Skip to main content
SpringerLink
Log in
Book cover

Restructuring Translation Education pp 91–107Cite as

Liberal Education for Undergraduate Translation and Interpreting Programmes: From Ideas to Practice

  • Chapter
  • First Online:

  • 325 Accesses

Abstract

The translation and interpreting undergraduate programmes – Bachelor of Translation and Interpreting (BTI) Programmes – have been forging ahead in China since the establishment in 2006. Still, their development is fraught with crisis and difficulties. This paper departs from the practice of years’ reform on BTI Programme offered by School of English Studies, Shanghai International Studies University (SISU), and explores the substantial ways to enhance the professional quality of undergraduate translator and interpreter education through advocating liberal education. The discussion focuses on five dimensions: curriculum design, teaching methods, course contents, campus culture and teacher training. Also through examining the liberal education history in the West and drawing upon the studies of enhancing the cultural/intercultural competence of translators and interpreters, we argue for the indispensable role of liberal education in enriching and diversifying translator and interpreter education. We advocate the whole-person education over the short-sighted vocational training for BTI Programmes against the backdrop of prevailing instrumentalism and utilitarianism in tertiary education.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    http://cnbti.gdufs.edu.cn/info/1006/1519.htm

  2. 2.

    http://cnbti.gdufs.edu.cn/info/1006/1519.htm

  3. 3.

    https://en.wikipedia.org/wiki/Liberal_education

  4. 4.

    https://en.wikipedia.org/wiki/Wilfred_Griffin_Eady

  5. 5.

    https://28utscprojects.wordpress.com/2011/03/01/英譯-孔子-大學之道/

  6. 6.

    http://www.wwx.tsinghua.edu.cn/publish/fdllen/1456/index.html

References

  • Albir, A. H., & Olalla-Soler, C. (2016). Procedures for assessing the acquisition of cultural competence in translator training. The Interpreter and Translator Trainer, 10(3), 318–342.

    Article  Google Scholar 

  • Angelone, E. (2016). A process-oriented approach for documenting and gauging intercultural competence in translation. The Interpreter and Translator Trainer, 10(3), 304–317.

    Article  Google Scholar 

  • Bernardini, S. (2004). The theory behind the practice: Translator training or translator education? In K. Malmkjar (Ed.), Translation in undergraduate degree Programmes (pp. 17–30). Amsterdam/Philadelphia: John Benjamins.

    Chapter  Google Scholar 

  • Castagnoli, S. (2016). Investigating trainee translators’ contrastive pragmalinguistic competence: A corpus-based analysis of interclausal linkage in learner translations. The Interpreter and Translator Trainer, 10(3), 343–363.

    Article  Google Scholar 

  • Chen, X., & Xu, J. (2003). Chuangxinxing Waiyu Rencai de Linian yu Neihan—Diaocha yu Fenxi (The idea and definition of innovative foreign talents—A survey-based research). Wai Yu Jie (Foreign Language World), (4), 2–6,26. [陈新仁,许钧. (2003). 创新型外语人才的理念和内涵——调查与分析. 《外语界》, (4), 2–6,26].

    Google Scholar 

  • Clouet, R. (2008). Intercultural language learning: Cultural mediation within the curriculum of translation and interpreting studies. Iberica, 16, 147–167.

    Google Scholar 

  • Dai, W. (2009). Woguo Waiyu Zhuanye Jiaoyu 60 Nian: Huigu yu Zhanwang (Review and prospect of 60-year foreign language education in China). Zhongguo Waiyu (Foreign Languages in China), 6(5), 10–15 [戴伟栋. (2009). 我国外语专业教育60年:回顾与展望. 《中国外语》, 6(5), 10–15.

    Google Scholar 

  • Eser, O. (2015). A model of translator’s competence from an educational perspective. International Journal of Comparative Literature and Translation Studies, 3(1), 4–15.

