A project-based methodology in translator training
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Rosemary Mitchell-Schuitevoerder
Abstract
The project-based methodology in this paper takes its examples and data from a case-study in the translation and technology module of a post-graduate degree course in Translation Studies at Durham University (UK). The paper argues that a project-based methodology with its student-centered and reflective approach not only leads to an enhanced awareness of learning, but also develops professional skills and competences. The students’ selection, evaluation and problem-solving skills are developed in a framework of ‘tasks’ and interrelated comprehensive learning units. In addition, it is demonstrated how group work, action research, group discussions, and blogs encourage reflection, and thus move the learning process forward towards a critical mind that is essential in the professional translation world of today.
Abstract
The project-based methodology in this paper takes its examples and data from a case-study in the translation and technology module of a post-graduate degree course in Translation Studies at Durham University (UK). The paper argues that a project-based methodology with its student-centered and reflective approach not only leads to an enhanced awareness of learning, but also develops professional skills and competences. The students’ selection, evaluation and problem-solving skills are developed in a framework of ‘tasks’ and interrelated comprehensive learning units. In addition, it is demonstrated how group work, action research, group discussions, and blogs encourage reflection, and thus move the learning process forward towards a critical mind that is essential in the professional translation world of today.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- Who’s who and what’s what in Translation Studies 7
- Translation in the network economy 29
- Many tracks lead to the goal 49
- Triangulating translational creativity scores 63
- Translation revision 87
- Understanding variability in interpreting quality assessment 103
- A project-based methodology in translator training 127
- Incorporating translation technology in the classroom 143
- Tracing marked collocation in translated and non-translated literary language 167
- Eye tracking sight translation performed by trainee interpreters 189
- “Who are they ?” 207
- The power of voice in translated fiction 223
- The author strikes back 247
- Les sources de la traduction et leur valeur heuristique en Histoire : hégémonie vs dissidence du discours médical (Espagne, début du XXe siècle) 267
- Zur Münchhausen-Rezeption in Portugal 283
- Index 295
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
- Who’s who and what’s what in Translation Studies 7
- Translation in the network economy 29
- Many tracks lead to the goal 49
- Triangulating translational creativity scores 63
- Translation revision 87
- Understanding variability in interpreting quality assessment 103
- A project-based methodology in translator training 127
- Incorporating translation technology in the classroom 143
- Tracing marked collocation in translated and non-translated literary language 167
- Eye tracking sight translation performed by trainee interpreters 189
- “Who are they ?” 207
- The power of voice in translated fiction 223
- The author strikes back 247
- Les sources de la traduction et leur valeur heuristique en Histoire : hégémonie vs dissidence du discours médical (Espagne, début du XXe siècle) 267
- Zur Münchhausen-Rezeption in Portugal 283
- Index 295
