A Social Constructivist Approach to Translator Education

Kiraly, Donald

doi:10.4324/9781315760186

Cited by 212 publications

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“…The proposals made by Adab (2000) and Van Lawick and Oster (2006) are in line with the constructivist approach favoured by the Bologna process (Presas 2011; and originally advocated in the field of translation pedagogy mainly by Kiraly (2000), who suggested the need to change traditional assessment practices and to include a professional perspective that helped students perform like professional translators. For Kiraly (2000: 143), the concepts of trustworthiness and authenticity became essential to guarantee that assessment would be credible, valuable and fair.…”

Section: Literature Reviewmentioning

confidence: 68%

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Díaz

González

2016

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Au cours des quinze dernières années, la nature de l’enseignement supérieur a considérablement changé en ce qui concerne sa mission et les façons de faire. Cette évolution implique de nombreux changements dans la manière dont les enseignants gèrent la conception et la mise en oeuvre des cours, principalement parce que l’apprentissage ne vise plus la transmission de connaissances, mais l’acquisition de compétences professionnelles qui promeuvent l’employabilité des diplômés. L’un des processus les plus affectés est l’évaluation, en ce sens qu’évaluer des compétences requiert employer des stratégies qui vont au-delà de la simple évaluation des connaissances déclaratives. Traditionnellement, il a été soutenu que l’évaluation dans les cursus de traduction correspond à un système d’évaluation continue. Cependant, il y a eu des interprétations erronées de la signification réelle et des implications du terme « évaluation continue » et de sa relation avec l’évaluation « formative » et « finale ». Cet article vise à analyser les interprétations erronées les plus fréquentes dans le domaine de l’évaluation dans l’enseignement supérieur et dans l’enseignement de la traduction. Nous proposons ensuite l’alignement constructif comme cadre pédagogique solide. Conformément à l’examen des méthodes et des outils disponibles pour déterminer dans quelle mesure les acquis d’apprentissage escomptés sont atteints et identifier les besoins d’apprentissage, le type d’évaluation le plus efficace combine plusieurs méthodes et outils de formation. Cet article met l’accent sur l’utilité de l’évaluation continue formative, par opposition à l’évaluation continue sommative, qui n’agit pas sur le processus d’apprentissage.For the last 15 years, higher education has dramatically changed in terms of its mission and modes of delivery, involving many changes in how teachers approach course design and implementation, mainly because the final aim of learning is no longer the transmission of knowledge but the acquisition of competences for professional practice that promote graduates’ employability. One of the most affected processes has been evaluation, insofar as assessing these competences requires using strategies beyond the mere evaluation of declarative knowledge. Traditionally, evaluating in translation degrees has been said to be based on continuous assessment. However, the meaning and implications of ‘continuous assessment’ and its relation to ‘formative’ and ‘final’ assessment have often been misinterpreted as revealed in the literature. In this paper, we analyse the most common misconceptions in higher education assessment and, particularly, in translation teaching and learning. Furthermore, we present constructive alignment as a solid pedagogical framework for use in this field. Combining several formative methods and instruments is found to be most beneficial after reviewing the methods and instruments available and measuring the extent to which the intended learning outcomes were achieved as well as spotting individual learners’ needs. Thi...

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Section: Literature Reviewmentioning

confidence: 68%

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Díaz

González

2016

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“…Comme nous l'avions mentionné en 2009, la question de la confiance en soi du traducteur comme fondement de sa compétence professionnelle n'a été que rarement abordée, et elle l'est généralement relativement à l'apprentissage de la traduction, dans le contexte de la formation initiale des traducteurs (Froeliger 2004 ;, Kiraly 2000, Kussmaul 1995. Le lien avec la compétence professionnelle proprement dite est encore embryonnaire, et sans doute Hönig peut-il faire figure de précurseur lorsqu'il affirme : […] transfer competence must be seen separately from translatory competence, because only the latter can create the self-confidence necessary to rely on one's transfer competence rather than subject its data again and again to unnecessary monitoring as we can observe with most semi-professional translators.…”