    Google Scholar 

  • Gill, R. M., & Guzmán, M. C. (2011). Teaching translation for social awareness in Toronto. The Interpreter and Translator Trainer, 5(1), 93–108.

    Article  Google Scholar 

  • Gobaneva, V. I. (2016). Building intercultural communicative competence through poetry translation. The Journal of Linguistic and Intercultural Education, 9(41–52), 207–208.

    Google Scholar 

  • Göpferich, S. (2009). Towards a model of translation competence and its acquisition: The longitudinal study TransComp. In S. Göpferich, A. Jakobsen, & I. Mees (Eds.), Behind the mind: Methods, models and results in translation process research (pp. 11–37). Copenhagen: Samffundslitteratur.

    Google Scholar 

  • González-Davies, M. (2004). Undergraduate and postgraduate translation degrees: Aims and expectations. In K. Malmkjær (Ed.), Translation in undergraduate degree programs (pp. 67–81). Amsterdam/Philadelphia: John Benjamins.

    Chapter  Google Scholar 

  • Han, H. (2007). Chuyi Fanyi Benke Zhuanye de Peiyang Mubiao (Thoughts on BTI education—goals, curriculum, and instructional approaches). Zhongguo Gaodeng Jiaoyu Yanjiu (China Higher Education Research), (8), 52–53. [韩虎林. (2007). 刍议翻译本科专业的培养目标:培养目标,课程设置与培养模式. 《中国高等教育研究》, (8), 52–53].

    Google Scholar 

  • Hatim, B., & Mason, I. (1997). The translator as communicator. New York/London: Routledge.

    Google Scholar 

  • He, H., & Mo, A. (2016). Fanyi Benke Zhuanye Shijian Jiaoxue Diaocha Baogao (A survey of practice-oriented teaching of BTI majors). Zhongguo Waiyu (Foreign Languages in China), 13(2), 4–11 [贺鸿莉, 莫爱屏. (2016). 翻译本科专业实践教学调查报告. 《中国外语》, 13(2), 4–11].

    Google Scholar 

  • He, X., & Zeng, Y. (2013). Gaoxiao Benke Fanyi Zhuanye Kecheng Shezhi Xianzhuang ji Tixi Chonggou (The current situation of curricula for undergraduate translation majors and sts reconstruction). Jiefangjun Waiguoyu Xuebao (Journal of PLA University of Foreign Languages), 36(5), 69–72,128 [贺学耕, 曾燕波. (2013). 高校本科翻译专业课程设置现状及体系重构. 《解放军外国语学院学报》, 36(5), 69–72,128].

    Google Scholar 

  • Huxley, T. H. (1868). A liberal education and where to find it. https://mathcs.clarku.edu/huxley/CE3/LibEd.html. Accessed 9 Sep 2017.

  • Jiang, Q. (2014). Fanyi Zhuanye Kecheng Shishi de Xitong Guanxi Yanjiu (On the implementation of T&I curriculum in China). Zhongguo Fanyi (Chinese Translators Journal), (6), 39–47. [姜秋霞. (2014). 翻译专业课程实施的系统关系研究. 《中国翻译》, (6), 39–47].

    Google Scholar 

  • Jin, L. (2010). Zhuzhong Renwen Neihan de Yingyu Zhuanye Kecheng Tixi Gaige (Reform on the curriculum of English major—A humanistic perspective). Waiyu Jiaoxue yu Yanjiu (Foreign Language Teaching and Research), (3), 176–183, 240. [金利民. (2010). 注重人文内涵的英语专业课程体系改革. 《外语教学与研究》, (3), 176–183, 240].

    Google Scholar 

  • Katan, D. (2009). Translation as intercultural communication. In J. Munday (Ed.), The Routledge companion to translation studies (pp. 72–94). New York/Oxon: Routledge.

    Google Scholar 

  • Kelly, D. (2014). A handbook for translator trainers: A guide to reflective practice. London/New York: Routledge.

