Didactics of Translation


Teachers: Kelandrias Panagiotis
Code: SOT222
Category: Specific Background
Type: Elective
Level: Postgraduate
Language: Greek
Delivery Method: Lectures
Semester: 2nd
ECTS: 10
Teaching Units: 10
Teaching Hours: 2

Short Description:

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.


Objectives - Learning Results:

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.

Syllabus:

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, the Skopos 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: Methods of student assessment.

Week 9: Translation and the labour market: convergences and divergences.

Week 10: Curricula and the labour market: relations and interactions.


Recommended Bibliography:

Anderman, Gunilla & Rogers, Margaret (2000). “Translator Training between Academia and Profession: A European Perspective”. Ch. Schäffner & B. Adab (Eds.). Developing Translation Competence. Amsterdam/Philadelphia: John Benjamins Publishing Co. 63-76.

Angelone, Erik (2010). “Uncertainty, uncertainty management, and metacognitive problem solving in the translation task”. G.M. Shreve & e. Angelone (Eds.). Translation and Cognition. Amsterdam/Philadelphia: John Benjamins Publishing Co. 17.40.

Arrojo, Rosemary (2005). “The ethics of translation in contemporary approaches to translator training”. M. Tennent (Ed.). Training for the New Millennium. Pedagogies for translation and interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Co. 225-248.

Bernardini, Silvia (2004). “The theory behind the practice”. K. Malmkjær (Ed.). Translation in Undergraduate Degree Programmes. Amsterdam/Philadelphia: John Benjamins Publishing Co. 17-29.

Calzada Pérez, Maria (2005). “Applying Translation Theory in Teaching”. New Voices in Translation Studies 1. 1-11.

Chesterman, Andrew (2000). “Teaching strategies for emancipatory translation”. C. Schäffner & B. Adab (Eds.). Developing Translation Competence. Amsterdam/Philadelphia: John Benjamins Publishing Co. 77-89.

Dam-Jensen, Helle (2012). “Decision-making in Translation. A Pilot Study of Students’ Translation Processes”. Fachsprache 3-4. 146-164.

Dancette, Jeanne (2000). “Process-Oriented Research in Translation”. N. Rastogi-Vasandani (Ed.). The Translation Initiative – Teaching and Training. Hyderabad. 130-146.

Durban, Chris & Martin, Tim & Mossop, Brian & Schwartz, Ros & Searls-Ridge, Courtney (2003). “Translator training & the real world: Concrete suggestions for bridging the gap”. Translation journal 7(1). 1–35.

Fox, Olivia (2000). “The Use of Translation Diaries in a Process-Oriented Translation Teaching Methodology”. Ch. Schäffner & B. Adab (Eds.). Developing Translation Competence. Amsterdam/Philadelphia: John Benjamins Publishing Co. 114-130.

Fraser, Janet (2000). “What Do Real Translators Do? Developing the Use of TAPs from Professional Translators”. S. Tirkkonen-Condit & R. Jääskeläinen (Eds.). Tapping and Mapping the Processes of Translation and Interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Co. 111-122.

Gile, Daniel (2009). Basic Concepts and Models for Interpreter and Translation Training. Amsterdam/Philadelphia: John Benjamins Publishing Co.

González Davies, María (2004a). “Undergraduate and postgraduate translation degrees. Aims and expectations”. K. Malmkjær (Ed.). Translation in Undergraduate Degree Programmes. Amsterdam/Philadelphia: John Benjamins Publishing Co. 67-81.

González Davies, María (2004b). Multiple Voices in Translation Classroom. Amsterdam/Philadelphia: John Benjamins Publishing Co.

González Davies, María (2005). “Minding the process, improving the product. Alternatives to traditional translator training”. M. Tennent (Ed.). Training for the New Millennium. Pedagogies for translation and interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Co. 67-82.

Gouadec, Daniel (2007). Translation as a Profession. Amsterdam/Philadelphia: John Benjamins Publishing Co.

Hörmann, Patricia (1992). “Introducing theory in a course of translation: a Chilean case study”. Teaching Translation and Interpreting. Training, Talent and Experience. Amsterdam/Philadelphia: John Benjamins Publishing Co. 57-62.

