Inside and Outside the Translation Classroom

Paulina Pietrzak

doi:10.18778/1731-7533.18.2.07

Authors

Paulina Pietrzak University of Lodz, Poland

DOI:

https://doi.org/10.18778/1731-7533.18.2.07

Keywords:

translator training, technology and teaching, translator education

Abstract

The article provides a glance at the continuing transformation in the profession of translators and its implications on translator training. The profile of the translatorhas never been unified but nowadays, following the pandemic situation in the year 2020, the profession undergoes a significant shift as a result of the economic situation and the effects of the pandemic restrictions on the condition of the labour market. The widespread use of technology and new requirements involving distance learning call for rethinking the aims of translator training.

The primary purpose of the article is to signal the need for adapting translator training to foster better metacognitive skills that help translation students adapt to the evolving market. The article makes an attempt to look at the potential of distance translator training for introducing more professionalization into translator education. Moving outside the regular translation classroom to virtual training environments can in fact entail the learner transformation not only as regards technology immersion but also their autonomy.

References

Baker, Linda. 1989. Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3-38. https://doi.org/10.1007/BF01326548
Google Scholar DOI: https://doi.org/10.1007/BF01326548

Baker, Linda. 1994. Fostering metacognitive development. In Hayne W. Reese (eds.), Advances in Child Development and Behavior, vol. 25, 201-239. San Diego: Academic Press. https://doi.org/10.1016/S0065-2407(08)60053-1
Google Scholar DOI: https://doi.org/10.1016/S0065-2407(08)60053-1

Bransford, John D., Brown Ann L., and Cocking Rodney R. 2000. How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Google Scholar

Brown, Ann L. 1978. Knowing when, where and how to remember: A problem of metacognition. In Robert Glaser (ed.), Advances in instructional psychology, vol. 1, 77-165. Hillsdale, NJ: Lawrence Erlbaum.
Google Scholar

Bundgaard, Kristine. 2017. Translator Attitudes Towards Translator-Computer Interaction – Findings from a Workplace Study. HERMES-Journal of Language and Communication in Business, 125–144. https://doi.org/10.7146/hjlcb.v0i56.97228
Google Scholar DOI: https://doi.org/10.7146/hjlcb.v0i56.97228

EMT Expert Group (2009) Competences for professional translators, experts in multilingual and multimedia communication, Brussels, European Commission.
Google Scholar

EMT Expert Group, 2017. Competence Framework 2017. [Online] Available at: https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf (Accessed 3 January 2020)
Google Scholar

Lörscher, Wolfgang. 1991. Translation performance, translation process, and translation strategies: A Psycholinguistic investigation. Tübingen: Gunter Narr.
Google Scholar

Garner, Ruth and Alexander, Patricia A. 1989. Metacognition: Answered and unanswered questions. Educational Psychologist, 24, 143-158. https://doi.org/10.1207/s15326985ep2402_2
Google Scholar DOI: https://doi.org/10.1207/s15326985ep2402_2

Garner, Ruth. 1990. When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
Google Scholar DOI: https://doi.org/10.3102/00346543060004517

González Davies, Maria. 2004. Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins. https://doi.org/10.1075/btl.54
Google Scholar DOI: https://doi.org/10.1075/btl.54

Göpferich, Susanne. 2009. Towards a Model of Translation Competence and its Acquisition: The Longitudinal Study Transcomp. In: Göpferich, Susanne. Jakobsen, Arne. L. and Mees, Ingrid. M. (eds.), Behind the Mind. Methods, Models and Results in Translation Process Research. 11-37. Copenhagen: Samfundslitteratur Press.
Google Scholar

Gouadec, Daniel. 2007. Translation as a Profession, Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/btl.73
Google Scholar DOI: https://doi.org/10.1075/btl.73

Haro-Soler, Maria and Kiraly, Don. 2019. Exploring Self-efficacy Beliefs in Sym¬biotic Collaboration with Students: an Action Research Project. The Interpreter and Translator Trainer, 13(3). 255-270.https://doi.org/10.1080/1750399X.2019.1656405
Google Scholar DOI: https://doi.org/10.1080/1750399X.2019.1656405

Kelly, Dorothy. 2005. A handbook for translator trainers; A guide to reflective practice, London/New York: Routledge.
Google Scholar

