Global Trends in Translator and Interpreter Training: Mediation and Culture (Continuum Advances in Translation)

This book looks at translator and interpreter training, focusing on mediation and culture in a global context. It updates numerous research currents in translator and interpreter education by situating them in relation to broader curricular and technological discussions. Particular attention is given to the way in which translator and interpreter training relates both to other topics on university curricula, and to recent developments in the professional sphere of language mediation. These include the new European standard for translation services and the ethical training of interpreters. The significant impact of new technologies in translation is also studied. These discussions take place in the context of an increasingly mature and sophisticated theoretical environment of translator and interpreter training research, one which recognizes the implications of discourses such as constructivism and objectives-oriented design for new pedagogies in the field. Cover Halftitle Series Page Title Copyright Dedication Contents Series Editor’s Preface Notes on Contributors Introduction Part 1: Curriculum Issues in an International Context Chapter 1: Curriculum Ideologies in Translator and Interpreter Training 1. Introduction 2. The Provenance of Training Research in Translation and Interpreting 3. Curriculum Studies 4. Curriculum and Ideology 5. Curriculum and Contention 6. Contentions in T&I Curriculum Ideologies 7. Conclusion – Subject-Led Curricular Ideologies Chapter 2: Translation Competence: Training for the Real World 1. Introduction 2. The EMT Translator Competence Profile 3. Translation Competence as an Educational Aim 4. Joining Forces: Incorporating Professional Aspects into an MA Programme 5. Conclusion Chapter 3: The Standard EN 15038: Is there a Washback Effect onTranslation Education? 1. Introduction 2. EN 15038:2006 – Standardizing Translation on the European Market 3. EN 15038:2006 – Convergence with Translation Research 4. EN 15038:2006 – Relevance for Translator Education 5. EN 15038:2006 – Impact on Translator Education in Romania 6. Conclusion Part 2: Global Trends in Technology for T&I Training Chapter 4: Translation Technologies as seen through the Eyes of Educators and Students: Harmonizing Views with the Help of a Centralized Teaching and Learning Resource 1. Introduction 2. Technology Education for Translators 3. The CERTT Project 4. Results of the CERTT Surveys 5. Potential Solutions from CERTT 6. Concluding Remarks Acknowledgements Chapter 5: Assessing Competence in Using Electronic Corpora in Translator Training 1. Introduction 2. Pedagogical Bases 3. Developing Competence in Using Electronic Corpora to Translate 4. Assessing competence in using electronic corpora to translate 5. Conclusion Appendix: Worksheets from the Teaching Unit ‘Introduction to the use of electronic corpora to translate’ Chapter 6: Subtitling and the Didactics of Translation 1. Introduction 2. Didactic Applications of AVT 3. Subtitling Practice in Translator Training at the National University of Ireland, Galway 4. Class Project: Subtitling Johnny Stecchino 5. Conclusion Part 3: Translation, Intercultural Communication and Empowerment Chapter 7: Teaching and Learning the Importance of Ideological Awareness for Chinese-Speaking Trainee Translators 1. Introduction 2. Attitude, Tradition and the Trainee Translator 3. Possible Effects of Translation into the Second Language 4. Identity and Ideology: The Situation of Chinese Translation 5. Globalization, China and English 6. Characteristic Traits of Official Discourse 7. A Sample of Students’ Translations 8. Conclusion Chapter 8: The Role of Translation in Other Learning Contexts: Towards Acting Interculturally 1. Introduction 2. Background 3. Translation and Intercultural Competence: Acting Interculturally 4. Theoretical Framework 5. The Study 6. The Project: The Catalan Picture Book Collection 7. Results: Translating to Act Interculturally 8. Conclusion Appendix: Questionnaire Chapter 9: Towards Empowerment in Translator Education: Students’ Opinions and Expectations of a Translation Training Course 1. Introduction 2. The Idea of Empowered Translator Education 3. Study 4. Study Results: An Andragogical Perspective 5. Empowering Assessment: From a Statistical Figure to an Educational Instrument 6. Concluding Remarks Part 4: Global Perspectives on the Translation Process Chapter 10: Training of Professional Translators in Australia: Process-Oriented and Product-Oriented Evaluation Approaches 1. Introduction 2. General Context 3. Syllabus and Assessment Objectives of the Programme 4. Translation Evaluation 5. Evaluation Tools Used in the Programme 6. Conclusion Chapter 11: Addressing the Question of Ethical Dilemmas in Community Interpreter Training 1. Introduction 2. Ethics in Community Interpreting – Academic Perspective 3. Ethics in the UK Codes of Professional Conduct 4. Community Interpreters’ Dilemmas in Practice 5. Addressing Ethical Dilemmas in UK Community Interpreter Training 6. Implications of Proposals for Training Environment 7. Conclusion Chapter 12: Tracing Strategic Behaviour in Translation Processes: Translation Novices, 4th-semester Students and Professional Translators Compared 1. Introduction 2. Experiment Design 3. Data Analysis 4. Results 5. Conclusion Appendix: Error Classifi cation Table Index Analyzes topics and issues in translator and interpreter training, focusing on areas that are underexplored, yet crucial for translator/interpreter practice. This book looks at translator and interpreter training, focusing on mediation and culture in a global context.