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Translation and Meaning

New Series, Vol. 1

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Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.
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Evaluating Literary Translation Competence

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Abstract: In 2014, the Leerlijn Literair Vertalen (Learning Line Literary Translation) was published (Antwerp / Utrecht: Expertise Centre for Literary Translation (ELV)). This ‘learning line’ was further developed on a European scale into a ‘Framework for the Education and Training of Literary Translators’ (the PETRA-E-project). The Framework consists of eight competencies (translation competence, linguistic competence, textual competence, heuristic competence, literary-cultural competence, professional competence, evaluative competence and research competence) and five levels (preparatory, beginner, advanced, professional and expert).

A learning line is an important first step, but should not be the last one. The learning line describes the various competences, but those competences must be tested at some point. The evaluation is important because its outcome can have a major impact on the career of a literary translator (granting of scholarships, translation prizes, literary translation jobs).

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