Festschrift in Honour of Christina Schäffner
Edited By Beverly Adab, Peter A. Schmitt and Gregory M. Shreve
Candace Séguinot, Toronto: Questions of Learning Objectives in Translator Training
Candace Séguinot Toronto Questions of Learning Objectives in Translator Training Since translation studies has become a discipline in its own right with a more or less independent status, programs that focus on translation have had to choose an orientation. And because programs need an internal coherence, they respond to some societal needs rather than others. Some institutions or levels of training focus on preparing students to enter the translation profession, others specialize in the scientific and intellectual study of translation as human behaviour. These two kinds of study have very different learning objectives. Yet in any classroom there is a process of socialization, and that process also engenders outcomes. We teach more than the use of strategies and resources in our profes- sionally-oriented classes, and we set the agendas for future research and class- room practices in our research-oriented courses. So learning objectives are not always overt, and the less conscious forms of socialization naturally vary with the institutional frameworks. That is why if we want to understand the relation- ship between practices and outcomes it is important, as Schäffner and Adab (2000: vii-xvi) have suggested, to look at translation programs around the world. Universities as institutions derive their power through political and eco- nomic legitimization (Bourdieu 1988; 84). The social capital that comes from intellectual and scholarly pursuits is of a different order and is legitimized by such things as reputation. In the western world this can take the form of intellec- tual renown and/ or the...
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