Section: Compétence Professionnelle Et Confiance En Soiunclassified

Doute et négociation : la perception des traducteurs professionnels

Collombat

2016

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International audienceThis paper addresses how translators perceive the notions of doubt and negotiation in the course of their professional activities. The starting point is the observation that the actual integration of so-called emotional skills in the global competency of translators is still embryonic despite their central role as highlighted by competency experts. In fact, the interpersonal dimension is omnipresent in the practice of professional translation, through rational and self-doubt management and negotiation. A poorly managed relational component may negatively impact a translator’s global competency, ruining self-confidence. Practical effects of doubt and negotiation are analysed via a survey of French-speaking professional translators in Québec and Canada. The analysis of the responses of 180 respondents covers four themes regarding gender differentials as well as the impacts of the number of years of professional experience, the specialty and the context of professional practice.Le présent article, qui porte sur la perception qu’ont les traducteurs et traductrices du doute et de la négociation dans leur pratique professionnelle, part du constat que l’intégration explicite des compétences dites « émotionnelles » dans la compétence globale du traducteur est encore embryonnaire, alors que les spécialistes de la notion de compétence en ont démontré le rôle central. De fait, la gestion du doute (rationnel comme personnel) et la négociation, qui ressortissent à la dimension interpersonnelle, sont omniprésentes dans l’exercice de la profession : mal gérée, la composante relationnelle peut constituer une source de difficultés obérant la compétence globale du traducteur en nuisant notamment à sa confiance en soi.Les aspects concrets du doute et de la négociation dans la pratique de la traduction professionnelle y sont étudiés par l’intermédiaire d’un sondage effectué auprès de traducteurs professionnels francophones du Québec et du Canada, visant à examiner la manière dont ils vivent et gèrent le doute dans la négociation au quotidien. L’analyse des réponses des 180 participants est abordée selon quatre thématiques couvrant les différences entre hommes et femmes ainsi que l’influence du nombre d’années d’expérience, du domaine de spécialité et du contexte d’exercice de la profession

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“…Our translation project provides an opportunity for participants to enhance their intercultural competence through translating two English books to Chinese. Kiraly (2000) writes that social constructivist approach is a useful and scaffolding method fit for translator education and can be used to guide translators to combine knowledge, skills and theories with real practice through classroom case studies, peer learning activities, translation projects, and seminar talks. Enhancing students' intercultural communication competence through the translation project is evidenced in participants' survey feedback and interview results.…”

Section: Enhancing Intercultural Communication Competence Through a Smentioning

confidence: 99%

Enhancing Intercultural Communication and Understanding: Team Translation Project as a Student Engagement Learning Approach

Ping¹

2015

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This paper reflects on a team translation project on Aboriginal culture designed to enhance university students' intercultural communication competence and understanding through engaging in an interactive team translation project funded by the Australia-China Council. A selected group of Chinese speaking translation students participated in the project and two English books on Australian Aboriginal history and culture were translated to Chinese from August 2011 to May 2012. The two bilingual books were published by Aboriginal Studies Press in May 2013. After the one-year translation project was completed, the author conducted a survey and audio-taped interviews about the participants' translation experience. Using social constructivist theory (SCT), the author coded the data, conducted critical analysis of the contents, and categorised the themes. It was found that the participants not only improved their translation skills through combining theories with practices, but also got better knowledge of Australian Aboriginal cultural tradition and history than before. Having understood cross-linguistic differences, they combined translation theory with practice and raised their intercultural awareness after going through various organized learning activities centring on the translation project. Such an interaction-based student engagement learning approach helped student translators achieve meaningful communication and learner autonomy through individual reflections, group discussions, and seminars. Finally the pedagogical implications of the team translation project were discussed.

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A Social Constructivist Approach to Translator Education

Cited by 212 publications

References 0 publications

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Doute et négociation : la perception des traducteurs professionnels

Enhancing Intercultural Communication and Understanding: Team Translation Project as a Student Engagement Learning Approach

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