TRANSLATOR TRAINING IN LIGHT OF BLOOM’S TAXONOMY OF LEARNING OBJECTIVES: DESIGN OF A MODULAR CURRICULUM IN THE IRANIAN CONTEXT

Abstract

In many countries, translation training is provided in the form of certificate and degree programs. Those who do not choose to pursue a degree (but are interested in translation as a source of income) enroll in certificate programs and acquire the fundamentals of translation in a rather shorter amount of time. Compared to degree programs, certificate programs have the great advantage of meeting market needs where an unlimited number of pages are waiting to be translated by a limited number of (human) translators. Iran is a country that, despite its great potential to recruit many translators, lacks such certificate programs. To fill the gap, a modular curriculum for translation training in Iran was designed. As learning and translation are intertwined cognitive processes, the researchers chose to link Bloom’s learning objectives with Chesterman’s domains of translation skill development. Finally, a modular curriculum was proposed to be tested in the context of Iran. The researchers believe that, with a few adaptations, this curriculum can be used in different contexts. Keywords: translation, training, Bloom, curriculum, competence, Iran