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CIUTI-Forum 2014

Pooling Academic Excellence with Entrepreneurship for New Partnerships

Edited By Martin Forstner, Hannelore Lee-Jahnke and Mingjiong Chai

The proceedings of the CIUTI FORUM 2014 outline in five chapters the different perspectives of academic excellence, pooled with entrepreneurship for new partnerships, focusing thus on an additional sense of innovation, fresh ideas and clever solutions in T&I training at universities. Therefore new projects of cooperation between universities and the market and international institutions are being presented, having always as a conditio sine qua non excellence and quality in training, paired with responsibility towards the students. This CIUTI FORUM did try to advise the major stakeholders once more, to use their own expertise to help to identify new needs, demands and challenges in their environment, and clearly showed how important it is in our academic training to look out of the box into the research of other disciplines in order to improve our didactical methods.
This volume contains contributions in English, French, German and Italian.
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A Coach for Translation Training


Hannelore LEE-JAHNKE

Eine Kultur, die keine Inhalte mehr kennt, von denen sie glaubt, dass sie wert sind, weitergegeben zu werden, gibt sich auf1.


After a brief historical overview of translation training, some preliminary considerations will be given concerning general didactics and cognitive issues, as well as the need for interdisciplinary research. In the third part we shall have a closer look at Bloom’s taxonomy and its particular use in translation didactics. In the fourth and last part, a model course with general and specific objectives as well as the different teaching activities will be suggested.

1. Historic context to bear in mind: translation training from 1941 until today

Although the first translation training courses started their adventurous journey in 19412, in the 1960s it was still questioned whether translation can be taught or whether translators and interpreters “are born”. This view has changed a lot since then. ← 221 | 222 → The major changes have been of course to make a clear distinction between translation training and foreign language training and/or from pure philology. These curricular changes made it necessary – or maybe they led naturally – to new general and specific objectives to be set in translation training. Since the 1960’s (and even more since the 1980’s) many endeavors are known (Hansen 2006) in which a well-structured course would finally lead to qualified translators and interpreters, not different from training in any other field. Hence, with the increased...

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