Assessment, previously associated with the evaluation of learning outcomes, has recently been recognised as an integral part of the learning process. Learning-oriented assessment (LOA) is an educational model that foregrounds the role of assessment in classroom-based learning activities. However, in translator education, assessment is mostly approached from a skill-acquisition perspective; translation is regarded more as a skill to acquire than as a learning activity. This article presents an alternative view of assessment in translator education by presenting the findings of a 12-week case study, conducted with 20 students registered in a sight translation module, which based its teaching (and assessment) on LOA principles. Classroom observation was conducted to align LOA with the classroom context, and follow-up interviews were carried out to investigate students’ perceptions regarding the in-class activities. In order to evaluate the feasibility and accountability of the model, the three tenets of LOA were aligned with module design and discussed alongside students’ perceptions. The findings indicate the suitability of incorporating LOA into translator education, with implications for translation trainers and researchers concerning the integration of assessment and learning. Keywords: learning-oriented assessment, translator education, sight translation
{"title":"FROM SKILL-ACQUISITION TO DYNAMIC LEARNING: LEARNING-ORIENTED ASSESSMENT IN THE SIGHT TRANSLATION CLASSROOM","authors":"Xueni Zhang, Wan Hu, Maike Oergel","doi":"10.51287/cttle202110","DOIUrl":"https://doi.org/10.51287/cttle202110","url":null,"abstract":"Assessment, previously associated with the evaluation of learning outcomes, has recently been recognised as an integral part of the learning process. Learning-oriented assessment (LOA) is an educational model that foregrounds the role of assessment in classroom-based learning activities. However, in translator education, assessment is mostly approached from a skill-acquisition perspective; translation is regarded more as a skill to acquire than as a learning activity. This article presents an alternative view of assessment in translator education by presenting the findings of a 12-week case study, conducted with 20 students registered in a sight translation module, which based its teaching (and assessment) on LOA principles. Classroom observation was conducted to align LOA with the classroom context, and follow-up interviews were carried out to investigate students’ perceptions regarding the in-class activities. In order to evaluate the feasibility and accountability of the model, the three tenets of LOA were aligned with module design and discussed alongside students’ perceptions. The findings indicate the suitability of incorporating LOA into translator education, with implications for translation trainers and researchers concerning the integration of assessment and learning. Keywords: learning-oriented assessment, translator education, sight translation","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70680676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Kelly Washbourne & Ben Van Wyke (eds.). (2019). The Routledge Handbook of Literary Translation. London/New York: Routledge. pp. xiv+586. ISBN 978-1-1386-9929-8.","authors":"Chengfa Yu, Sagara Seydou","doi":"10.51287/cttle202114","DOIUrl":"https://doi.org/10.51287/cttle202114","url":null,"abstract":"","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"17 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an online repository of Python resources aimed at teaching the technical dimension of machine translation to students of translation studies programmes. The Python resources provided in this repository are Jupyter notebooks. These are web-based computational environments in which students can run commented blocks of code in order to perform MT-related tasks such as exploring word embeddings, preparing MT training data, training open- source machine translation systems or calculating automatic MT quality metrics such as BLEU, METEOR, BERTScore or COMET. The notebooks are prepared in such a way that students can interact with them even if they have had little to no prior exposure to the Python programming language. The notebooks are provided as open-source resources under the MIT License and can be used and modified by translator training institutions which intend to make their students familiar with the more technical aspects of modern machine translation technology. Institutions who would like to contribute their own Python-based teaching resources to the repository are welcome to do so. Keywords: translation technology, machine translation, natural language processing, translation didactics, Jupyter notebooks, Python programming
