Kiraly Towards Authentic Experiential Learning in Translator Education

1. Auflage 2015
ISBN: 978-3-8470-0495-0
Verlag: V&R unipress
Format: PDF
Kopierschutz: 0 - No protection

E-Book, Englisch, 207 Seiten

This volume deals with the theory and practice of incorporating authentic experiential work into curricula for the education of professional translators and interpreters. The contributions deal with a wide variety of topics in this domain, extending from the foundations of experiential learning in pedagogical epistemology to discussions of exemplary experiments with the use of authentic project work at leading translator and interpreter education institutions in Germany, Spain and Switzerland. Matters of educational philosophy, curriculum design as well as instructional design are dealt with, and the wide range of focal points and perspectives of the various authors provides a multi-facetted view of authentic project work that has so far been lacking in translation pedagogy literature.

Autoren/Hrsg.

Kiraly, Don

Weitere Mitwirkende

Hagemann, Susanne

Hofmann, Sascha

Way, Catherine

Massey, Gary

Brändli, Barbara

Pacheco Aguilar, Raquel

Cnyrim, Andrea

Dingfelder Stone, Maren

Wiedmann, Marcus

Rüth, Lisa

Canfora, Carmen

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Geisteswissenschaften Sprachwissenschaft Übersetzungswissenschaft, Translatologie, Dolmetschen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1;Title Page;3
2;Copyright;4
3;Table of Contents;5
4;Body;7
5;Acknowledgements;7
6;Preface;9
7;Raquel Pacheco Aguilar (University of Mainz/Germersheim): Chapter 1: The Question of Authenticity in Translator Education from the Perspective of Educational Philosophy;13
7.1;Introduction;13
7.2;Learning in Translator Education;14
7.3;Authentic Translator Education;18
7.4;The Ecology of Translator Education;23
7.5;The Teleology of Translator Education;25
7.6;A Matter of Qualification? Curriculum Development;25
7.7;A Matter of Socialization? Transmitting Traditions;26
7.8;A Matter of Cultivation? Authentic Translator Education;27
7.9;Conclusion;28
7.10;Works Cited;29
8;Susanne Hagemann (University of Mainz/Germersheim): Chapter 2: (Non-).Professional, Authentic Projects? Why Terminology Matters;33
8.1;Works Cited;48
9;Don Kiraly (University of Mainz/Germersheim): Chapter 3: Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or Complementary Worldviews?;53
9.1;1. Empirico-Rationalism: A Cornerstone of Folk Pedagogy (which in turn is a cornerstone of contemporary translator education);54
9.2;2. Social Constructivism: Beyond Instructionism and Radical Constructivism;58
9.3;3. From Teaching and Acquisition to an Emergent Learning Perspective in the Post-positivist Era;60
9.4;Works Cited;65
10;Don Kiraly and Sascha Hofmann (University of Mainz/Germersheim): Chapter 4: Towards a Postpositivist Curriculum Development Model for Translator Education;67
10.1;1. Introduction;67
10.2;2. Shifting attitudes towards workplace practice within translator education;68
10.3;3. Translator competence and competencies revisited;72
10.4;4. A Case for (Further) Pragmatic Abduction in the Study of Translator Competence;73
10.5;5. A fresh look at the Dreyfus model of skill acquisition;76
10.5.1;The novice stage;77
10.5.2;The competent stage;77
10.5.3;The proficient stage;78
10.5.4;The expert stage;78
10.6;6. Chesterman's Application of the Dreyfus Model;79
10.7;7. Towards the Dynamic Modelling of Translator Competence Development;81
10.8;8. Competence and the Work Placement;83
10.9;Works Cited;86
11;Don Kiraly, Lisa Rüth, Marcus Wiedmann (University of Mainz/Germersheim): Chapter 5: Enhancing Translation Course Design and Didactic Interventions with E-Learning;89
11.1;1. The genesis of a Moodle project in a Translation Studies degree programme;89
11.2;2. Three Moodle course facilitators with disparate educational backgrounds;90
11.3;3. The three project courses: from simple to complicated to complex;92
