator education is designed to expose students to the practices, actors and factors of the situated translation event, fostering learner autonomy and empowerment. Yet the multiple roles of the participants indicate the complex relationship between professionalism and expertise: with its culture of self-organisation and direct peer feedback, translation in exclusively non-professional contexts (fan networks) is arguably a privileged environment for learning in a social-constructivist framework. In the co-emergent setting of project-based collaboration, role distinctions between teaching professionals and non-professional learners are necessarily blurred, and the nature, forms and sources of effective feedback, in particular, remain under-explored. Teachers at our institute have long been conducting authentic team translation projects in the classroom. Along lines proposed by Kiraly (2012), we have initiated a qualitative study to investigate learner, teacher and client/user reactions in co-emergent learning scenarios. Using data from self- and peer assessment, teacher evaluation and client/user responses, together with learning journals focussed on feedback effects, we report on the progress of non-professional MA translation students involved in classroom-based work commissioned by real-world clients, drawing implications for the key issue of productive feedback cultures.|
|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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