{"title":"AN ONLINE REPOSITORY OF PYTHON RESOURCES FOR TEACHING MACHINE TRANSLATION TO TRANSLATION STUDENTS","authors":"Ralph Krüger","doi":"10.51287/cttle20212","DOIUrl":"https://doi.org/10.51287/cttle20212","url":null,"abstract":"This paper presents an online repository of Python resources aimed at teaching the technical dimension of machine translation to students of translation studies programmes. The Python resources provided in this repository are Jupyter notebooks. These are web-based computational environments in which students can run commented blocks of code in order to perform MT-related tasks such as exploring word embeddings, preparing MT training data, training open- source machine translation systems or calculating automatic MT quality metrics such as BLEU, METEOR, BERTScore or COMET. The notebooks are prepared in such a way that students can interact with them even if they have had little to no prior exposure to the Python programming language. The notebooks are provided as open-source resources under the MIT License and can be used and modified by translator training institutions which intend to make their students familiar with the more technical aspects of modern machine translation technology. Institutions who would like to contribute their own Python-based teaching resources to the repository are welcome to do so. Keywords: translation technology, machine translation, natural language processing, translation didactics, Jupyter notebooks, Python programming","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A survey conducted on four different groups of professionally active subjects from the Subcarpathian region, Poland, revealed that employees who work in multilingual settings are regularly entrusted with typical translation and/or interpreting tasks that arise in such settings. Simultaneously, as also evidenced from the answers they provided, none of the courses of English they attended have prepared them for acting in the role of, as they referred to themselves, ‘substitute translators’. The major stress in these classrooms the eighty participants were part of was typically placed on preparing a learner for situations in which one needs to express oneself in L2 and not for situations in which one is required to translate or interpret. This has resulted in some of the participants’ suggestion for a special form of language pedagogy that would take into account that translation outside the classroom seems to have become the norm in contemporary global economy. The study, which ends with a brief presentation of the subjects’ ideas, may be of interest to educationalists in the field of Translation Studies whose expertise may be exploited for the purpose of helping experts in ELT design suitable teaching materials. Keywords: teaching translation, English for Occupational Purposes, learners’ needs, TEFL, syllabus design
{"title":"SHOULD TRANSLATION TEACHING BE INCORPORATED INTO ‘REGULAR’ ENGLISH CLASSROOMS?","authors":"Dorota Osuchowska","doi":"10.51287/cttle202117","DOIUrl":"https://doi.org/10.51287/cttle202117","url":null,"abstract":"A survey conducted on four different groups of professionally active subjects from the Subcarpathian region, Poland, revealed that employees who work in multilingual settings are regularly entrusted with typical translation and/or interpreting tasks that arise in such settings. Simultaneously, as also evidenced from the answers they provided, none of the courses of English they attended have prepared them for acting in the role of, as they referred to themselves, ‘substitute translators’. The major stress in these classrooms the eighty participants were part of was typically placed on preparing a learner for situations in which one needs to express oneself in L2 and not for situations in which one is required to translate or interpret. This has resulted in some of the participants’ suggestion for a special form of language pedagogy that would take into account that translation outside the classroom seems to have become the norm in contemporary global economy. The study, which ends with a brief presentation of the subjects’ ideas, may be of interest to educationalists in the field of Translation Studies whose expertise may be exploited for the purpose of helping experts in ELT design suitable teaching materials. Keywords: teaching translation, English for Occupational Purposes, learners’ needs, TEFL, syllabus design","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At a time when societies are becoming more demographically diverse, the employment of professional interpreters to facilitate communication between healthcare practitioners and patients is of great benefit to both patients and the healthcare system. However, as an emerging profession, the definition of the professionalism of practitioners is not very clear, and there are gaps in the training they receive. Taking this into account, this article is mainly divided into two sections. Firstly, we analyse the models about interpreting competence made by different researchers, find their respective characteristics, and integrate them to obtain a model of competence applicable to healthcare interpreting. Secondly, we