    Book  Google Scholar 

  • Kiraly, D. (1995). Pathways to translation: Pedagogy and process. Kent/London: Kent State University Press.

    Google Scholar 

  • Kiraly, D. (2003). From instruction to collaborative construction: A passing fad or the promise of a paradigm shift in translator education? In G. S. Koby & B. J. Baer (Eds.), Beyond the ivory tower: Rethinking translation pedagogy (pp. 3–27). Amsterdam/Philadelphia: John Benjamins Publishing Company.

    Chapter  Google Scholar 

  • Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. New York: Routledge.

    Book  Google Scholar 

  • Li, J. (2008). Gaoxiao Zhuanye Yingyu Jiaoyu de Wenti yu Duice (Education of English major: Problems and solutions). In Y. Sun (Ed.), English education and liberal education (pp. 180–188). Beijing: Foreign Language Teaching and Research Press [李继安. (2008). 高校专业英语教育的问题与对策. 孙有中, 《英语教育与人文通识教育》. (pp. 180–188). 北京:外语教学与研究出版社].

    Google Scholar 

  • Li, J. (2010). Jindai Zhongguo Daxue Tongshi Jiaoyu Kecheng Yanjiu (General education curriculum in modern Chinese universities). Hangzhou: Zhejiang University Press. [李佳. (2010). 《近代中国大学通识教育课程研究》. 杭州: 浙江大学出版社].

    Google Scholar 

  • Li, X. (2016). The first step to incorporate intercultural competence into a given translation curriculum: A micro-level survey of students’ learning needs. The Interpreter and Translator Trainer, 10(3), 285–303.

    Article  Google Scholar 

  • Liddicoat, J. A. (2016). Translation as intercultural mediation: Setting the scene. Perspectives, 24(3), 347–353.

    Article  Google Scholar 

  • Liu, X. (2003). Zhuanye Jiaoxuezhong de Renwen Jiaoyu (Liberal education in professional education). Wuhan: Huazhong University of Science & Technology Press. [刘献君. (2003). 《专业教学中的人文教育》. 武汉: 华中科技大学出版社].

    Google Scholar 

  • Mossop, B. (2000). The workplace procedures of professional translators. In A. Chesterman, N. G. S. Salvador, & Y. Gambier (Eds.), Translation in context (pp. 39–48). Amsterdam/Philadelphia: John Benjamins.

    Chapter  Google Scholar 

  • Mu, L., & Zheng, M. (2006). Fanyi Zhuanye Benke Jiaoxue Dagang Sheji Tansuo (Designing syllabus for undergraduate translation major). Zhongguo Fanyi (Chinese Translators Journal), 27(5), 3–7 [穆雷, 郑敏慧. (2006). 翻译专业本科教学大纲设计探索. 《中国翻译》. 27 (5):3–7].

    Google Scholar 

  • Mukhametshina, E. E., Solovyova, E. G., & Pomortseva, N. P. (2017). Integrative approach to enhancing linguists’ background knowledge in culture and art. Journal of History Culture and Art Research, 6(4), 538–545.

    Article  Google Scholar 

  • Nam, W. (2016). T&I field training for undergraduate students: A case study of Korean undergraduate students’ peripheral participation into the community and their furthered understanding of the role of interpreters/translators. The Interpreter and Translator Trainer, 10(1), 44–58.

    Article  Google Scholar 

  • Neubert, A. (2000). Competence in language, in languages, and in translation. In B. A. C. Schaffner (Ed.), Developing translation competence (pp. 3–18). Amsterdam/Philadelphia: John Benjamins Publishing Company.

    Chapter  Google Scholar 

  • Newman, J. H. (1852). The idea of a university defined and illustrated: in nine discourses delivered to the Catholics of Dublin: Project Gutenberg.

    Google Scholar 

  • Niska, H. (2010). Training interpreters: Programs, curricula, practices. In T. Martha (Ed.), Training for the new millennium: Pedagogies for translation and interpreting (pp. 35–64). Amsterdam: John Benjamins.

