Alfabetización Academica, Géneros y Competencias: Un Modelo Didáctico Para La Enseñanza Del Inglés a Estudiantes De Traducción (original) (raw)
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The challenges of designing a textual corpus to develop translation students’ academic literacy
2019
This work discusses the progress of Research Project J031, Alfabetización Académica y Tipologías Textuales en la Enseñanza del Inglés para la Traducción (2018-2021), whose aims are the compilation of an English-language authentic-text corpus for the design of didactic materials to advance translation students' academic competences in English. The theoretical-methodological framework of this work, like that of the Project J031, is anchored in Academic Literacy (AL) studies (largely Bazerman's Writing Across the Curriculum movement), Genre Theory, and the conception of teaching English in translator training as English for Specific Purposes. A discussion of the findings so far accounts for the benefits of the elaboration of a corpus of authentic texts for the development of learners' AL and translation competence; and presents two elements for the analysis of the corpus: a classification tool and a taxonomy for text annotation. As preliminary conclusions, it is hoped this work contributes to the enhancement of students' translation strategies and to the strengthening of links between theory, practice and research in AL and translator training.
The Significance of Translation Literacy in the Higher Education Classroom
The UWI Quality Education Forum, 2020
Previous research within academic literacies has established that "disciplinary discourses are historically situated and contested(able)" (Lillis and Tuck 2016, 33), thus challenging unitary notions of academic writing, and opening the door to new pedagogical approaches to support higher education students through this challenge. In this context, this paper suggests the significance of translation literacy, which is understood here as an academic skill, a language and culture awareness learning process, and a discourse practice essential to the international higher education context as a whole, and the multilingual Caribbean region in particular. This paper argues that translation literacy allows the student to better recognise the specificities of different textual genres, and to understand disciplinary discourses as historically, culturally and linguistically situated, raising the students' intercultural awareness in a multilingual world at large.
The paper deals with the issue of forming students' linguistic and cultural competence via the integration of courses in Linguistics and Culture Studies into the Bachelor's Programme in Translation and Interpretation Studies for undergraduate students. To grant a well-grounded inference the authors have built a model that discovers the peculiarities of integrative linguistic and cultural approach to teaching the soon-to-be translators and interpreters, the ones who do not only speak several languages fluently but demonstrate complete awareness of their cultural background. A number of fundamental research reports referred to in the article have proved that the core concept of Linguistics and Culture Studies integration lies in the axiological and semantic properties of the language and culture coded in Art as a cultural activity. The authors outline the structural components of the integrative competence-building model and provide teachers with technologies that determine the proper students' learning outcomes in academic Translation and Interpretation Studies. The model is being successfully realized within a cluster of courses in Country and Culture Studies as well as in English Oral and Written Speech Practice classes at the Faculty of Translation and Interpretation Studies and World Cultural Heritage (Kazan Federal University, Russian Federation). Thus the report reveals the results of the research that is unique for its theoretical approach and supported by twenty years of practice and observations of the authors in the academic environment. The students' performance analysis and the findings yield the conclusion that the integrative and interactive model appears crucial for building the students' professional skills and awareness of social and cultural significance of their vocation.
Iranian Journal of English for Academic Purposes, 2020
Translation and interpreting in the modern world of the 21st century are markedly different from the traditional practice. In recent decades, universities and institutions worldwide have moved toward modifying their curricula accordingly. One significant popular step taken so far is the adoption of a Competence-based Approach to teaching translation and interpreting. The present study, as a narrow part of a PhD dissertation on translation and interpreting competence, is a qualitative research using documentary analysis to figure out the components of translation and interpreting competence. To this end, this study investigated the major translation and interpreting competence models (47 translation and 35 interpreting models as the corpus or material) as structured texts. The descriptive content analysis of the data indicated distinct competences as well as common core competences between translation and interpreting, inductively suggesting that universities and institutions develop different curricula for the respective programs so they can train individuals based on the standards of the market.
Defining and Developing Translation Competence for Didactic Purposes
Handbook of Research on Teaching Methods in Language Translation and Interpretation
This chapter provides an outline of the main issues concerning the conceptualisation and modelling of Translation Competence (TC) and proposes the adoption of a product-based definition for didactic purposes. Such definition is based on an empirical longitudinal product-oriented study on TC aiming to identify possible textual features and conventions that can be related to the translator's level of competence. The preliminary results from this longitudinal study presented in this chapter appear to suggest the existence of a possible relation between specific textual and procedural patterns and the participants' translation experience. Such patterns could provide translator trainers and trainees with a set of pragmatic indications for the definition and achievement of specific learning goals and could potentially serve as predictive developmental hypotheses in translator training.
Translation Studies as Academic Education
People with the same linguistic competence and background show different translation abilities and performances if subjected to different types of translation education. The paper reports on a study conducted to test this hypothesis. In the study, 20 subjects (the experimental group) were selected homogenously in terms of their general English skills, their educational background, and their familiarity with the practice of translation. They were given a pre-test so as to be evaluated on their language and translational skills, in the four domains of cognition, production, naturalness, and translation techniques. The subjects attended a course during which they became familiar with the basics of translation. A post-test (post-test 1) was administered to the subjects to check their improvement. The results showed that their performance had improved. A new test was administrated, with new (unseen) texts and the results again showed an increase in performance (post-test 2). This final test was given to a new group of subjects (control group) selected using the same criteria as the experimental group. The subjects who had taken a brief translation course (the experimental group) stood head and shoulders above the second (control) group.
Applied Linguistics in Academic Literacy 1
It is widely agreed that in teacher training courses, the development of academic writing as a linguistic macro-skill of production gains increasing relevance in the lives of students and future researchers and professionals of the language. Academic Literacy (AL), however, goes beyond that, engaging the trainees in the development of other competences, being academic writing but one aspect of the process. AL in ELT vocational courses in Argentina is ever more complex for it is aimed at not only training students to belong to a scientific/discourse community that requires them to develop specific disciplinary knowledge skills and thinking patterns, our students are also in the process of becoming proficient users of EFL, the means for development and the object of study in their professional life. In this regard, academic writing itself should be understood as the powerful epistemological tool it is for constructing disciplinary knowledge; writing as the means to gain and get hold of, transform and communicate knowledge about this foreign language. Applied linguistics and the implementation of pedagogical corpus applications in ELT-training courses at university has provided enhanced teaching strategies likely to foster the development of a) trainees' knowledge of EFL; b) writing as a macro-skill, and c) the target academic culture of research. This paper is a report on an experience incorporating the advances of applied linguistics and the analysis of digitized corpora in a writing course for teacher training students with a B2 level of proficiency. Fostering a nascent but significant research culture as the defining aspect of the target community, the implementation of simple research strategies to elucidate the uses of different lexico-grammatical items in digitalized genuine academic texts has helped them gain knowledge about the system of the language while promoting a gradual progress towards autonomy.
2020
Translation and interpreting in the modern world of the 21st century are markedly different from the traditional practice. In recent decades, universities and institutions worldwide have moved toward modifying their curricula accordingly. One significant popular step taken so far is the adoption of a Competence-based Approach to teaching translation and interpreting. The present study, as a narrow part of a PhD dissertation on translation and interpreting competence, is a qualitative research using documentary analysis to figure out the components of translation and interpreting competence. To this end, this study investigated the major translation and interpreting competence models (47 translation and 35 interpreting models as the corpus or material) as structured texts. The descriptive content analysis of the data indicated distinct competences as well as common core competences between translation and interpreting, inductively suggesting that universities and institutions develop...
Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, 2022
For the last twenty years, academic literacy in higher education has been a major area of interest for many researchers. In Latin America, the initiatives for the development of students’ writing in tertiary education began in the 2000s and range from pedagogical proposals and writing manuals to the creation of writing centers (Arango & Avila, 2020). This study is set in Armadillo Lab, a recently created writing center at a Chilean university, which offers academic writing tutorials to undergraduate and graduate students in Spanish and English, a language that no other writing center in the country caters to. This quantitative and qualitative study includes 16 tutees over 13 months and the inductive analysis of 33 samples. It seeks to determine the genres students write, analyze tutees’ written production, describe the support they received, and show the impact of the tutorials in their writing. Findings revealed a range of academic and professional genres, which were more common at...
This article presents a case study that analyzes the academic literacy practices of a Mexican undergraduate student of applied linguistics. The study was conducted in an eight-month period during which the participant wrote a thesis and other related academic texts, in English and Spanish. Previous research has examined the difficulties of writing a thesis. However, the process through which writers create other disciplinary texts from the thesis has received scarce attention. This qualitative study focused on what the writer did with texts and what the writing activities meant to her as she tried to enter a disciplinary community. Data examined included the texts created by the participant, semi-structured interviews, researcher field notes, and messages from an editor and a reviewer. The article interprets the difficulties the young scholar experienced as a legitimate peripheral participant and suggests the role that a tutor may play in addressing those difficulties. Resumen Este artículo presenta un estudio de caso que analiza las prácticas de alfabetización académica de una estudiante Mexicana de licenciatura en lingüística aplicada. El estudio se realizó durante ocho meses en los que la participante escribió una tesis y otros textos derivados, en ingles y español. Estudios anteriores han investigado las dificultades que tienen los estudiantes para escribir una tesis. Sin embargo, el proceso a través del cual se crean otros textos académicos a partir de la tesis, ha sido escasamente estudiado. Este estudio cualitativo examinó lo que la participante hizo con los textos y el sentido que le dio a su escritura al tratar de entrar a una comunidad disciplinaria. El análisis incluyó los textos producidos por la participante, entrevistas semi-estructuradas, las notas de un diario de campo y los mensajes de un editor y un revisor. El artículo interpreta las dificultades que experimentó la joven académica como legítima participante periférica y sugiere el rol que puede tomar el asesor para contribuir a resolver esas dificultades.