take Spain as an example of a recent immigration country with a long history of interpreting training. Based on the above mentioned competence model we have analysed syllabi of all formal training courses on interpretation and those representative informal training ones to explore whether they can meet student training needs regarding the requirements of stakeholders. The research results show that due to the limited diversity of language combinations, there is a shortage in thematic knowledge, terminology referring to specific cultural aspects corresponding to each language and the development of corresponding strategic competence. Furthermore, the development of the healthcare (thematic) subcompetence seems to be still an unfinished business. In order to fill these gaps, we have put forward recommendations to the establishment of a complete training system for the long run, as well as a fast-reacting and more feasible option that can be implemented at an earlier stage. Keywords: healthcare interpreting, interpreting competence, training gap
{"title":"HEALTHCARE INTERPRETING: FILLING THE TRAINING GAP TO ACHIEVE REQUIRED COMPETENCES","authors":"Wang Xi, Raquel Lázaro Gutiérrez","doi":"10.51287/cttle20215","DOIUrl":"https://doi.org/10.51287/cttle20215","url":null,"abstract":"At a time when societies are becoming more demographically diverse, the employment of professional interpreters to facilitate communication between healthcare practitioners and patients is of great benefit to both patients and the healthcare system. However, as an emerging profession, the definition of the professionalism of practitioners is not very clear, and there are gaps in the training they receive. Taking this into account, this article is mainly divided into two sections. Firstly, we analyse the models about interpreting competence made by different researchers, find their respective characteristics, and integrate them to obtain a model of competence applicable to healthcare interpreting. Secondly, we take Spain as an example of a recent immigration country with a long history of interpreting training. Based on the above mentioned competence model we have analysed syllabi of all formal training courses on interpretation and those representative informal training ones to explore whether they can meet student training needs regarding the requirements of stakeholders. The research results show that due to the limited diversity of language combinations, there is a shortage in thematic knowledge, terminology referring to specific cultural aspects corresponding to each language and the development of corresponding strategic competence. Furthermore, the development of the healthcare (thematic) subcompetence seems to be still an unfinished business. In order to fill these gaps, we have put forward recommendations to the establishment of a complete training system for the long run, as well as a fast-reacting and more feasible option that can be implemented at an earlier stage. Keywords: healthcare interpreting, interpreting competence, training gap","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: https://doi.org/10.51287/cttle202115 490 Yue, Feng. (2018). The Interaction Between Consciousness and Translation. Beijing: Beijing University Press. pp. 241. ISBN 978-7-301-29942-5.","authors":"Feng Lin, Hanxiong Zhu","doi":"10.51287/cttle202115","DOIUrl":"https://doi.org/10.51287/cttle202115","url":null,"abstract":"","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70680867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology is quickly disrupting the language services industry. These abrupt changes may worsen the employability of translation students, who require new skills to adapt to this changing market. Transcreation, a type of creative translation that mostly takes place in the marketing and advertising areas, can be an empowering area for students in terms of professional development and employability. To familiarize undergraduate translation students with transcreation practices, we have developed the “Girl Up Project”: a situated training initiative oriented to consolidate theoretical concepts on the topic, develop their organizational and creative skills, improve their teamwork abilities and establish a clear connection between the training initiative and the industry.The outcomes of the project seem to confirm that this type of initiative is useful to improve the knowledge of students on transcreation and transcreation project management skills. Keywords: transcreation, translation training, situated learning, employability, simulated projects
技术正在迅速颠覆语言服务行业。这些突然的变化可能会恶化翻译学生的就业能力，他们需要新的技能来适应这个不断变化的市场。译创是一种创造性的翻译，主要发生在营销和广告领域，在专业发展和就业能力方面可以成为学生的授权领域。为了让本科翻译专业的学生熟悉译创实践，我们制定了“Girl Up Project”，这是一项旨在巩固翻译专业的理论概念、培养学生的组织和创新能力、提高学生的团队合作能力以及建立学生与行业之间明确联系的培训计划。项目的结果似乎证实了这种类型的主动性对提高学生对创译和创译项目管理技能的知识是有用的。关键词:译创，翻译培训，情境学习，就业能力，模拟项目
