|Title:||The bigger picture : co-emergence in and beyond the curriculum|
|Authors :||Massey, Gary|
|Conference details:||didTRAD, 3rd International Conference on Research into the Didactics of Translation, Barcelona, Spain, July 7–8, 2016|
|License (according to publishing contract) :||Licence according to publishing contract|
|Type of review:||Not specified|
|Subjects :||Translation didactics; Translator education; Organizational development; Co-emergence|
|Subject (DDC) :||418.02: Translating and interpreting|
|Abstract:||Forums designed to forge closer links between translator education institutions and the language industry (e.g. LIND-Web Forum 2013; Translating Europe Forum 2014) repeatedly call for increased action to narrow the employability and skills gap between graduates and the needs of the work market, while the “academy-industry divide” has been an abiding theme in professionally oriented Translation Studies literature (e.g. Drugan 2013; Gouadec 2007/2010). Attempts to bridge the divide by professionalising learners remain a major concern of translator education, which has seen a growing emphasis on “authentic experiential learning” (Kiraly et al. 2016a) in the form of mentorships and work placements, recently promoted and coordinated on a international scale by projects such as the European Graduate Placement Scheme (EGPS), as well as intra-curricular learning scenarios involving student translation companies (e.g. Vandepitte 2009) and collaborative project-based teaching at various levels of complexity (e.g. González Davies 2004; Kelly 2005; Kiraly 2005, 2013; Kiraly et al. 2016b). These collaborative and experiential approaches to learning are epistemologically grounded in social-constructivist and later co-emergentist models of competence development (e.g. Kiraly 2000, 2012, 2013; Kiraly and Hofmann 2016), which posit the emergence of translation expertise as a lifelong, dynamic and autopoetic process of social interaction and embodied enaction. Such models imply a holistic approach to learning largely incompatible with the compartmentalised knowledge imparted by many modularised curricula (cf. Kelly 2007), which may well explain why the now widespread deployment of authentic experiential learning is still falling short of real-world demands. A key aspect of Kiraly’s co-emergence model is its fractal, scalable nature, with learning occurring amongst all stakeholders – students, teachers, institutions – and at all levels within and beyond the curriculum – from classroom units up to the communities of practice where graduates work. Such a perspective casts new light on curriculum development, which is inextricably linked not only to continuing autonomous learning after graduation, but also to developing the expert organisation in which the curriculum is situated. In this paper, therefore, we consider actual and potential applications and implications of Kiraly’s co-emergent model of competence development not only for curricular design, but also for the wider organisational development of translator education institutions. It is only by considering this bigger picture, we argue, that institutions like ours can themselves be empowered to realise their transformative role within the broader community of translation practice.|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Publication type:||Conference Other|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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