Embedding reflection throughout the postgraduate translation curriculum: using Communities of Practice to enhance training

Berthaud, Sarah; Griffin-Mason, Sarah

doi:10.1080/1750399x.2018.1538847

Cited by 9 publications

(3 citation statements)

References 19 publications

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“…The research findings demonstrate that metacognitive training positively impacts translation quality, as trainees become more aware of their decision-making processes and learn to optimize their strategies accordingly. Berthaud and Mason (2018) delve into the challenges of integrating metacognitive approaches into translator training curricula. The study highlights the need for proper training and support for trainers to effectively implement metacognitive strategies in the classroom, suggesting the need for further research on the effectiveness of different metacognitive training techniques, the integration of metacognition in technology-enhanced translator training, and the assessment of metacognitive skills in translator education programs.…”

Section: Metacognitive Translator Training: a Literature Reviewmentioning

confidence: 99%

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

TAŞKIN

Çömlekçi

2023

Çeviribilim Ve Uygulamaları Dergisi

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Intercultural communication competence and skills have become increasingly essential for translators to succeed in the global language industry. While some university translation programs offer a specific course explicitly covering intercultural communication, others teach it implicitly, embedding it in other practical courses. The main aim of the study is to shed light on the ways of adapting intercultural communication courses for translation and interpreting students by uncovering student perceptions of the relationship between intercultural awareness and translation and discussing the role of cross-cultural interaction-oriented assignments with a metacognitive approach, giving impetus to the aspiration of self-improvement and life-long learning. For this purpose, we conducted this research at a state university in Turkey during a 14-week Intercultural Communication course in the 2021/2022 spring semester. Our data-gathering method is based on focus group discussions and qualitative content analysis on student assignments using MAXQDA 2020. Following the analysis, three main themes have been identified: experiencing intercultural interaction, building intercultural awareness, and developing ıntercultural competence and skills. The results of the study show that an interpersonal and practical assignment contributes to translation students’ intercultural competence in several aspects: gaining self-confidence, improving their intercultural sensitivity and mindfulness, noticing cultural stereotypes, and reflecting on cultural similarities and differences. Furthermore, benefiting from a self-reflexive approach, students realized that being aware of the effects of cultural differences, as well as commonalities in mindset, language, and certain behaviors is a necessary skill for future translators.

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Section: Metacognitive Translator Training: a Literature Reviewmentioning

confidence: 99%

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

TAŞKIN

Çömlekçi

2023

Çeviribilim Ve Uygulamaları Dergisi

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“…Based on an analysis of earlier works on CoPs in TIS they claim that their focus has often been on CoPs situated in academic (e.g. Berthaud & Mason 2018;Risku 2016) or professional contexts (e.g. Risku and Dickinson 2009;Yu 2019).…”

Section: Introductionmentioning

confidence: 99%

A Community of Practice as a Quality-Enhancing Feature in an In-house Translation Team

Eskelinen

2022

mikael

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The goal of this article is to analyse the quality benefits of communities of practices (CoP) in the context of in-house translation teams. The article seeks to answer two research questions: Can CoPs develop as part of an in-house translation team and how do they affect the quality of translation on the levels of the individual translator, the in-house translation team and its mother organisation? The article presents findings from the analysis of interviews with members of an in-house translation team. The interviews are analysed from the viewpoint of communities of practice (Lave & Wenger 1991). In the article communities of practice (CoP) are seen both as social learning environments and quality-enhancing environments for organisational knowledge manage-ment and team translation. The article posits the hypothesis that an in-house translation team that functions as a CoP creates an environment beneficial for enhanced team communication, situated life-long learning and interaction with subject matter experts. It is further hypothesised that this would result in the improved quality of translations in both the short term and the long term. The findings could be beneficial for development of in-house translation units as well as translator education in university training programmes and life-long learning.

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“…Obviously, national systems of higher education whose establishments deal with training professional interpreters and translators should urgently and adequately react to emerging changes in the social demand for interpretation and translation profession of the modern era. This is being debated a lot by national and foreign linguists and educators who are directly involved in the theoretical and practical training of prospective interpreters/translators at universities of Ukraine, the USA and European countries (Amelina & Tarasenko, 2014;2016;Berthaud & Mason, 2018;Kovalevskaitė & Vaičenonienė, 2015;Christensen, 2011;Doyle, 2003;Durban, 2011;Guerberof, 2009;Ilner, 2010;Panov, 2017, Przybylska, 2012Pym, 2000;Rodroguez-Castro, 2018;Su, 2019;Vilanova, 2007;Zygmunt, 2014).…”

Section: Introductionmentioning

confidence: 99%

Innovations in the Content of Professional Training of Interpreters and Translators in Countries of Europe, the USA and Ukraine: Comparative Analysis

Cherkashchenko¹,

Vysotska²,

Korotkova³

et al. 2019

IJHE

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The article deals with the analysis of innovations in the content of professional training of interpreters / translators at universities of Europe, the USA and Ukraine. It has been established that at European and American universities the innovation data involves directing professional education of translators and interpreters towards studying CAT-systems within the context of traditional disciplines, specialized disciplines, extracurricular courses, trainings and in the process of students' translation/interpretation traineeship and study placement. Based on the comparative analysis of the curricula for specialists' training in translation/interpretation in European countries, the USA and Ukraine, the conclusion is drawn that in higher education of Ukraine theoretical training traditionally prevails over practical field experience, general classroom hours are not sufficient for students, while Ukrainian universities' curricula lack disciplines aimed at the formation of technological (information, computer) expertise of prospective interpreters and translators. The authors of the article recommend using the experience of western universities on implementing innovations within the content of professional training of interpreters and translators at Ukrainian universities, namely: a) increasing the number of classroom activity hours in practical training of interpretation/translation students by means of reducing extracurricular hours; b) changing the ratio of disciplines of theoretical and practical training of future interpreters and translators in favour of the latter by decreasing the number of theoretical subjects; c) including disciplines aimed at the formation of prospective experts' information competency into the curricula; d) providing both short-term and long-term traineeship in interpreter/translator training programs, preferably at international organizations (enterprises) operating in Ukraine or at foreign companies abroad; e) providing specialization of professional training of interpreters and translators (technical translation, legal translation, economic translation, medical translation, literary translation, etc.).It is little wonder that the first decades of the 21st century have witnessed an increasing demand for highly competent interpreters and translators. According to a witty remark made by the famous American journalist Jeffrey Ressner, the demand for training a good many of qualified interpreters and translators in the modern world arises due to and The essence of interpreters'/translators' competencies and activities, which are defined by the above standards, suggests that they demonstrate high level of formedness to apply state-of-the-art IT solutions while

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Embedding reflection throughout the postgraduate translation curriculum: using Communities of Practice to enhance training

Cited by 9 publications

References 19 publications

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

A Community of Practice as a Quality-Enhancing Feature in an In-house Translation Team

Innovations in the Content of Professional Training of Interpreters and Translators in Countries of Europe, the USA and Ukraine: Comparative Analysis

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