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Translation and Interpreting

Convergence, Contact and Interaction

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Edited By Eugenia Dal Fovo and Paola Gentile

A glance at the current state of the profession reveals a varied scenario in which Translation and Interpreting (T&I) constitute two interlingual processes usually performed by the same person in the same communicative situation or in different situations within the same set of relations and contacts. Although both practices call for somewhat different communicative competences, they are often seen as a single entity in the eyes of the public at large. T&I are thus found in relations of overlap, hybridity and contiguity and can be effected variously in professional practices and translation processes and strategies. Yet, when it comes to research, T&I have long been regarded as two separate fields of study. This book aims to address this gap by providing insights into theoretical and methodological approaches that can help integrate both fields into one and the same discipline. Each of the contributions in this volume offers innovative perspectives on T&I by focusing on topics that cover areas as diverse as training methods, identity perception, use of English as lingua franca, T&I strategies, T&I in specific speech communities, and the socio-professional status of translators and interpreters.
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9 Training Translators and Interpreters for a Digitised and Globalised World: Wikipedia, Lingua Francas and Critical Thinking (Simo K. Määttä)

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Simo K. Määttä

9 Training Translators and Interpreters for a Digitised and Globalised World: Wikipedia, Lingua Francas and Critical Thinking

abstract

This chapter describes two methods aimed at fostering transferable, twenty-first-century skills, more specifically critical-thinking skills, in translation and interpreting training. First, the study involved students of an introductory course in professional translation who translated a section of a Wikipedia article from French into Finnish for a project that they managed and self-assessed. The project included not only translation, but also editing, proofreading, localising, synthetic translation, and coding. One of the goals of this project was to expose students to the responsibilities of the academic community in the production of impartial information and knowledge. Second, the study involved students of an introductory course in legal translation who were exposed to the linguistic, cultural, and administrative variation within the francophone world through the production of different texts related to adoption and a lecture in which a complex network of intertextual chains in the domain of family law was analysed. A central goal of this translation course was to prepare translation students for legal and community interpreting by emphasising the connections between translation and interpreting in lingua franca contexts. The development of critical-thinking skills was the main goal of both courses. The paper argues that fostering transferable, general working-life skills such as critical thinking should form the basis for preparing employable translation and interpreting students for a precarious job market.

1. Introduction

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