{"title":"THE GIRL UP PROJECT: A PROPOSAL TO TEACH TRANSCREATION AND PROJECT MANAGEMENT SKILLS","authors":"O. Carreira","doi":"10.51287/cttle2021","DOIUrl":"https://doi.org/10.51287/cttle2021","url":null,"abstract":"Technology is quickly disrupting the language services industry. These abrupt changes may worsen the employability of translation students, who require new skills to adapt to this changing market. Transcreation, a type of creative translation that mostly takes place in the marketing and advertising areas, can be an empowering area for students in terms of professional development and employability. To familiarize undergraduate translation students with transcreation practices, we have developed the “Girl Up Project”: a situated training initiative oriented to consolidate theoretical concepts on the topic, develop their organizational and creative skills, improve their teamwork abilities and establish a clear connection between the training initiative and the industry.The outcomes of the project seem to confirm that this type of initiative is useful to improve the knowledge of students on transcreation and transcreation project management skills. Keywords: transcreation, translation training, situated learning, employability, simulated projects","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70680908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The translation market as well as many other businesses and activities have been affected by the lockdown of economies in the whole world since the beginning of 2019. Under the impacts of COVID-19 pandemic, translator’s career has undergone some major and minor transformations. Some recent research papers have focused on crisis-related situations and emphasised the fact that translators need to be ready to ensure an effective communication between all stakeholders in disaster settings (Rodriguez Vazquez & Silvia Torres del Rey, 2020). Therefore, the methods and approaches in translation training have to be re- examined in order to provide language support in crises (Federici & O’Brien, 2019). This research was designed to examine and depict the effects of the global pandemic and the lockdown on the translator’s profession and translator training in graduate and postgraduate education. The paper analyses the insights and attitudes expressed in surveys by different players in the Lithuanian translation market, including freelance translators and interpreters, language service providers and translation students. The results highlight different opinions of reelance translators and translation students about the future of their career, trust of freelance translators towards the state support and translation agencies at which they are hired, and anxiety of language service providers towards the stability of the industry in crises situations. The results of the research further indicate the necessity to develop translation study programmes focussing on a wider skillset so that future translators would be well equipped to contribute to communication and well-being of different members of society in crisis settings. Keywords: COVID-19, pandemic, translator training, translation industry, language service providers, LSPs.
自2019年初以来，翻译市场以及许多其他企业和活动都受到了全球经济封锁的影响。在新冠肺炎疫情的影响下，翻译工作者的职业生涯发生了大大小小的转变。最近的一些研究论文关注与危机相关的情况，并强调翻译人员需要做好准备，确保灾难环境中所有利益相关者之间的有效沟通(Rodriguez Vazquez & Silvia Torres del Rey, 2020)。因此，必须重新审视翻译培训的方法和途径，以便在危机中提供语言支持(Federici & O 'Brien, 2019)。本研究旨在检查和描述全球大流行和封锁对翻译职业和研究生和研究生教育中的翻译培训的影响。本文分析了立陶宛翻译市场不同参与者(包括自由笔译和口译员、语言服务提供商和翻译学生)在调查中表达的见解和态度。调查结果显示，自由译者和翻译学生对自己职业生涯的未来持不同看法，自由译者对聘用他们的国家支持和翻译机构的信任，以及语言服务提供商在危机情况下对行业稳定的焦虑。研究结果进一步表明，有必要制定翻译研究计划，重点关注更广泛的技能，以便未来的翻译人员能够在危机环境中为社会不同成员的沟通和福祉做出贡献。关键词:COVID-19，大流行，翻译培训，翻译行业，语言服务商，lsp
{"title":"IMPACTS OF GLOBAL PANDEMIC ON TRANSLATOR’S CAREER AND TRANSLATOR TRAINING","authors":"Ramunė Kasperė, Jurgita Motiejūnienė","doi":"10.51287/cttle20216","DOIUrl":"https://doi.org/10.51287/cttle20216","url":null,"abstract":"The translation market as well as many other businesses and activities have been affected by the lockdown of economies in the whole world since the beginning of 2019. Under the impacts of COVID-19 pandemic, translator’s career has undergone some major and minor transformations. Some recent research papers have focused on crisis-related situations and emphasised the fact that translators need to be ready to ensure an effective communication between all stakeholders in disaster settings (Rodriguez Vazquez & Silvia Torres del Rey, 2020). Therefore, the methods and approaches in translation training have to be re- examined in order to provide language support in crises (Federici & O’Brien, 2019). This research was designed to examine and depict the effects of the global pandemic and the lockdown on the translator’s profession and translator training in graduate and postgraduate education. The paper analyses the insights and attitudes expressed in surveys by different players in the Lithuanian translation market, including freelance translators and interpreters, language service providers and translation students. The results highlight different opinions of reelance translators and translation students about the future of their career, trust of freelance translators towards the state support and translation agencies at which they are hired, and anxiety of language service providers towards the stability of the industry in crises situations. The results of the research further indicate the necessity to develop translation study programmes focussing on a wider skillset so that future translators would be well equipped to contribute to communication and well-being of different members of society in crisis settings. Keywords: COVID-19, pandemic, translator training, translation industry, language service providers, LSPs.