    Google Scholar 

  • Nord, C. (2005). Training functional translators. In M. Tennent (Ed.), Training for the new millennium (pp. 209–223). Amsterdam/Philadelphia: John Benjamins Publishing Company.

    Chapter  Google Scholar 

  • Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, MA: Harvard University.

    Google Scholar 

  • Olalla-Soler, C. (2015). An experimental study into the acquisition of cultural competence in translator training: Research design and methodological issues. Translation and Interpreting, 7(1), 86–110.

    Google Scholar 

  • Olk, H. M. (2009). Translation, cultural knowledge and intercultural competence. http://www.immi.se/intercultural/nr20/olk.htm. Accessed 3 Feb 2018.

  • PACTE. (2003). Building a translation competence model. In F. Alves (Ed.), Triangulating translation: Perspectives in process oriented research (pp. 43–67). Amsterdam/Philadelphia: John Benjamins Publishing Company.

    Chapter  Google Scholar 

  • PACTE. (2005). Investigating translation competence: Conceptual and methodological issues. Meta, 50(2), 609–619.

    Article  Google Scholar 

  • PACTE. (2011). Results of the validation of the PACTE translation competence model (Vol. 94, pp. 317–343).

    Google Scholar 

  • PICT. (2012). Intercultural competence curriculum framework. http://www.pictllp.eu/en/curriculum-framework. Accessed 3 Feb 2018.

  • Pöchhacker, F. (2008). Interpreting as mediation. In A. M. C. Valero-Garcés (Ed.), Crossing borders in community interpreting: Definitions and dilemmas (pp. 9–20). Amsterdam/Philadelphia: Bemjamin Translation Library.

    Chapter  Google Scholar 

  • Steiner, G. (1975). After babel: Aspects of language and translation. Oxford: Oxford University Press.

    Google Scholar 

  • Tan, Z. (2008). Towards a whole-person translator education approach in translation teaching on university degree programmes. Meta, 3, 589–608.

    Article  Google Scholar 

  • Tomozeiu, D., & Kumpulainen, M. (2016). Operationalising intercultural competence for translation pedagogy. The Interpreter and Translator Trainer, 10(3), 268–284.

    Article  Google Scholar 

  • Tomozeiu, D., Koskinen, K., & D’Arcangelo, A. (2016). Teaching intercultural competence in translator training. The Interpreter and Translator Trainer, 10(3), 251–267.

    Article  Google Scholar 

  • Ulrych, M. (2010). Training translators: Programs, curricula, practice. In T. Martha (Ed.), Training for the new millennium: Pedagogies for translation and interpreting (pp. 3–33). Amsterdam: John Benjamins.

    Google Scholar 

  • Van Wyke, B. (2017). An undergraduate certificate in translation studies. In L. Venuti (Ed.), Teaching translation: Programs, courses, pedagogies (pp. 17–24). London/New York: Routledge.

    Google Scholar 

  • Wang, J. (2011). Zhongguo Yujingxia de Kexue Jiaoyu yu Renwen Jiaoyu Ronghe Wenti Yanjiu (Research on the intergration of science education and liberal education in the Chinese context). Changsha: Hunan People’s Press. [王建平. (2011). 《中国语境下的科学教育与人文教育融合问题研究》. 长沙: 湖南人民出版社].

    Google Scholar 

  • Wen, Q. (2002). Yingyu Zhuanye Chuangxin Rencai Peiyang Tixi de Yanjiu yu Shijian (Research and practice on the system of cultivating innovative talents for English major). Guowai Waiyu Jiaoxue (Foreign Languages Teaching Abroad), (4), 12–17. [文秋芳. (2002). 英语专业创新人才培养体系的研究与实践. 《国外外语教学》, (4), 12–17].

