Abstract:As part of discourse in the social sciences, economics textbooks written in English in which knowledge has been transferred to other languages through translation have brought a certain impact on both the target language and the target culture. In terms of ideology, this article argues about the hegemonic status of the dominant language or culture that creates socalled epistemicide or the erosion of knowledge, partly due to translation strategies adopted by the translator. Investigation is done using the corpusbased approach, theories of translation strategies and the comparative model. The study reveals that the translator in the macro-level text adopts the ideology of foreignising strategy rather than domesticating strategy when translating an economics textbook from English into Indonesian. This is supported by the use of the number of the source language-orientated translation techniques leading to two translation methods (i.e. literal translation and faithful translation) adopted in the micro-level text. This research strongly supports another relevant study pertaining to the globalisation of knowledge through translation and also the translation theories of equivalence (i.e. overt and covert translation). The research findings also have some pedagogical implications on teaching English for Specific Purposes in higher education.
A variety of approaches have been adopted by institutions of higher education offering programmes in translator training. Some of these approaches are centred on early training; while others on socio-constructivism. Presenting a facet of training that differs from those generally used in most programmes, this paper examines how task-based approaches used over the course of the curriculum and the project-based approaches adopted in the final year in the form of translation portfolio can be an integral part of an undergraduate degree programme in translation run by distance learning. Translation students' performance while completing the project online is used as the data supported with online questionnaires. A critical analysis of these two approaches engenders a crucial discussion of increased student autonomy. The project-based translation portfolio is better suited to more advanced students, whereas task-based translation activities are for students at the early stages of training. Nevertheless, the two approaches are compatible and complementary.Keywords: distance learning, translation portfolio, translator training, dual approachAs an integral part of curricular and syllabus planning and design, assessment is considered one of the most important elements of teaching and learning, including translator training (Dick & Carey & Carey, 2005;Gouadec, 2007;Hatim & Mason, 1997;House, 1981House, , 1997House, , 2001Király, 1995;Kussmaul, 1995;Wilss, 1976;Wu, 2010). Various methods from both formative and summative perspectives have been applied in this area (Angelelli & Jacobson, 2009;Martinez & Hurtado, 2001), encompassing peer and self-assessment or learning portfolios (Kelly, 2005). Irrespective of the methods used, developing student autonomy plays a vital role as this social process is congruous with the notion of student-centred assessment that is not fully supported by task-based approaches. Kelly (2005) reasoned that more emphasis should be placed on student autonomy and teaching approaches as mostly practised in face-to-face classrooms.This article focuses on the ways in which student autonomy can be achieved in a translation teaching situation, where task-based approaches (González, 2003(González, , 2004Hurtado, 1999) are adopted in the initial stages, and project-based approaches (Gouadec, 2002;Király, 2000;Vienne, 1994) later on. Thus, the research question is that to what extent are these two distinctive approaches applicable, complementary and effective within the distance learning (D L) teaching and learning environment? (Kenny, 2008, pp. 139-64) The undergraduate degree programme in translation (UDPIT) at Universitas Terbuka / UT (Indonesia Open University) is used as a basis for addressing this question.It is the University's compulsory requirement that undergraduate and postgraduate students produce a research article, referred to as Karya Ilmiah (abbreviated as Karil). To fulfil the requirement which is considered as part of the assessment process (Şahin & Dungan, 2014), the UDPIT at UT ...
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