The Particulars of Teaching Specialized Translation: A Case Study of Matej Bel University (original) (raw)
Related papers
Translation and interpreting training in Slovakia
Translation and interpreting training in Slovakia, 2021
This book attempts to take stock of the current state and starting points of translation studies at Slovak universities. We would also like to indicate the trajectories of the future direction of translation and interpreting programmes.
Teaching Translation and Interpreting in Slovakia: Is There Anything Other than Levý and Popovic?
European Journal of Contemporary Education, 2016
Institutional translation and interpreting training has a long lasting tradition in Slovakia mainly thanks to such significant translation scholars as Anton Popovič, František Miko, Ján Vilikovský and many others. However the situation has changed after the Velvet Revolution in 1989 and the education needed to start adapting to the new market situation and face new economic conditions. The paper presents the tradition, its main point of departure, describes market conditions and suggests some methods how to improve the training of future translators not neglecting the tradition. It is a very delicate and sensitive issue. But finding the right balance seems to be the effort worth taking. The paper also introduces a project of University Translation Centre which has been designed to tackle this challenge and provide students with variety of practical experience during their studies.
WHAT DOES THE FUTURE HOLD FOR TRANSLATION AND INTERPRETING TRAINING IN SLOVAKIA?
Translation and interpreting training in Slovakia, 2021
This chapter discusses the current possibilities of interpreter and translator training in Slovakia and contemplates possibilities of future development. It proposes the optimal model for translation and interpreting teaching and discusses new possible formats and methods of programme organisation in light of student satisfaction surveys. The chapter also discusses the impacts of the COVID-19 pandemic on interpreter and translator education in Slovakia.
A Tale of Two Cities: Specialised Translator Training at University Level in Poland
Scripta Manent, 2019
The acquisition of specialised language competence is of great interest for teachers and translators alike. Since many modern philology programmes do not make a clear-cut distinction between the two professions and provide English / German / Romance languages students with similar language preparation for future careers, it seems pertinent to consider the way specialised language competence can be shaped during pre-service professional training at university level. Interest in defining and modelling translation competence (TC) goes back to the early 1990's or even the late 1980's. Since then a myriad of TC models have been proposed, differentiated by approach (minimalist, componential) and perspective (didactic, relevance-theoretic, or professional and behavioural). As the body of research into TC has been growing, researchers have not only displayed a clear preference for increasingly extensive multi-component models of TC, each featuring a number of sub-competences but also delved into specific types of translation, e.g. specialised translation. This paper outlines the most important generic and specialised TC models and subsequently, on the basis of course plans, presents how translation competence is developed in translation programmes at two Polish universities.
Teaching Specialised Translation at Polish Universities
& Keywords English: T he translation of specialised texts constitutes an integral part of the translation profession. T his paper analyses the presence of Languages for Special Purposes and Specialised T ranslation T raining in French, Spanish and Italian within the curricula of the largest universities of Poland. However, the term specialised seems to be used intuitively and inconsistently across the data. Curricula were, therefore, analysed to detect the implicit conceptualisation of specialisation. Moreover, the content was classified within such categories as training in general translation, LSP, basic areas of knowledge and translation for different specialised fields. T he conclusion is that the education available in Poland still contains certain deficiencies with regard to well thought-out and consistent planning in T ranslator T raining, although several curricula contain valuable approaches, such as timing: initially LSP, then translation in the same field. Generally speaking, curricula content echoes market demands, with most institutions offering economic and legal translation as the main specialty. Background and aim of the study
Creativity and Innovation in Training English Language Professionals The idea of this volume of CTTL emerged in the ESSE10 (The European Society for the Study of English) conference in August 2010 in Turin, Italy, where the contributors gave papers in the seminar Creativity and Innovation in Training English Language Professionals. The convenors were Dr Anca Greere from Universitatea Babeş-Bolyai, Romania, Dr Mari Pakkala-Weckström from the University of Helsinki, Finland, and Professor Viviana Gaballo from Università di Macerata, Italy. This seminar, in turn, was a continuation of an earlier seminar in the previous ESSE9 conference in 2008, in Aarhus, Denmark (the papers of this seminar are published in Viviana Gaballo (ed). 