|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||From teaching translation to learning organization : co-emergence as a motor of institutional development|
|Authors :||Massey, Gary|
|Conference details:||Symposium: Best Practices, Challenges and New Horizons in the Teaching of Translation and Translation Technology, Surrey, Canada, 23 September 2016|
|Subjects :||Emergentism; Translationsdidaktik; Emergenz; Translation pedagogy|
|Subject (DDC) :||418.02: Translating and interpreting|
|Abstract:||For some time, attempts to bridge the “academy-industry divide” (Drugan, 2013) by professionalising learners have been a major concern of translator education, most clearly reflected in the widespread uptake of “authentic experiential learning” (Kiraly et al., 2016a) in the form of mentorships, work placements and intra-curricular learning scenarios such as student translation companies (e.g. Vandepitte, 2009) and project-based learning (e.g. Kiraly, 2005). A major focus falls on the integration of language-technology and project-management skills, which combined language industry and educational forums such as LIND-Web (2013) and Translating Europe (2014) consider key to narrowing the discrepancy between graduate skill sets and dynamic market needs. Their continued calls suggest that didactic initiatives undertaken so far require further improvement. Epistemologically, authentic experiential learning has been rooted in social-constructivist (cf. Kiraly, 2000) and, later, co-emergentist (cf. Kiraly, 2012, 2013; Kiraly and Hofmann 2016) models of competence development, in which the overriding goal is the reflective practice (Schön, 1987) seen as essential to evolving expertise (cf. Ericsson et al., 1993; Shreve, 2006; Smith & Ericsson, 1991). While social-constructivist approaches tend to stress guided collaborative learning at various levels of complexity in authentic, predominantly curricular settings, an important additional aspect of the co-emergentist perspective is its fractal, scalable nature both within and beyond the curriculum – extending from the classroom activities, units, modules and courses to the real-world clients who commission projects and the post-curricular communities of practice where graduates work. There seems to be broad congruence between these models and approaches long proposed for organizational learning, most prominently Senge’s (1990/1999) concepts of holistic systems thinking, personal mastery, mental (re-)modelling, shared vision building and team learning. Yet, little attention has been paid by the expert institutions where translation curricula are designed and implemented to the scalability of co-emergent learning up to the organizational (and supra-organizational) level. This presentation will therefore sketch out potential and actual applications and implications of a co-emergent perspective on curricular design as a powerful motor of organizational development. Drawing on challenges identified, strategies implemented and operational measures taken at our institute, it will argue that only by creating and supporting an integrated framework for student and staff interactions with communities of translation practice, on the one hand, and with applied (action) research, on the other, that translator education institutions and their human resources can be sufficiently empowered to fulfil their transformative role.|
|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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