Training translator trainers: An introduction

Abstract

This special issue is devoted to training translator trainers, a remarkably neglected field of inquiry given the strong interest shown in translation pedagogy since translation studies first emerged as a discipline. The very term 'trainer' belies the complexity of roles and demands that these educators have to fulfil, some of which is captured in the range and depth of the articles contained in this issue. The first three contributions span the synergetic potential of practical, research-oriented and pedagogical skills in translator educators' competence profiles, mismatches between educators' beliefs and practices, and how learning, teaching and doing research can be combined to enhance self-efficacy beliefs. They are followed by five case studies which describe and investigate teaching practices designed to develop students' assessment, digital and information literacy as well as their multimodal audiodescription and audiovisual translation skills. By presenting practices that educators might wish to emulate or adapt to their own institutional realities, the contributions to this issue reflect past approaches to educating the educators; but they also represent a decisive first step towards broadening and deepening the sporadic work previously done on what translator educators (should) do, how they (should) teach and how they (should) develop.

Localisation Training in Spain and Beyond: Towards a Consensus on Content and Approach

“…6). Thus, where no other translation technology syllabi are offered (as can be the case in oneyear-long general translation postgraduate programmes), localisation training may need to be offered as 'just' another way to enhance the digital literacy of novel translation students, including the identification and translation of digital textual or multimodal realisations, or the acquisition of basic computing skills or of transversal technological competences in CAT (Computer Assisted Translation) and MT (machine translation) tools; whereas, in the final year of undergraduate translation programmes or in specialised postgraduate translation technology programmes, localisation can be approached from more technical or engineering-oriented, research-oriented, transcreational, hands-on, or industrial-oriented angles, and with wider variations in terms of the products, services, and processes that can be covered, also depending on trainers' experiences and conceptualisations of the field (see Massey et al 2019).…”

Tecnologías de la traducción y formación de traductores: automatización y nuevos perfiles profesionales

“…A pesar la gran importancia que tiene la formación de formadores en traducción, y de que esta "ha ido creciendo en importancia a medida que han aumentado el número de universidades que ofrecen este tipo de estudios" (Alcalde Peñalver y Santamaría Urbieta, 2021: 90) esta no parece haber recibido la suficiente atención (Massey et al, 2019). De acuerdo con el estudio elaborado por Rico y González Pastor (2022), si bien los docentes de traducción están de acuerdo en la necesidad de introducir la TA y la PE en los planes de estudios, estos creen indispensable una formación previa específica…”

The Basic Requirements To Translator Trainers Competence

“…Over 30 years, the problem of training translation trainers and defining their competences became a matter of discussion in Translation Studies in the West. Many recent editions discuss the most https://doi.org/10.15405/epsbs.2020.08.141 Corresponding Author: V. V. Sdobnikov Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 1232 fundamental problems of training translator trainers (Colina & Angelelli, 2017;Haro-Soler, 2017;Li, 2017;Massey, 2019;Massey, Kiraly, & Ehrensberger-Dow, 2019;Orlando, 2016;Orlando, 2019;Sawyer, 2019;Wu, Wei, & Mo, 2019), methods of teaching various types of translation and interpreting (González-Davies & Enríquez-Raído, 2016;Kiraly, 2016;Setton & Dawrant, 2016), the T/I teacher's professional profile (Pym & Torres-Simón, 2016) as well as requirements to competences of translation trainers.…”