La competencia intercultural en la profesión del traductor: aproximación desde la formación de traductores y presentación de un estudio de caso

Abstract

Este trabajo nace en el ámbito de la Traducción e Interpretación (TI) y se enmarca en el área de formación de traductores en España. El estudio que presentamos forma parte de un proyecto más amplio de tesis doctoral cuyo objetivo general es promover la adquisición de la competencia intercultural (CI) del estudiantado de Traducción. Este artículo recoge una investigación de corte empírico a la vez que descriptivo, donde reunimos las percepciones de traductores profesionales sobre el papel que desempeña el factor cultural y concretamente, la CI, en su trabajo diario. Para ello utilizamos métodos cuantitativos (cuestionarios) y cualitativos (entrevistas) aunque el enfoque principal del estudio es cualitativo. El propósito de este trabajo es describir las implicaciones de la cultura en el mundo laboral de la traducción para introducir mejoras en la etapa de formación y dar un paso más hacia la reducción de la brecha existente entre formación y profesión (Kelly, 2005; Katan, 2009b;Pym et al. 2012).palabras clave: Traducción, formación de traductores, competencia intercultural (CI), traductor profesional. (Kelly, 2005; Katan, 2009b;Pym et al. 2012). The intercultural competence in the translator's profession: A translator training approach and the presentation of a case study This piece of work originates in the field of Translation and Interpreting (TI) studies and it is framed within the area of translator training in Spain. The findings we present here constitute a specific part of our PhD research project, whose general objective is to promote the intercultural competence acquisition of translation students. This paper gathers empiric and descriptive data about professional translators' perceptions on the role of the cultural element and the IC in their daily work. Quantitave and qualitative methods (questionnaires and interviews) were employed although the general focus of the study is mainly qualitative. The aim of the research is to describe the actual implications of culture in the translator's job so improvements in translator training may be introduced and the gap between academic training and profession may be reducedkey words: Translation, translator training, intercultural competence (IC), professional translator. 58SILVIA GUTIÉRREZ BREGÓN TRANS. REVISTA DE TRADUCTOLOGÍA 20, 2016 ANTECEDENTES Y CONTEXTOEn este apartado explicaremos cómo se ha ido forjando nuestro estudio en el marco de tres líneas principales de investigación: el EEES y la formación mediante competencias, la CI en formación de traductores, y la figura del traductor profesional en el mercado actual de la traducción. El eees y la formación por competencias en tiCuando comenzamos nuestra investigación doctoral sobre la adquisición de la CI de los estudiantes de traducción (Gutiérrez Bregón, 2009), la educación superior europea se encontraba inmersa en un importante cambio que supuso la implantación del Plan Bolonia (1999) y la formación de un espacio europeo común que regulase la educación superior: el EEES. En la actualidad los planes u...

Using electronic information resources to solve cultural translation problems

“…Given the high frequency in which translators must solve cultural translation problems, culture is of paramount importance in the translation task (Gutiérrez Bregón, 2016). However, a research gap concerning the use of information resources and the acquisition of information-seeking skills to solve specific translation problems exists in Translation Studies.…”

“…Research into the acquisition of informationseeking skills of translation students is also sparse, and, in most cases, the available studies focus on information-seeking processes to solve translation problems in general. Given the high frequency in which translators must solve cultural translation problems and the importance of culture in the translation task (Gutiérrez-Bregón, 2016), it is remarkable that such a research gap exists in Translation Studies concerning the use of information resources and the acquisition of information-seeking skills to solve specific translation problems. Thus, it has become a necessity for translator trainers to investigate the use of information resources for specific purposes, as in the case of the resolution of cultural translation problems.…”

Applying Internalised Source-culture Knowledge to Solve Cultural Translation Problems. A Quasi-experimental Study on the Translator's Acquisition of Cultural Competence

“…Translators may accumulate and store cultural knowledge in their long-term, declarative memory (Tulving 1983) by performing professional translation tasks (Olalla-Soler 2017a) and by deliberately learning about the working cultures (Yarosh 2012;Gutiérrez Bregón 2016). If the cultural translation problem is salient enough for the translator to identify it, if they have accumulated relevant cultural knowledge to interpret it and to translate it, and if this knowledge is accessible to them (Collins and Loftus 1975;Shepherd 2011), they may turn to their internalised cultural knowledge to solve this problem.…”

“…While translation students may acquire cultural knowledge through deliberate practice in the classroom (Shreve 2006) and by actively engaging with their working cultures (Yarosh 2012;Gutiérrez Bregón 2016), their internalised cultural knowledge is lower than that of professional translators (Olalla-Soler 2017a) because of the possible difference in age and accumulated professional experience. Since translation competence acquisition and cultural competence acquisition are considered as actions in which the translation process becomes more efficient as their acquisition progresses (Olalla-Soler 2017a; PACTE forthcoming), differences should be observable as students internalise cultural knowledge and develop their information-seeking skills.…”