Chapter 4: Towards a Postpositivist Curriculum Development Model for Translator Education

Kiraly, Don; Hofmann, Sascha

doi:10.14220/9783737004954.67

Cited by 24 publications

(44 citation statements)

References 5 publications

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“…Gargallo et al, 2011:15] . Gargallo et al, 2011:16-17 Klimkowski, and Sullivan's (2010:9) transmissionist model ... 61 Figure 4 Transactional education model [based on Baumgarten et al, (2010)] ......... 62 Figure 5 Baumgarten, Klimkowski, and Sullivan's (2010:12) Spencer's (1996) model of competencies in Poorkiani et al (2010:508) 's (2003, 2005, 2007) EMT's (2009) translation competence model.................................................... 204 Figure 17 Optimale's top competences among employers (in Toudic, 2012:12 ........ 214 Figure 18 Kiraly's (2016) Monzó's (2008) Figure 21 Extra-linguistic competences for legal translation (Borja, 2005) .............. 266 Figure 22 Transfer competences for legal translation (Borja, 2005 Piecychna's (2013) …”

Section: Index Of Tables and Figuresmentioning

confidence: 99%

“…Following Kiraly's constructivist approach to translation education and later emergentist standpoints, this work attempts to outline the different trends in translation pedagogy, from a classic transmissionist methodology based on positivist premises where knowledge is pre-defined, self-existing and can therefore be apprehended, to the decisive consequences that the shift towards post-positivism has implied in the education of future translators (Baumgarten, Klimkowski, & Sullivan, 2010;Bereiter & Scardamaglia, 1993;Biesta, 2005Biesta, , 2013aBiesta, , 2013bBiesta, , 2016Davis & Sumara, 2006Doolitle & Hicks, 2003;Doolittle, 2014;González-Davies, 2004;González-Davies & Enríquez-Raído, 2016;González-Davies & Scott-Tennet, 2005;Kiraly, 2000Kiraly, , 2005Kiraly, , 2006Kiraly, , 2012Kiraly, , 2013Kiraly & González-Davies, 2006;Kiraly & Hofmann, 2016;Risku, 2010Risku, , 2016Vrasidas, 2000).…”

Section: Objectivesmentioning

confidence: 99%

“…His views about the validity of this epistemological approach have changed recently towards more emergentist ideas (Kiraly, 2014(Kiraly, , 2016 …”

Section: Translation Studies His Book a Social Constructivist Approamentioning

confidence: 99%

“…), is believed by many as the perfect match for an educational theory (Davis & Sumara, 2008;Kiraly, 2016) given the fact that they both have a trans-disciplinary approach very much aligned with the emergent features of educational research. Authors like Doolittle (2014) have integrated the characteristics of complex thinking into a constructivist model and speak of "complex constructivism", advising that complexity goes beyond the educational context and stands as "a broad-based theory concerning the evolution and functioning of non-linear systems that may be applied in many domains", education included (ibid:490).…”

Section: Emergentismmentioning

confidence: 99%

“…Among those who have contributed to the competence debate one may find the following scholars -Wilss (1976), Delisle (1980), Lowe (1987), Bell (1991), Pym (1991, Vienne (1994), Dollerup and Lindegaard (1994), Gile (1995), Kiraly (1995Kiraly ( , 2000Kiraly ( , 2005Kiraly ( , 2009Kiraly ( , 2012Kiraly ( , 2013Kiraly ( , 2016, Dollerup and Appel (1996), Klaudy (1996), Nord (1996), Beeby (1996), Hurtado Albir (1996, Hansen (1997Hansen ( , 2006, Hatim and Mason (1997), Campbell (1998), Risku (1998), Zabalbeascoa (1999, Schäffner and Adab (2000), Neubert (2000), Orozco and Hurtado Albir (2002), PACTE (2001PACTE ( , 2003PACTE ( , 2005, Kelly (2002Kelly ( , 2005Kelly ( , 2008, and Go pferich (2008,2009,2013). Note that the list above is not intended to be comprehensive.…”

Section: Translation Competence Translator Competence Competence Inmentioning

confidence: 99%

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Epistemological Approaches to Legal Translation Education: A Situated Account

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Section: Index Of Tables and Figuresmentioning

confidence: 99%

Section: Objectivesmentioning

confidence: 99%

“…His views about the validity of this epistemological approach have changed recently towards more emergentist ideas (Kiraly, 2014(Kiraly, , 2016 …”

Section: Translation Studies His Book a Social Constructivist Approamentioning

confidence: 99%

Section: Emergentismmentioning

confidence: 99%

Section: Translation Competence Translator Competence Competence Inmentioning

confidence: 99%

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Epistemological Approaches to Legal Translation Education: A Situated Account

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Technological Competence for Graduate Employability: Pedagogical and Professional Perspectives from Cross-National Translation Working Contexts

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The need to develop graduate employability in response to globalised industry has become one of the central missions of Higher Education Institutions. This paper reports on how technological competence is approached in university translation programmes and in professional practice. The research used surveys and interviews of 246 students, trainers and professional translators from two growing translation markets, Australiaand Vietnam. The findings highlight that translation programmes need to provide more adequate training in computer-assisted translation tools and research skills, considering both international and local work requirements. The findings may have pedagogical implications for training programmes in Asia Pacific contexts and beyond.

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Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

Salvador

2023

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Information competence is essential in professional translation and interpreting. This paper gathers the views of professional translators and interpreters in Spain on information competence, by means of an exploratory qualitative study. A questionnaire composed essentially of open-ended questions was applied to gather data and the qualitative analysis software ATLAS.ti was used to code the results using thematic content analysis methods. The views provided by a sample of professional translators and interpreters ( n = 156) on the importance of information competence were collected, together with their recommendations on this key competence for those who are starting their training in translation and interpreting. The study also explores the main information needs highlighted by professionals, the sources of information they use most frequently and how they verify information, and their opinions on the gender perspective (with explicit mention of inclusive language) as part of information competence in professional practice. The results show that professionals consider information competence to be absolutely essential in the framework of translation competence, and recommend reinforcing information literacy training in university undergraduate degree programmes. They have multiple information needs (from terminological to contextual) that make them turn to a wide range of information resources (mainly personal sources and online documentary resources), but they need to strengthen their knowledge for information evaluation. Regarding the gender perspective, professionals practically limit their answers to their opinions on inclusive language and, although most of them are in favour, some resistance is detected. From the diagnosis carried out in this research, opportunities for supporting information literacy instruction in undergraduate degrees and in continuing professional development are identified.

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Chapter 4: Towards a Postpositivist Curriculum Development Model for Translator Education

Cited by 24 publications

References 5 publications

Epistemological Approaches to Legal Translation Education: A Situated Account

Epistemological Approaches to Legal Translation Education: A Situated Account

Technological Competence for Graduate Employability: Pedagogical and Professional Perspectives from Cross-National Translation Working Contexts

Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

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