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Title:
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Curriculum Renewal in Translator Training: Vocational challenges in academic environments with reference to needs and situation analysis and skills transferability from the contemporary experience of Polish translator training culture
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Author:
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John Kearns
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Email:
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click here to access email
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Degree Awarded:
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Dublin City University
, PhD in Applied Languages
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Degree Date:
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2006
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Linguistic Subfield(s):
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Translation
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Subject Language(s):
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Polish
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Director(s):
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Heinz Lechleiter
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Abstract:
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This work examines the principles underlying curriculum renewal for the
training of translators. It considers recent work from Translation Studies
on the nature of translation competence, arguing that a more dynamic
understanding of the nature of translation must be reflected in a departure
from traditional transmissionist pedagogical practices. Consideration of
these issues in a curricular framework must also acknowledge the
ideological potential of curricula themselves to prioritise certain
relationships between the learner and society, relationships which are
investigated from the perspective of a socially situated view of the
translator. With regard to determining curricular orientation, a
methodology of needs and situation analysis is suggested as a means of
profiling essential characteristics of the translator’s work in specific
contexts, informed by such issues as changing notions of translation,
changing employment norms in the language services sector, locally
prevailing norms in the educational environment, etc. Major issues
impacting on the situational consideration of needs in translator training
are examined, in particular the way in which the vocational / academic
dichotomy may problematise training in academic environments. The notion of
skills transferability is presented as a theme which is important both to
the training of translators and to maximising social reconstructionist
potentials in university curricula. In the final chapter, the issues
presented in the first three chapters are discussed in relation to the
challenges facing translator training in Polish universities with the
implementation of Bologna Process reforms. In particular, Polish notions of
academic and vocational education are analysed and the experience of one
particular university philology is presented as a case study. The
conclusion takes the themes discussed in the work and presents them in
terms of the opposition between ‘training translators’ and ‘teaching
translation.’ Future research trajectories are also proposed.
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