Show Less
Restricted access

Constructing Translation Competence


Paulina Pietrzak and Mikołaj Deckert

«The volume reflects latest trends and developments in the field of translator and interpreter training research, reconciling both theoretical and empirical approaches. The strength of the edited volume lies in its thematic and conceptual consistency, presentation and application of a variety of innovative methodologies and approaches and providing interesting, research-based practical solutions that can be effectively used in the classroom. I am deeply convinced that the volume constitutes a valuable, thought-provoking and useful contribution to the field that will be of interest to the community of researchers and educators.»
Dr hab. Joanna Dybiec-Gajer, Associate Professor, Pedagogical University of Cracow
Show Summary Details
Restricted access

Paulina Pietrzak & Mikołaj Deckert – Introduction


| 7 →


The major objective behind the present volume is to provide current methodological insights into translation didactics. It investigates both theoretical and practical aspects of translator training with a view to sharing findings and resources among those who contribute to the complex and challenging endeavour of constructing translation competence.

This training-centred work comprises a total of sixteen articles that report on research from various training environments. It opens with a section devoted to theories and perspectives in Translation Pedagogy. In the opening article, Maria Piotrowska’s “Revisiting the Translator Competence in the 21st century”, the author analyses the evolution of the concept of the translator competence in response to paradigmatic changes within Translation Studies. The article argues for the need to anchor pedagogical approach to translation on the epistemological base and validate the existing Translator Competence models for teaching purposes.

Gary Massey, Peter Jud and Maureen Ehrensberger-Dow in their paper “Building competence and bridges: the potential of action research in translator education” discuss actual process-oriented projects conducted at the Institute of Translation and Interpreting in Zurich where action research was employed. Their aim is to see to what extent the tool can benefit both students and teachers.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.