    Google Scholar 

  • Widdowson, H. G. (1984). English in training and education. In Explorations in applied linguistics (Vol. 2, pp. 216–228). Oxford: Oxford University Press.

    Google Scholar 

  • Witte, H. (2005). Traducir entre culturas. La competencia cultural como componente integrador del perfil experto del traductor. Sendebar, 16, 27–58.

    Google Scholar 

  • Yarosh, M. (2015). Translator intercultural competence: A model, learning objectives and level indicators. In W. Zhao & Y. Cui (Eds.), Handbook of research on teaching methods in language translation and interpretation (pp. 160–178). Hershey: IGI Global.

    Chapter  Google Scholar 

  • Zhan, C., & Ding, X. (2010). Dui Fanyi Zhuanye Benke Kecheng Shezhi de Tantao—Yixiang Woguo Shoupi Fanyi Zhuanye Benke Biyesheng de Diaocha (The curricula of BA Program in interpreting & translation—A comparative study of three pilot universities). East Journal of Translation, (6), 22–26. [詹成, 丁欣如. 对翻译专业本科课程设置的探讨——一项我国首批翻译专业本科毕业生的调查. 《东方翻译》, (6):22–26].

    Google Scholar 

  • Zhang, J. (2011). Hafo Daxue Benkesheng Kecheng Gaige Yanjiu (Research on undergraduate curriculum evolution of Harvard University). Guangzhou: Guangdong Education Publishing House. [张家勇. (2011). 《哈佛大学本科生课程改革研究》. 广州: 广东教育出版社].

    Google Scholar 

  • Zhao, Y. (2017). Keti Yinlin Yisai Cuxue—Jinan Daxue Fanyi Benke Zhuanye Fazhan Jingyan (Development driven by projects and competitions—An effective approach to BTI education). Zhongguo Waiyu (Foreign Languages in China), 14(3), 14–15 [赵友斌. (2017). 课题引领以赛促学——暨南大学翻译本科专业发展经验. 《中国外语》. 14 (3):14–15].

    Google Scholar 

  • Zheng, Q. (2011). Benke Fanyi Zhuanye Jiaoxue Weitan (A study on BTI education). Shanghai Fanyi (Shanghai Journal of Translators), (1), 44–47. [郑庆珠. (2011). 本科翻译专业教学微探. 《上海翻译》. (1):44–47].

    Google Scholar 

  • Zhong, W. (2011). Gaodeng Xuexiao Fanyi Zhuanye Benke Jiaoxue Yaoqiu (Teaching requirements for BTI education in higher education institutions). Zhongguo Fanyi (Chinese Translators Journal), (3), 20–24. [仲伟合. (2011). 高等学校翻译专业本科教学要求. 《中国翻译》. (3):20–24].

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Shanghai International Studies University, Shanghai, China

    Weiqing Xiao & Xinru Ding

  2. Zhejiang International Studies University, Shanghai, China

    Xinru Ding

Authors
  1. Weiqing Xiao
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Xinru Ding
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Weiqing Xiao .

Editor information

Editors and Affiliations

  1. College of Foreign Languages, Fujian Normal University, Fuzhou, Fujian, China

    Feng Yue

  2. Department of Translation and Interpreting, College of Foreign Languages and Literature, Fudan University, Shanghai, China

    Youlan Tao

  3. School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, Guangdong, China

    Huashu Wang

  4. School of International Studies, University of International Business and Economics, Beijing, China

    Qiliang Cui

  5. College of Foreign Languages, Shandong Normal University, Jinan, Shandong, China

    Bin Xu

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Xiao, W., Ding, X. (2019). Liberal Education for Undergraduate Translation and Interpreting Programmes: From Ideas to Practice. In: Yue, F., Tao, Y., Wang, H., Cui, Q., Xu, B. (eds) Restructuring Translation Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3167-1_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-3167-1_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-3166-4

  • Online ISBN: 978-981-13-3167-1

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation