The Challenge of Training Translators and Interpreters in the Social Context of Foreign Unaccompanied Minors

Abstract

There are many challenges facing teachers in the classroom, throughout the process of training translators and interpreters in higher education. This paper aims to share reflections and teaching practices related to the preparation of these future professionals, in the context of caring for a vulnerable group of the immigrant community, Unaccompanied Foreign Minors (UFM). The proposal is based on taking a step further in the Teaching Practice and Development (TPD) methodology of Specialized Translation and Bilateral Interpreting subjects by incorporating new knowledge such as that related to Public Management or Social Sciences. This is due to the firm belief of the author of this manuscript in the quality of training from a multidisciplinary approach that will undoubtedly bring many more benefits, not only to the students, but also to UFM as a sensitive group, to the Administration as a competent body and, also, to the host society.This proposal arises from a simple question: Are future translators and interpreters prepared to manage their work in a vulnerable context? To answer this question, it is necessary to analyze the practical knowledge acquired by these professionals in the preparation phase. Thus, the main objective of this work is to demonstrate that the use of real texts in the Translation and Interpreting classroom is a bet that leads to an excellent academic training. Furthermore, this multidisciplinary work will serve as a model to be followed by teachers in this field

Application of the research approach to teaching future translators in higher educational institutions

“…The research approach in the translator training as a way of introducing students to the methods of scientific knowledge is an important means to shape their scientific worldview, development of thinking and cognitive independence. The functions of the research approach in teaching include instilling cognitive interest; creating positive motivation for learning and education; assimilation of deep, strong and effective knowledge (Hussein, 2021). The substance of the research approach in teaching is: 1.…”