Skip to main content
SpringerLink
Log in

Juggling the development of translator competence and academic assessment

The path to professional expertise

  • Chapter
Re-Thinking Translator Education

Part of the book series: Sprachen lehren – Sprachen lernen ((SLSL))

  • 145 Accesses

Abstract

In this chapter we will outline how, over the last 33 years at the Translation and Interpreting Faculty of the University of Granada, we have blended different aspects of translation pedagogy to improve Translator Competence (TC) development and created a method of assessment, which will measure this development within an overarching framework, designed to lead trainees towards expertise. Like other translator trainers worldwide, we owe a debt of gratitude to the many authors who have dedicated their time and energy to advancing translation pedagogy. Since Nida (1964), Newmark (1981), Reiss (1976), Snell-Hornby (1988) and many others entered the uncharted waters of translator training we have come a long way. A milestone in translation pedagogy has been, without a doubt, the appearance of the principal translator competence (TC) models (for an overview see Göpferich 2019), to the vast array of studies on different aspects of TC.

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

Access this chapter

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 69.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Literature

  • Atherton James S. (2013): “Competence, Proficiency and Beyond.” In: Doceo. <http://www.doceo.org.uk/background/expertise.htm>. 30 Januar 2022.

    Google Scholar 

  • Dreyfus, Stuart E./Dreyfus, Hubert L. (1980): A Five-stage Model of the Mental Activities Involved in Directed Skill Acquisition. <https://vorakl.com/files/dreyfus/skill-acquisition-1980.pdf&#x003E;. 30 Januar 2022.

    Book  Google Scholar 

  • Ericsson, Anders K./Kintsch, Ralf T. / Tesch-Römer, Clemens (1993): “The Role of Deliberate Practice in the Acquisition of Expert Performance.” In: Physcological Review. 100 (3), pp. 363–406.

    Google Scholar 

  • Göpferich, Susanne (2019): “Competence, translation.” In: Baker, Mona/Saldanha, Gabriela (eds.): Routledge Encyclopedia of Translation Studies: Abingdon: Routledge, 89–95.

    Chapter  Google Scholar 

  • Haro-Soler, María del Mar (2017): “Teaching Practices and Translation Students’ Self-Efficacy: A Qualitative Study of Teachers’ Perceptions.” In: Current Trends in Translation Teaching and Learning 4 (1), pp. 198–228.

    Google Scholar 

  • Haro-Soler, María del Mar (2018): “Self-Confidence and its Role in Translator Training: The Students’ Perspective.” In: Lacruz, Isabel/Jääskeläinen, Riitta (eds.): New Directions in Cognitive and Empirical Translation Process Research, ATA Series, John Benjamins, pp. 131–160. doi 10.1075/ata.18.07har.

    Google Scholar 

  • Haro-Soler, María del Mar (2019): “Vicarious Learning in the Translation Classroom: How Can it Influence Students’ Self-Efficacy Beliefs?” In: English Studies at NBU 5 (1), pp. 92–113. https://doi.org/10.33919/esnbu.19.1.5.

    Article  Google Scholar 

  • Haro-Soler, María del Mar (2021): “Teachers’ Feedback and Trainees’ Confidence: Do They Match?” In: Research in Language, 12 (2), article 6. doi: 10.18778/1731-7533.19.2.06.

    Google Scholar 

  • Haro-Soler, María del Mar/Kiraly, Don (2019): “Exploring Self-efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project.” In: The Interpreter and Translator Trainer 13, pp. 255–270.

    Article  Google Scholar 

  • Huertas Barros, Elsa (2011): “Collaborative Learning in the Translation Classroom: Preliminary Survey Results.” In: JoSTrans – The Journal of Specialised Translation 2, pp. 42–60.

    Google Scholar 

  • Hurtado Albir, Amparo (2015): “The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training.” In: Meta. 60 (2), 256–280.

    Article  Google Scholar 

  • Kelly, Dorothy (2000): “Text Selection for Developing Translator Competence. Why Texts from the Tourist Sector Constitute Suitable Material.” In: Schaeffner, Christina/Adab, Beverly (eds.): Developing Translation Competence. Amsterdam/Philadelphia: John Benjamins, pp. 157–167.

