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CIUTI-Forum 2008

Enhancing Translation Quality: Ways, Means, Methods

Edited By Martin Forstner, Hannelore Lee-Jahnke and Peter A. Schmitt

Quality assurance has been a major issue in Higher Education discourse during the past decade. Evaluations, accreditations and assessments have almost become standard procedures within the framework of translation studies. This quest for quality has not only to integrate market needs and new market requirements, but also novel strategies in training – whereby training learners and trainers has to be given equal attention.
Translation quality has become a key issue in the interlinguistic and intercultural communication market as well as in the translator education environment. It has to be looked upon as a multifaceted issue to which all major players have to contribute: institutes of higher education, labor market and individual translators.
Within the framework of the CIUTI FORUM 2008, the speakers emphasized the different aspects of quality from the point of view of the trainer, the professional and the market. This volume tries to highlight all those quality issues from an international, interdisciplinary and multifaceted perspective.


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Quality Assurance for Quality Training WANG Lidi 213


213 Quality Assurance for Quality Training WANG Lidi Quality assurance is of vital importance for quality education in translator and interpreter training, especially when many univer- sities in China are beginning to offer T & I training to large num- bers of students. To guarantee the quality of teaching and learn- ing, each and every step of the entire training process ought to be carefully planned, executed and monitored; these include how the students are selected through the initial screening tests, what kind of materials and activities are used for teaching, how they are delivered or executed in the classroom, and finally how the stu- dents’ competence and performance are evaluated and following what standard. My presentation here does not attempt to answer all of these questions; instead, my main concern is that when we design and execute a translator and interpreter training program, we should try to develop a consistent, coherent and coordinated methodology of training based on a sound philosophy, which, in reality, is often absent in many instances. If we look around at the successful programs in the Western countries such as ESIT in Paris or the program here in University of Geneva, what is most impressive is the establishment of pedagogy based on thoroughly researched argument. Moreover, that pedagogy is being pursued and implemented and disseminated throughout the professional community so that it becomes well-recognized and standard practice, which, in turn, helps to shape our profession. The translator and interpreter training program in Beijing For- eign Studies...

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