Distance Learning Challenges in Translation Teaching: Mediation Competence Development

Abstract

In recent years the COVID pandemic has influenced education significantly. The pace of digital transformation is very fast and requires a change of mindset. Translators or cross-language mediators have to work at the focal point of various information transfer processes. We think that a digital mindset of a future translator can be created by re-contextualising classroom communication reality with online teaching tools that will ensure synchronous and asynchronous studies. The challenges of online resources variety can be responded to by classifying them according to L2 communicative competence and translation competence structural components. Thus the choice of sources can be narrowed down according to specific teaching objectives. The research proposes a classification of online resources for mediation competence development which is a communicative competence component according to CEFR. Classification categories include online teaching tools that can help develop (1) skills of mediating concepts, texts, communication; (2) strategies of explaining new concepts and strategies of text simplification. The classification is used to work out a few sample activities for an L2 course within translation curriculum. It is assumed that the classification and sample activities will help teachers be more flexible facing distance learning challenges in translation teaching.

Artificial Intelligence Technologies in College English Translation Teaching

“…Translators must have good reading, writing, listening, and speaking skills, memorization, fluency, and understanding of intentions and situations (Kobiakova & Shvachko, 2016 ). They must work with various information transfer processes in a digital environment (Enbaeva & Plastinina, 2021 ). For example, Polish universities' educational courses about using digital technologies for translation are gaining popularity.…”

“…This is a complex task that can be solved in different ways: (1) by incorporating L2 communicative competence into the structure of translation competence, or (2) by incorporating the development of mediating skills into language education. Another challenge is bridging the digital divide, the answer to which is the effective use of various online sources and the combination of online and offline distance learning (Enbaeva & Plastinina, 2021 ).…”

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

“…Teachers faced difficulties regarding inadequate technology training, limited technical assistance, and unreliable connectivity. Previous studies (Basilaia et al, 2020;Didenko et al, 2021;Enbaeva & Plastinina, 2021) indicate that teachers need more than just basic technological skills, they must also develop competences to create effective teaching methods, aligning course materials, content, and assessments, and designing customized environments for students. In other words, the online setting is not a single structure but rather a collection of online modes and technologies, and that online courses should be designed with certain characteristics of dynamism, engagement, and interactivity (Dhawan, 2020).…”

Proposals on the Didactics of Translation for Undergraduate Students

“…Since the middle of the 20th century, the development of the translation process has gained autonomy and a renewal in terms of the translator's work method (Hurtado, 2020). The transformation in recent years has been very diverse, so translators have aimed to propose a classification of resources to deploy the competencies that help to meet the challenges of learning (Enbaeva and Plastinina, 2021). Thus, different formats and resources have been developed for the development of automated translation; however, teachers are skeptical about the effectiveness and quality of the results so they make examinations and guidance considering the new implications for the teaching of pedagogical didactics (Sangmin, 2021).…”