Originating at an international forum held at the University of Vic (Spain), the twelve essays collected here attest to important changes in translation practice and the assumptions which underpin them. Leading theorists respond to the state of Translation Studies today, particularly the epistemological dilemma between theories that are empirically oriented and those that are inspired by developments in Cultural Studies.

But the volume is also practical. Experienced instructors survey existing pedagogies at translator/interpreter training programs and explore new techniques that address the technological and global challenges of the new millennium. Among the topics considered are: how to use translation technology in the classroom, how to construct a syllabus for a course in audiovisual translating or in translation theory, and how to develop guidelines for a program for community interpreters or conference interpreters.

The contributors all assume that translation, whether written or oral, does not occupy a neutral space. It is a cross-cultural exchange that produces far-reaching social effects. Their essays significantly advance the theoretical and practical understanding of translation along these lines.

Table of contents

Acknowledgments p.9

List of contributors p.11

Foreword Eugene A. Nida pp.13–14

Introduction Martha Tennent pp.15–25

Part I. Training programmes: The current situation and future prospects p.1 1. Training translators: Programmes, curricula, practices Margherita Ulrych pp.3–33 2. Training interpreters: Programmes, curricula, practices Helge Niska pp.35–64

Part II. Pedagogical strategies p.65

3. Minding the process, improving the product: Alternatives to traditional translator training Maria González Davies pp.67–82 4. Audiovisual translation Francesca Bartrina and Eva Espasa Boras pp.83–100 5. Computer-assisted translation Richard Samson pp.101–126 6. Teaching conference interpreting: A contribution Daniel Gile pp. 127–151 7. Training interpreters to work in the public services Ann Corsellis pp.153–173

Part III. The relevance of theory to training p.175

8. Theory and translator training Francesca Bartrina pp.177–189 9. Causality in translator training Andrew Chesterman pp.191–208 10. Training functional translators Christiane Nord pp.209–223 11. The ethics of translation in contemporary approaches to translator training Rosemary Arrojo pp.225–245

Part IV. Epilogue p.247

12. Deschooling translation: Beginning of century reflections on teaching translation and interpreting Michael Cronin pp.249–265

Index pp. 267