Kiraly, Don. 1995. Pathways to Translation: Pedagogy and Process. Kent: Kent State University Press.
Google Scholar

Kiraly, Don. 2000. A Social Constructivist Approach to Translator Education. Empowerment from -Theory to Practice. Manchester, St. Jerome.
Google Scholar

Kiraly, Don. 2015. Occasioning Translator Competence: Moving beyond Social Constructivism towards a Postmodern Alternative to Instructionism, Translation and Interpreting Studies, 10(1) (Special Issue), 8-32. https://doi.org/10.1075/tis.10.1.02kir
Google Scholar DOI: https://doi.org/10.1075/tis.10.1.02kir

Kiraly, Don. 2016. Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or Complementary Worldviews? In Donald C. Kiraly et al. (eds.), Towards Authentic Experiential Learning in Translator Education. 53-66. Mainz, Mainz University Press. https://doi.org/10.14220/9783737004954.53
Google Scholar DOI: https://doi.org/10.14220/9783737004954.53

Kiraly, Don. 2019. A Human Pyramid (castell): A Metaphor for Authentic Project Work, Keynote Speech at APTIS Conference 2019 (Association of Programmes in Translation and Interpreting Studies, UK and Ireland) 23-24 November, Presentation, DOI: 10.13140/RG.2.2.28589.03047
Google Scholar

Klimkowska, Katarzyna. 2013. Orientacja na sukces zawodowy studentów kończących studia translatorskie. Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej.
Google Scholar

Klimkowski, Konrad. (2015). Towards a shared curriculum in translator and interpreter education. Wrocław/Washington, D.C.: WSF, PAN and International Communicology Institute.
Google Scholar DOI: https://doi.org/10.18290/rh.2015.63.11-5

O’Brien, Sharon, Ehrensberger-Dow, Maureen, Hasler, Marcel and Connolly, Megan. 2017. Irritating CAT Tool Features that Matter to Translators. HERMES-Journal of Language and Communication in Business, 56, 145-162. https://doi.org/10.7146/hjlcb.v0i56.97229
Google Scholar DOI: https://doi.org/10.7146/hjlcb.v0i56.97229

PACTE. 2003. Building a Translation Competence Model. In Fabio Alves (ed.), Triangulating Translation: Perspectives in process oriented research. 43-66. Amsterdam/Philadelphia: Benjamins. https://doi.org/10.1075/btl.45.06pac
Google Scholar DOI: https://doi.org/10.1075/btl.45.06pac

Pietrzak, Paulina. 2018. The effects of students’ self-regulation on translation quality. Babel: International Journal of Translation ,64(5/6). 819-839. https://doi.org/10.1075/babel.00064.pie
Google Scholar DOI: https://doi.org/10.1075/babel.00064.pie

Pietrzak, Paulina. 2019a. Scaffolding student self-reflection in translator training. Translation and Interpreting Studies, 14(3). 416-436. DOI: doi.org/10.1075/tis.18029.pie
Google Scholar DOI: https://doi.org/10.1075/tis.18029.pie

Pietrzak, Paulina. 2019b. An integrated approach to assessment in translator training: the value of self-reflection. In Barbara Lewandowska-Tomaszczyk (ed.), Contacts and Contrasts in Educational Contexts and Translation. 105-115. Berlin Heidelberg: Springer. https://doi.org/10.1007/978-3-030-04978-2_7
Google Scholar DOI: https://doi.org/10.1007/978-3-030-04978-2_7

Pietrzak, Paulina and Kornacki, Michał. 2020. Using CAT Tools in Freelance Translation: Insights from a Case Study, New York: Routledge. https://doi.org/10.4324/9781003125761
Google Scholar DOI: https://doi.org/10.4324/9781003125761

Pym, Anthony. 2003. Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach. Meta: Translators’ Journal, 48(4), 481-497. https://doi.org/10.7202/008533ar
Google Scholar DOI: https://doi.org/10.7202/008533ar

Schraw, Gregory; Wise, Steven L.; and Roos, Linda L. 2000. Metacognition and Computer-Based Testing. In Gregory Schraw and James C. Impara (eds.),Issues in the Measurement of Metacognition. Lincoln, NE: Buros Institute of Mental Measurements.
Google Scholar