Didactics of Translation

The aim of the course is to familiarize students with the most important theoretical views on translation didactics and make them develop a critical spirit regarding the ways of their application. In this context, the main approaches to teaching methods, namely the teacher-centred and the student-centred-collaborative approaches, are presented, their advantages and differences are examined, and the possibilities of combining elements thereof are explored with the aim to forming a functional, interactive, and collaborative framework of teaching. The main teaching approaches, namely the process-oriented and the product-oriented approaches, their advantages and differences, and the possibilities for their combined application are also discussed.

Upon successful completion of the course, the students will be able to:

• Understand the content of the basic methods of translation didactics.
• Understand the advantages and differences between different teaching methods.
• Critically reflect on the link between curricula and the labour market.
• Understand and evaluate methods of enhancing translation competence.
• Understand error as a pedagogical tool for enhancing translation competence.
• Understand the relationship between theory and practice of translation.
• Understand the difference between education and training.
• Understand the importance of the cultural and situational context, the translation brief, the extra-textual factors and the purpose (Skopos) for the way translation is taught.

Week 1: Introduction to the subject of translation didactics - Presentation of the basic pedagogical methods.

Week 2: Analysis of the concepts of "professional" and "semi-professional" translator - Characteristics and differences thereof.

Week 3: Process- and product-oriented teaching.

Week 4: The extra-textual factors, Skopos, translational action, and the translation brief as teaching tools.

Week 5: Translation problem and translation error as teaching tools.

Week 6: Translation competence: definitions and characteristics.

Week 7: Methods of enhancing translation competence.

Week 8: Creativity in translation: definitions and characteristics.

Week 9: Methods of enhancing translational creativity.

Week 10: Methods of students assessment.

Week 11: Translation and the labour market: convergences and divergences.

Week 12: The translator and the labour market: negotiating with the customers.

Week 13: Curricula and the labour market: relations and interactions.

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In the classroom.

Except for the first two lessons where the lecturer presents the way the course will be conducted and the basic didactical methods, the course is conducted through an interactive discussion following the presentation of a thematic unit by one student at a time.

Use of ICT in teaching.

Evaluation is through written essays in a two-stage process. The students, having chosen the topic to be analysed after discussion with the teacher, present their work before the whole class, explaining the topic to be developed and the way they worked. The aim of this stage is to evaluate through an interactive discussion the way in which the students have approached their topic, and to improve their essay through the comments made by the participants (lecturer and students). At this stage, the evaluation concerns the process and the management of the literature resources. Subsequently, the assignments are handed in to the lecturer after having been completed within a reasonable deadline. The evaluation of the final deliverable is product-oriented.