Jääskeläinen, Ritta & Kujamäki, Pekka & Mäkisalo, Jukka (2011). “Towards professionalism or against it? Dealing with the changing world in translation research and translator education”. Across Languages and Cultures 12(2). 143–156.

Katan, David (2011). “Occupation or profession: A survey of the translators’ world”. R. Sela-Sheffy & M. Schlesinger (Eds.). Identity and Status in the Translational Profession. Amsterdam/Philadelphia: John Benjamins Publishing Co. 65-88.

Kearns, John (2012). “Curriculum Ideologies in Translator and Interpreter Training”. S. Hubscher-Davidson & Michal Borodo (Eds.). Global Trends in Translator and Interpreter Training. London/New York: Continuum. 11-30.

Kiraly, Donald C. (1995). Pathways to Translation: Pedagogy and Process Translation Studies. Kent/Ohio/London, England: Kent State University Press.

Kiraly, Donald C. (2000). A Social Constructivist Approach to Translator Education; Empowering the Translator. Manchester: St. Jerome Publishing.

Kiraly, Donald C. (2001). A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. London: Routledge.

Kiraly, Donald (2012). “Skopos Theory Goes to Pracxis: Puerposeful Translation and Emergent Translation Project”. mTm. A Translation Journal 4. 119-144.

Kuprs-Losereit, Sigrid (1985). “The problem of translation error evaluation”. Ch. Tietford & A.E. Hieke (Eds.). Translation in Foreign Language Teaching and Testing. Tübingen: Gunter Narr. 169-179.

Kussmaul, Paul (1993). Training the Translator. Amsterdam/Philadelphia: John Benjamins Publishing Co.

Lederer, Marianne (2007). “Can Theory Help Translator and Interpreter Trainers and Trainees?”. The Interpreter and Translator Trainer 1(1). 15-35.

Lee-Jahnke, Hannelore (2005). “New Cognitive Approaches in Process-Oriented Translation Training”. META 50(2). 359-377.

Li, Defeng (2007). “Translation curriculum and pedagogy: Views of administrators of translation services”. Target 19(1). 105-133.

Lörscher, Wolfgang (1994). “Process-Oriented Research into Translation and Implications for Translation Teaching”. Lettras 8. 38-54.

Mackenzie, Rosemary (2004). “The competencies required by the translator’s roles as a professional”. K. Malmkjær (Εd.). Translation in Undergraduate Degree Programmes. Amsterdam/Philadelphia: John Benjamins Publishing Co. 31-38.

Malkiel, Brenda (2006). “The effect of translator training on interference and difficulty”. Target 18(2). 337-366.

Malmkjær, Kirsten (2004). “Translation as an academic discipline”. K. Malmkjær (Εd.). Translation in Undergraduate Degree Programmes. Amsterdam/Philadelphia: John Benjamins Publishing Co. 1-8.

Mitchell-Schuitevoerder, Rosemary (2013). “A project-based methodology in translator training”. C. Way & S. Vabdepite & R. Meylaerts & M. Bartolomiejczyk (Eds.). Tracks and Treks in Translation Studies. Amsterdam/Philadelphia: John Benjamins Publishing Co. 127-142.

Mossop, Brian (1999). “What should be taught at translation school?”. Innovation in translator and interpreter training. .

Nord, Christiane (1992). “Text Analysis in Translator Training”. C. Dollerup & A. Loddegaard (Eds.). Teaching Translation and Interpreting. Training, talent and Experience. Amsterdam/Philadelphia: John Benjamins Publishing Co. 39-48.

Nord, Christiane (22001). Translation as a Purposeful Activity. Functionalist Approaches Explained. Manchester: St. Jerome Publishing.

Nord, Christiane (2005a). “Training functional translators”. M. Tennent (Ed.). Training for the New Millennium. Pedagogies for translation and interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Co. 209-223.

Oittinen, Riitta (1992). “Teaching Translation of Fiction – A Dialogic Point of View”. C. Dollerup & A. Loddegaard (Eds.). Teaching Translation and Interpreting. Training, talent and Experience. Amsterdam/Philadelphia: John Benjamins Publishing Co. 75-80.

