In this conceptual paper we look at the concept of mediation in foreign language learning from a translation studies perspective. Through an analysis of the most important European language teaching policy document, namely the Common European Framework of Reference for Languages (CEFR), we will study the conceptualizations of mediation and translation in the CEFR and identify elements that are important with respect to understanding translatoriality and its role in the framework. We argue that a narrow concept of translation goes against CEFR’s explicit aims of mediation. We therefore propose that the concept of translatoriality might be used instead to help teachers and learners orient to a wide variety of translatorial mediation practices while still also benefitting from well-established and widely studied strategies of professional translation and interpreting. Further collaboration between translation and interpreting trainers and foreign language teachers will be needed, as well as fieldwork research on best classroom practices, and a solid and shared conceptual basis will enhance the possibilities of combining the accumulating findings collected through fieldwork.
This article discusses the training of translators in relation to their accreditation to produce legally valid translations. A particular case study is takenthe system currently used in Finland. This grants the translator the right to use the title of 'authorised translator' and it is supervised by the Authorised Translators' Examination Board, operating in conjunction with the Finnish National Board of Education. Accreditation is based on either an examination consisting of translation assignments and a test on professional practices, or a higher university degree in translation studies that includes specific courses in authorised translation. The right is granted for one working language pair at a time; in the latter case, for the language pair included in the degree. Finnish universities decide independently on the education given within their curricula. This article discusses both the pros and cons of this kind of system, reflects on the experiences the authors have collected as university lecturers in courses on authorised translation and assessing the students' translations, and gives examples of implementing the courses. It focuses on the challenges of evaluating the students' competence within the field of authorised translation and on the authors' responsibility as teachers in educating qualified translators.
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