11.3.1;3.1 An introduction to CAT tools for translators (BA);92
11.3.2;3.2 Moodle in a specialized translation practice class (advanced BA level);96
11.3.3;3.3 An authentic translation project (advanced MA);101
11.3.3.1;Students' reflective comments: the Moodle blog in Don's authentic project course;104
11.4;4. Moodle: A Way Forward for Translator Education?;107
11.5;Works Cited;111
12;Maren Dingfelder Stone (University of Mainz/Germersheim): Chapter 6: Authenticity, Autonomy, and Automation: Training Conference Interpreters;113
12.1;1. Authenticity and Autonomy: Creating Pre-Professional Authentic Learning Experiences;114
12.1.1;1.1 The Friday Conference as a Lifelike Training Option: Premises;114
12.1.2;1.2 Learning Benefits: Autonomy and Authenticity;116
12.2;2. Automation and Autonomy: Creating Autonomous Learning Options for Self-Study;119
12.2.1;2.1. MOPSI as an Online Self-Study Tool: Premises;119
12.2.2;2.2 Learning Benefits: Autonomy and Automation;123
12.3;3. Final Thoughts;125
12.4;Works Cited;126
13;Andrea Cnyrim (Karlsruhe University of Applied Sciences): Chapter 7: Developing Intercultural Competence through Authentic Projects in the Classroom;129
13.1;1. The Concept of the Translator's Intercultural Competence;130
13.2;2. Which Approach to Intercultural Competence is Most Useful for Translators?;132
13.3;3. What Are the Specific Characteristics of the Translator's Intercultural Competence?;133
13.4;4. A Developmental Model of the Specific Intercultural Competence of Translators and Interpreters;135
13.5;5. Classroom Projects and the Development of Necessary Competences;136
13.5.1;5.1 Intercultural Teams;139
13.5.2;5.2 Culture and Expectations towards Children;139
13.5.3;5.3 Focused Research Methods for the Specific Needs of the Task;140
13.5.4;5.4 (Corporate) Social Responsibility;141
13.6;6. Conclusion;141
13.7;Works Cited;143
14;Catherine Way (University of Granada): Chapter 8: Intra-University Projects as a Solution to the Simulated/Authentic Dilemma;147
14.1;1. Introduction;147
14.2;2. Translator Competence;150
14.3;3. Designing an Intra-University Project: Translation and International Private Law;150
14.3.1;3.1 Putting the Pilot Project into Practice;152
14.3.2;3.2 Pilot Project Evaluation and Results;153
14.4;4. The Translation and Comparative Law Project;155
14.5;5. Conclusions;157
14.6;Works Cited;158
15;Carmen Canfora (University of Mainz/Germersheim): Chapter 9: Assessing Learning in Heterogeneous Learning Groups in Translator Training – A Role for Portfolios;161
15.1;1. Introduction;161
15.2;2. Implementation of the portfolio concept in translation didactics;163
15.3;3. Assessment of the portfolio concept;167
15.3.1;3.1 Analysis of learning curves;168
15.3.2;3.2 Questionnaire analysis;171
15.4;4. Discussion of findings;173
15.5;Works Cited;174
16;Gary Massey and Barbara Brändli (Zurich University of Applied Sciences/Winterthur): Chapter 10: Collaborative feedback flows and how we can learn from them: investigating a synergetic learning experience in translator education;177
16.1;1. Introduction;177
16.2;2. Background: the emergence of expertise in the situated event of translation;180
16.3;3. Study design;182
16.3.1;3.1. Context and infrastructure;182
16.3.2;3.2. Participants;182
16.3.3;3.3. Translation assignment and client;183
16.3.4;3.4. Structure and roles;183
16.3.5;3.5. Interactional spaces;184
16.3.6;3.6. Data collection for the research study;184
16.3.6.1;3.6.1. Peer and self-assessment questionnaires;184
16.3.6.2;3.6.2. Learning journals;185
16.3.6.3;3.6.3. Concluding plenary discussion and questionnaire;186
16.3.6.4;3.6.4. Client and teacher statements;186
16.4;4. Results;186
16.4.1;4.1. Client, teacher and student comments;186
16.4.2;4.2. Student peer assessment;188
16.4.3;4.3. Student self-assessment;188
16.4.4;4.4. Student learning journals;190
16.5;5. Discussion;194
16.6;6. Conclusion;196
16.7;Works Cited;197
17;Epilogue;201
18;Contributors;205