Pym, Anthony (1992). “Translation Error Analysis and the Interface with Language and Teaching”. C. Dollerup & A. Loddegaard (Eds.). Teaching Translation and Interpreting. Training, talent and Experience. Amsterdam/Philadelphia: John Benjamins Publishing Co. 279-290.

Pym, Anthony (1993). Epistemological Problems in Translation and its Teaching. Calceit: Edicions Caminade.

Pym, Anthony (2011). “Translator training”. K. Malmkjær & K. Windle (Eds.). The Oxford Handbook of Translation Studies, Oxford: Oxford University Press. 313-322.

Robinson, Douglas (1997). Becoming a Translator: An Accelerated Course. London and New York: Routledge.

Schäffner, Christina (2004). “Developing professional translation competence without a notion of translation”. K. Malmkjær (Εd.), Translation in Undergraduate Degree Programmes. Amsterdam/Philadelphia: John Benjamins Publishing Co. 113-126.

Schopp, Jürgen F. (2006). “How Good is an Authentic Commission for Teaching Translation?”. Translation Ireland. New Vistas in Translator and Interpreter Training 17(1). Torino: Trauben.

Snell-Hornby, Mary (1992). “The professional translator of tomorrow: language specialist or all-round expert?”. C. Dollerup & A. Loddegaard (Eds.). Teaching Translation and Interpreting. Training, talent and Experience. Amsterdam/Philadelphia: John Benjamins Publishing Co. 9-22.

Superceanu, Rodica (2004). “Translation procedures: A didactic perspective”. Perspectives 12(3). 194-207.

Tirkkonen-Condit, Sonja (1989). “Professional vs. non-professional translation: A think-aloud protocol study”. C. Séguinot (Εd.). The translation process. Toronto: H.G. Publications. 73–85.

Tirkkonen-Condit, Sonja (1996). “What is in the black box? Professionality in translational decisions in the light of TAP research”. A. Lauer & W. Wilss (Eds). Übersetzungswissenschaft im Umbruch: Festschrift für Wolfram Wills zum 70. Geburtstag. Tübingen: Gunter Narr Verlag. 251–256.

Ulrych, Margherita (2005). “Training translators: Programmes, curricula, practices”. M. Tennent (Ed.). Training for the New Millennium. Pedagogies for translation and interpreting. Amsterdam/Philadelphia: John Benjamins Publishing Co. 3-34.

Vienne, Jeanne (2000). “Which Competences Should We Teach to Future Translators, and How?”. Ch. Schäffner & B. Adab (Eds.). Developing Translation Competence. Amsterdam/Philadelphia: John Benjamins Publishing Co. 91-100.

Washbourne, Kelly (2015). “Learning to Fail: Unsuccessful Translation as Pedagogical Resource”. Current Trends in Translation Teaching and Learning E 2. 285-320.

Δημητρούλια, Τιτίκα. (2010). “Οι νέες τεχνολογίες στη Διδακτική της μετάφρασης”. Ε. Λάμπρου & Γ. Φλώρος (Επιμ.). Η Διδακτική της μετάφρασης στον ελληνόφωνο χώρο: σύγχρονες τάσεις και προοπτικές. Αθήνα: Ελληνικά Γράμματα. 192-209.

Κελάνδριας, Παναγιώτης (2016). Λειτουργική διδακτική της Μετάφρασης. Αθήνα: Δίαυλος.

Παριανού, Αναστασία (2010). “Διδακτική της ειδικής μετάφρασης: λειτουργική προσέγγιση και περιφερειακές γλώσσες”. Ε. Λάμπρου & Γ. Φλώρος (Επιμ.). Η Διδακτική της μετάφρασης στον ελληνόφωνο χώρο: σύγχρονες τάσεις και προοπτικές. Αθήνα: Ελληνικά Γράμματα. 95-114.


Teaching and Learning Methods:

Face-to-face/ 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.


Grading and Evaluation Methods:

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.

Updated: 16-07-2022

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