Activation of Personal Resources

Pietrzak, Paulina

doi:10.1007/978-3-030-97038-3_5

Cited by 2 publications

(5 citation statements)

References 44 publications

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“…Therefore, translator education seeks both to reflect the realities of the translation -or language service provision (LSP) -market and to prepare student translators for the job requirements which they will need to meet when transferring from academia to the professional translation industry. The trend finds corroboration in the writings of numerous scholars who posit that academia needs to: equip students with the requisites necessary to successfully deal with the dynamics of the translation market (Orlando, 2016), cater for students' employability (Thelen, 2014;Hu, 2018), prepare future-proof professionals (Rodríguez de Céspedes, 2019), and develop students' sense of preparedness for successfully meeting market demands (Pietrzak, 2022).…”

Section: Major Goals Of Contemporary Translator Education and Relevan...mentioning

confidence: 98%

“…With regard to translation teaching methodology, holistic education, as Pietrzak (2022) rightly observes, upvalues human potential and personal resources in the learning process and calls for education which would exceed the limiting boundaries of transmissionist or transactional teaching. After all, while transmissionist pedagogy is explicitly teacher-centred (Kiraly, 2000;Pietrzak, 2022), transactional instruction could be viewed as a disguised form of the former, as although it is seemingly learner-centred, it requires students to construct knowledge which, nevertheless, is prefabricated or modelled by the teacher (Klimkowski, 2015). More learner-emancipating are the transformative (Kiraly, 2000) and transgressionist (Baumgarten et al, 2010) paradigms.…”

Section: Major Goals Of Contemporary Translator Education and Relevan...mentioning

confidence: 99%

“…The value ascribed to project work is based on several premises, including the fact that it focuses on student performance (Klimkowski, 2015), provides opportunities for students to develop a range of competences and simultaneously delves into the realities of professional translation tasks (Pietrzak, 2022). With regard to the latter, González Davies (2004) reports that project work may involve either genuine (real-life) translation projects, or projects with a high degree of simulation, i.e.…”

Section: Project-based Learningmentioning

confidence: 99%

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Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Marczak

2023

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Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.

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Section: Major Goals Of Contemporary Translator Education and Relevan...mentioning

confidence: 98%

Section: Major Goals Of Contemporary Translator Education and Relevan...mentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

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Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Marczak

2023

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“…Becoming a culturally sensitive person, as well as a professional translator, will equip them with the necessary tools to overcome conflicts and offer creative solutions in their working life. Also, as translators are expected to be life-long learners, this approach will enable the students to unlock their metacognition and meditate on how to effectively extend this competence to new domains (Pietrzak, 2022).…”

Section: Translator Training Context: An Intercultural Communication ...mentioning

confidence: 99%

“…Leaving behind the traditional teachercentered approach, metacognitive translator training encourages students' selfreflexive thinking and develops creative problem-solving skills. Questioning their own decision-making process, aspiring to discover new cultural and linguistic elements, and thus becoming self-aware and self-conscious are the main outcomes of such an approach (Pietrzak, 2022). As we aim to train self-adequate professional translators who are ready to take up the sector's multi-faceted challenges, this study is designed with a metacognitive approach.…”

Section: Metacognitive Translator Training: a Literature Reviewmentioning

confidence: 99%

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

TAŞKIN

Çömlekçi

2023

Çeviribilim Ve Uygulamaları Dergisi

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Intercultural communication competence and skills have become increasingly essential for translators to succeed in the global language industry. While some university translation programs offer a specific course explicitly covering intercultural communication, others teach it implicitly, embedding it in other practical courses. The main aim of the study is to shed light on the ways of adapting intercultural communication courses for translation and interpreting students by uncovering student perceptions of the relationship between intercultural awareness and translation and discussing the role of cross-cultural interaction-oriented assignments with a metacognitive approach, giving impetus to the aspiration of self-improvement and life-long learning. For this purpose, we conducted this research at a state university in Turkey during a 14-week Intercultural Communication course in the 2021/2022 spring semester. Our data-gathering method is based on focus group discussions and qualitative content analysis on student assignments using MAXQDA 2020. Following the analysis, three main themes have been identified: experiencing intercultural interaction, building intercultural awareness, and developing ıntercultural competence and skills. The results of the study show that an interpersonal and practical assignment contributes to translation students’ intercultural competence in several aspects: gaining self-confidence, improving their intercultural sensitivity and mindfulness, noticing cultural stereotypes, and reflecting on cultural similarities and differences. Furthermore, benefiting from a self-reflexive approach, students realized that being aware of the effects of cultural differences, as well as commonalities in mindset, language, and certain behaviors is a necessary skill for future translators.

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Activation of Personal Resources

Cited by 2 publications

References 44 publications

Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

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