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.51287/CTTL_E_2020_6_URSZULA_PARADOWSKA.PDF
Urszula Paradowska
In the modern technology-driven translation market, using the available tools and resources seems to be more of a requirement than an option. This view is shared by translation scholars, who incorporate information competence in their translation competence models, translation educators and students, and professional translators. The theoretical background of the paper is based on the conceptual framework used by the author is her longitudinal study into the development of information competence in undergraduate translation students. The paper contains a collection of web-based resources for translators and shows the ways in which they can develop their web searching skills. Keywords: information competence, translator training, web-based resources, web searching.
{"title":"WEB-BASED RESOURCES AND WEB SEARCHING SKILLS FOR TRANSLATORS WITH A SPECIFIC FOCUS ON THE POLISH-ENGLISH LANGUAGE PAIR","authors":"Urszula Paradowska","doi":"10.51287/CTTL_E_2020_6_URSZULA_PARADOWSKA.PDF","DOIUrl":"https://doi.org/10.51287/CTTL_E_2020_6_URSZULA_PARADOWSKA.PDF","url":null,"abstract":"In the modern technology-driven translation market, using the available tools and resources seems to be more of a requirement than an option. This view is shared by translation scholars, who incorporate information competence in their translation competence models, translation educators and students, and professional translators. The theoretical background of the paper is based on the conceptual framework used by the author is her longitudinal study into the development of information competence in undergraduate translation students. The paper contains a collection of web-based resources for translators and shows the ways in which they can develop their web searching skills. Keywords: information competence, translator training, web-based resources, web searching.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.51287/CTTL_E_2020_1_MIKEL_GARANT.PDF
Mike Garant
For the past two decades interpreter trainers have been wondering not whether retour interpreting should be taught, but how it can be taught (Harris, 1990, 1992; Snelling, 1992). The European Higher Education Area (EHEA) offers new opportunities for the proliferation of networks and exchanges of didactic materials or methodologies for the teaching of interpreting into B. First, we critically appraise the traditional dichotomy between models based on constructivism and liberalism in interpreter training. We then present those competences inherent to retour interpreting and describe the joint edition of a DVD featuring didactic materials and speeches in its initial phases. We finally discuss our experience in the use and evaluation of the teaching materials for the learning and teaching of simultaneous interpreting into B from Spanish into English and into German with the aim of fostering those skills.
{"title":"CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING 2020","authors":"Mike Garant","doi":"10.51287/CTTL_E_2020_1_MIKEL_GARANT.PDF","DOIUrl":"https://doi.org/10.51287/CTTL_E_2020_1_MIKEL_GARANT.PDF","url":null,"abstract":"For the past two decades interpreter trainers have been wondering not whether retour interpreting should be taught, but how it can be taught (Harris, 1990, 1992; Snelling, 1992). The European Higher Education Area (EHEA) offers new opportunities for the proliferation of networks and exchanges of didactic materials or methodologies for the teaching of interpreting into B. First, we critically appraise the traditional dichotomy between models based on constructivism and liberalism in interpreter training. We then present those competences inherent to retour interpreting and describe the joint edition of a DVD featuring didactic materials and speeches in its initial phases. We finally discuss our experience in the use and evaluation of the teaching materials for the learning and teaching of simultaneous interpreting into B from Spanish into English and into German with the aim of fostering those skills.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42563384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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