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Translation and Meaning

New Series, Vol. 1


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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Beyond the Static Competence Impasse in Translator Education


Abstract: The translator’s ‘competence’ has been a key topic of interest and debate in translator education for many years now. A number of two-dimensional translator competence models have been published and referred to in numerous other publications; and far beyond the field of Translation Studies, ‘competency-based teaching’ seems to have become the key catchword of education in the new millennium. While acknowledging the potential value of these models for contributing to the understanding of the translator’s skills and capabilities as static virtual entities, this article will propose adding a third dimension: time, which will be shown to be necessary for illustrating and better understanding the dynamic nature of competence development.

Curriculum development work within the context of the European Graduate Placement Scheme provided a special opportunity for developing and applying a three-dimensional multi-vortex model on the basis of an emergentist pedagogical epistemology.

Keywords: translator competence, emergence, curriculum development, modularised curricula, compartmentalisation of knowledge.

1. Introduction

In this article1 I will present an approach to the conceptualisation of ‘translator competence development’ that was developed within the context of a European Union sponsored project2 created to establish an international platform for work placements in the language mediation domain. The originators of the project – which was entitled the European Graduate Placement Scheme (EGPS) – including the author of this chapter, believed that it was essential within the scope of the project to focus both on the actual day-to-day practice of work placements, ← 129 | 130...

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