    Chapter  Google Scholar 

  • Kelly, Dorothy (2005): A Handbook for Translator Trainers. Translation Practices Explained. Manchester: St. Jerome.

    Google Scholar 

  • Kelly, Dorothy (2007): “Translator Competence Contextualized. Translator Training in the Framework of Higher Education Reform: In Search of Alignment in Curricula.” In: Kenny, Dorothy/Ryou, Kyongjoo (eds.): Across Boundaries: International Perspectives on Translation Studies. Cambridge: Cambridge Scholars Publishing, pp. 128–142.

    Google Scholar 

  • Kiraly, Don (1995): Pathways to Translation. Kent OH: Kent State University Press.

    Google Scholar 

  • Kiraly, Don (2000): A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St. Jerome.

    Google Scholar 

  • Kiraly, Don (2006). “Beyond Social Constructivism: Complexity Theory and Translator Education.” In: Translation and Interpreting Studies 6 (1), pp. 68–86. https://doi.org/10.1075/tis.1.1.05kir.

    Article  Google Scholar 

  • Kiraly, Don (2012): “Growing a Project-based Translation Pedagogy: A Fractal Perspective.” In: Meta 57 (1), pp. 82–95.

    Article  Google Scholar 

  • Kiraly, Don (2013): “Towards a View of Translator Competence as an Emergent Phenomenon: Thinking Outside the Box(es) in Translator Education.” In: Kiraly, Don/Hansen-Schirra, Silvia/Maksymski, Karin (eds.): New Prospects and Perspectives for Educating Language Mediators. Tübingen: Narr Francke Attempto, pp. 197–224.

    Google Scholar 

  • Kiraly, Don (2015): “Occasioning Translator Competence: Moving Beyond Social Constructivism Toward a Postmodern Alternative to Instructionism.” In: Translation and Interpreting Studies 10 (1), pp. 8–32.

    Article  Google Scholar 

  • Kiraly, Don/Massey, Gary/Hofmann, Sascha (2018): “Beyond Teaching: Towards Co-Emergent Praxis in Translator Education.” In: Ahrens, Barbara/Hansen-Schirra, Silvia/Krein-Kühle, Monika/Schreiber, Michael/Wienen, Ursula (Eds.): Translation – Didaktik – Kompetenz. Translations-wissenschaftliches Kolloquium V. Beiträge zur Übersetzungs- und Dolmetsch-wissenschaft. Berlin: Frank & Timme, pp. 11–64.

    Google Scholar 

  • Massey, Gary/Kiraly, Don (2021): “The Dreyfus Model as a Cornerstone of an Emergentist Approach to Translator Expertise Development.” In: Silva Mangiante, Elaine M./Peno, Kathy (eds.): Teaching and Learning for Adult Skill Acquisition. Applying the Dreyfus and Dreyfus Model in Different Fields. Charlotte: Information Age Publishing, pp. 237–266.

    Google Scholar 

  • Newmark, Peter (1981) Approaches to Translation. Oxford: Pergamon.

    Google Scholar 

  • Nicol, David J. / Macfarlane-Dick, Debra (2006): “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” In: Studies in Higher Education 31 (2), pp. 199–218. doi: 10.1080/03075070600572090.

    Article  Google Scholar 

  • Nida, Eugene A. (1964): Toward a Science of Translating. With Special Reference to Principles and Procedures Involved in Bible Translating. Leiden: Brill.

    Google Scholar 

  • Nord, Christiane (1988): Textanalyse und Übersetzen. Heidelberg: Groos.

    Google Scholar 

  • Pintrich, Paul . R. (2000): “The Role of Goal Orientation in Self-regulated Learning.” In: Boekaerts, Monique/Pintrich, Paul R./Zeidner, Moshe (eds.): Handbook of Self-regulation. San Diego, CA: Academic, pp. 451–502.

    Chapter  Google Scholar 

  • Reiss, Katharina (1976): Texttyp und Übersetzungmethode. Der Operative Text. Kronberg: Scriptor.

    Google Scholar 

  • Shreve, Gregory M. (2006): “The Deliberate Practice: Translation and Expertise.” In: Journal of Translation Studies 9 (1), pp. 27–42. https://www.researchgate.net/publication/266328429_The_Deliberate_Practice_Translation_and_Expertise. 30 Jan. 2022.