2009 English in Translation Studies: Methodological Perspectives. eum x Translation Studies). The call for papers for the 2010 seminar was as follows: The seminar invites contributions on topics related to curriculum development, syllabus compilation, methodological planning, materials development and pedagogical interaction tailored to higher education and continuous professional development training in the areas of the ever-growing language industry and its English language component. Language professions such as translator, terminologist, reviser, interpreter, subtitler, dubber etc. are making their way into the curriculum of many European programmes with English Current Trends in Translation Teaching and Learning Vol. IV 2 being omnipresent in the language combinations offered to trainees. To meet the demands of the market and the expectations of trainees without forfeiting academic, research oriented goals, such programmes frequently exhibit an innovative academic/vocational perspective in the variety of training methodologies applied. We welcome debates on methodologies in English specialized professional training displaying adaptability to professional profiles and respective professional competences. The seminar attracted seven papers dealing with several areas of the language industry and education. In the fruitful discussions following the papers, many differences but also similarities between the various programmes and institutions arose. Five of the papers presented at the seminar are published in the present volume. Clare Donovan (ESIT-Sorbonne Nouvelle, Paris) discusses the implications of the increasing use of English as a lingua franca for conference interpreter training in her contribution. She argues that interpreting is still much in demand for several different reasons: institutional, sociological, and political. The standard and quality of the service provided have increased, making greater demands on training institutions. Mike Garant and Juha Eskelinen’s article (University of Helsinki) presents a learner survey of a pilot project for teaching translation based on social constructivism. Ana María Martín Castillejos and María Paz Kindelán Echevarría (Technical University of Madrid – UPM) discuss the role of emotions in the cognitive process of the Spanish students of English at the School of Architecture in Madrid, and the importance of using transfers and code switching in the classroom as part of the process to create trust, essential to consolidate the language learning process in view of developing professional communication skills. In her contribution, Amanda Murphy (Catholic University in Milan) makes a case for the inclusion of modules on how to revise English texts in language programs that prepare students for the professional world, particularly for EU institutions. She presents the use of EuroCom, a parallel monolingual corpus of specialised texts provided by the Editing Unit of the Directorate General for Translation of the European Commission for developing skills in editing specialized texts for students studying International Management at the Catholic University in Milan. Finally, Mari Pakkala-Weckström (University of Helsinki) compares the working methods of two differently evaluated groups of students attending translation courses from English into Finnish at the University of Helsinki. The study strongly implies that the students who were evaluated on a continuous basis spent more time on their homework than those who were evaluated on the basis of an end-of term exam. After a double blind review process, selected papers were published in this volume. There is also a companion website located at: http://www.cttl.org. We would like to express our heartfelt thanks to the following individuals: the writers for submitting their contributions to a blind review process, because without their courage and effort an edited collection like this would not bepossible, and the members of the editorial review board for their thoughtful and timely reviews. I would also like to thank Anni Koho and Evelina Schmuckli for their editorial assistance and Dan Holt for his proofreading and typesetting. We hope the readers will find reading Current Trends in Translation Teaching and Learning both interesting and rewarding. Mikel Garant & Mari Pakkala-Weckström
The aim of this study is to examine abilities and skills that a translator needs to develop in the light of general translation theories and models. Translation contains different mental activities such as language, thinking, problem solving, memory, conceptualization, learning, information processing, perception, understanding, re-expression etc., which makes translation a complex phenomenon. Translator is not a passive element but an expert, who senses, processes the stimuli, signifies, and produces meanings again in another language. In order to make these entire operations a translator should equip herself/ himself with translation skills and abilities. Considering within this context, the topic of skills and abilities translators need to acquire was discussed in the light of the translation competence models created by the PACTE group and Gopferich and general translation theories. It was found out that there are so many different skills (e.g. the National Job Qualifications Authority defined 42 skills for translators) to be acquired which differ in text types, medium, code and field and also new developments in the technology bring with it new required skills to be acquired. Thus the departments of Translation Studies should take these new skills into consideration in the translator training and accordingly plan their academic programs as the world is always changing and so is the translation environment.
Preparing students of translation for the real world: needs, methods, constraints
PEETERS, Jean (ed): On the Relationships between Translation Theory and Translation Practice. Frankfurt, Peter Lang , 2005
We are experiencing a growing need for highly qualified translators. Translator training is thus, equally, becoming more and more important. Training programmes are expected to prepare graduates for the real world of the translation industry. The role and the amount of translation theory in comparison to translation practice is a central issue in this respect. This paper addresses the following questions: What do we understand by translation theory? What do we understand by translation practice? What are the consequences of the answers to the first two questions for translator training in today's university context?