Studies in English Language, Literature, and Culture in a Global Environment
Edited By Richard Nordquist
Triin Pappel - Evaluation in the Translation Classroom - 83
83 Triin Pappel EVALUATION IN THE TRANSLATION CLASSROOM As far as non-literary translation is concerned, translation quality assessment in Estonia is only a recent discipline and the topic has been largely neglected so far. Recently, however, the translation industry has been growing rapidly and several universities now offer programmes of translation, and so specific princi- ples for translation quality assessment are needed. With pedagogical evaluation in the translation classroom there are several things to consider, such as who is evaluated; the purpose for which the translation is being evaluated; whose principles and needs the evaluator should consider; and what the evaluator should consider and what the evaluation should be based on. This paper briefly describes assessment in the translation classroom, focus- ing on how individual feedback and broader discussions in the classroom can be combined to help translation students formulate the concept of translating in their heads. As an example, the evaluation system for practical translation classes at Tallinn University is used, which is based on functional approaches and the socio- constructivist approach to translation education. The Concept of Translating An understanding of what translation actually is has been essential in translation theory since its early days in the 1970’s. Now that the translation market is chang- ing rapidly, both the image of the translator and the translator’s ways and methods of working have changed dramatically. In translator education, the translator teachers need to be aware of many concepts, such as market needs, globalisation, internationalisation, lifelong learning, multilingualism and multiculturalism,...
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