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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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Quality and Objectivity of Testing and Assessing in Translator Training: Dilemmas and Suggestions

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Abstract: Like in other sectors, in the translation sector quality assurance is important. It is required not only for the actual professional practice itself, but also for the study of translation as well as the training of students to become professional translators. Although these areas all relate to translation, they deal with it from different perspectives and focal points and with different objectives, requirements and practices. Therefore, if quality is to be required, implemented and assured, these differences should be taken into account without losing sight of the evident similarities, which undoubtedly will have a direct bearing on the quality assurance systems, quality criteria and assessment criteria in the three areas.

One of the key factors in quality assurance is objectivity of testing and assessing. The questions to be addressed are is (1) how objectivity can be implemented in the practice, study and training of translation, (2) if it is/can be identical in all three areas, and (3) – if not – how the three areas can be attuned to one another on the point of objectivity so as to guarantee the highest possible quality. As far as practice and training are concerned, there is an additional requirement, viz. to reduce the so-called skills gap as much as possible, and to make the transition from training to practice as smooth as possible.

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