    Google Scholar 

  • Shreve, Gregory M./Angelone, Erik/Lacruz, Isabel (2018): “Are Expertise and Translation Competence the Same?” In: Lacruz, Isabel/Jääskeläinen, Riitta (eds.): Innovation and Expansion in Translation Process Research. Amsterdam/Philadelphia: ATA Series, John Benjamins, pp. 37–54.

    Chapter  Google Scholar 

  • Snell-Hornby, Mary (1988): Translation Studies: An Integrated Approach. Amsterdam/Philadelphia: John Benjamins.

    Book  Google Scholar 

  • Snowden, David J. / Boone, Mary E. (2007): “A Leader’s Framework for Decision Making.” In: Harvard Business Review. https://hbr.org/2007/11/a-leaders-framework-for-decision-making.

    Google Scholar 

  • Way, Catherine (2008): “Systematic Assessment of Translator Competence: In Search of Achilles’ Heel.” In: Kearns, John (ed.): Translator and Interpreter Training: Issues, Methods and Debates. London: Continuum, pp. 88–103.

    Google Scholar 

  • Way, Catherine (2009): “Bringing Professional Practices into Translation Classrooms.” In: Kemble, Ian (ed.): The Changing Face of Translation. Portsmouth: University of Portsmouth, pp. 131–142.

    Google Scholar 

  • Way, Catherine (2014): “Structuring a Legal Translation Course: A Framework for Decision-making in Legal Translator Training.” In: Cheng, Le/Sin, King Kui/Wagner, Anne (eds.): The Ashgate Handbook of Legal Translation. Farnham: Ashgate, pp. 135–152.

    Google Scholar 

  • Way, Catherine (2015): “A Manageable Combined Assessment Approach: Competence and Decision-Making.” 5th IATIS Conference, at the Universidade Federal de Minas Gerais, Belo Horizonte (Brasil) 7–10 July 2015. https://www.research-gate.net/publication/341427342_A_Manageable_Combined_Assessment_Approach_competence_and_decision-making. 30 January 2022.

    Google Scholar 

  • Way, Catherine (2016a): “Intra-university Projects as a Solution to the Simulated/Authentic Dilemma.” In: Kiraly, Don (ed.): Authentic Experiential Learning in Translator Education. Göttingen: V&R Unipress, pp. 147–160.

    Google Scholar 

  • Way, Catherine (2016b): “The Challenges and Opportunities of Legal Translation and Translator Training in the 21st Century.” In: International Journal of Communication 10, pp. 1009–1029.

    Google Scholar 

  • Way, Catherine (2019): “Fostering Translator Competence: the Importance of Effective Feedback and Motivation for Translator Trainees.” In: Pietrzak, Paulina (ed.): Intralinea. Special Issue: New Insights into Translator Training. http://www.intralinea.org/specials/article/2430. 30 January 2022.

    Google Scholar 

  • Way, Catherine (2020): “Training and Pedagogical Implications.” In: Massey, Gary/Ehrensberger-Dow, Maureen/Angelone, Erik (eds.): The Bloomsbury Companion to Language Industry Studies. London/New York, Bloomsbury Academic Publishing, pp. 179–207.

    Google Scholar 

  • Way, Catherine (2021): “Developing manageable individualised formative assessment of translator trainees through rubrics.” In: Research in Language 19 (2), pp. 135–154. doi: 10.18778/1731-7533.19.2. https://digijournals.uni.lodz.pl/rela/vol19/iss2/3. 30 January 2022.

    Article  Google Scholar 

Download references

Authors
  1. Catherine Way
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Katja Abels Silvia Hansen-Schirra Katharina Oster Moritz J. Schaeffer Sarah Signer Marcus Wiedmann

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Frank & Timme GmbH

About this chapter

Cite this chapter

Way, C. (2022). Juggling the development of translator competence and academic assessment. In: Abels, K., Hansen-Schirra, S., Oster, K., Schaeffer, M., Signer, S., Wiedmann, M. (eds) Re-Thinking Translator Education. Sprachen lehren – Sprachen lernen. Frank & Timme, Berlin. https://doi.org/10.57088/978-3-7329-9133-4_6

Download citation

Publish with us

Policies and ethics

Search

Navigation