The Evolving Curriculum in Interpreter and Translator Education

Stakeholder perspectives and voices

Editors

David B. Sawyer | University of Maryland

Frank Austermühl | Aston University

Vanessa Enríquez Raído | University of Auckland

Hardbound – Available

ISBN 9789027203175 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027262530 | EUR 99.00 | USD 149.00

The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices examines forces driving curriculum design, implementation and reform in academic programs that prepare interpreters and translators for employment in the public and private sectors. The evolution of the translating and interpreting professions and changes in teaching practices in higher education have led to fundamental shifts in how translating and interpreting knowledge, skills and abilities are acquired in academic settings. Changing conceptualizations of curricula, processes of innovation and reform, technology, refinement of teaching methodologies specific to translating and interpreting, and the emergence of collaborative institutional networks are examples of developments shaping curricula. Written by noted stakeholders from both employer organizations and academic programs in many regions of the world, the timely and useful contributions in this comprehensive, international volume describe the impact of such forces on the conceptual foundations and frameworks of interpreter and translator education.

[American Translators Association Scholarly Monograph Series, XIX] 2019. vi, 430 pp.

Publishing status: Available
Published online on 7 June 2019

https://doi.org/10.1075/ata.xix

Table of Contents

The evolving curriculum in interpreter and translator education: A bibliometric analysis

David B. Sawyer, Frank Austermühl and Vanessa Enríquez Raído | pp. 1–22

Part I. Conceptualizations of curricula

Translation and the internationalization of higher education in the anglophone West: The case of New Zealand compared to the United Kingdom

Vanessa Enríquez Raído | pp. 25–52

“TI literacy” for general undergraduate education

Kayoko Takeda and Masaru Yamada | pp. 53–73

European Masters in Translation: A comparative study

Ester Torres-Simón and Anthony Pym | pp. 75–97

Doctoral training in Translation Studies: Challenges and opportunities

Yves Gambier, Christina Schaeffner and Reine Meylaerts | pp. 99–116

Part II. Innovation and reform

Undergraduate and graduate level interpreter education: Pedagogical considerations

Melanie Metzger, Keith Cagle and Danielle Hunt | pp. 119–140

Structure and process: A case study of the evolving interpreter education curriculum in Vienna

Franz Pöchhacker | pp. 141–160

Innovations in online interpreter education: A graduate certificate program in community interpreting

Holly Mikkelson, Amy Slay, Patricia Szasz and Bob Cole | pp. 161–184

Bridging the gap between curricula and industry: A case study of an undergraduate program in Jordan

Bilal Sayaheen | pp. 185–202

Part III. Technology

A singular(ity) preoccupation: Helping translation students become language-services advisors in the age of machine translation

Alan K. Melby and Daryl R. Hague | pp. 205–228

The proper place of localization in translation curricula: An inclusive social, object-driven, semiotic-communicative approach

Jesús Torres-del-Rey | pp. 229–258

Technology literacy for the interpreter

Alexander Drechsel | pp. 259–268

Part IV. The course and the curriculum

A relevancy approach to cultural competence in translation curricula

Peng Wang | pp. 271–299

Knowing what and knowing how: Teaching student interpreters research on interpreting

Minhua Liu | pp. 301–318

Teaching translation in a multilingual practice class

Anthony Pym | pp. 319–340

Part V. Stakeholder networks

The contribution of institutional recruiters to interpreter training: Getting the balance right

Clare Donovan | pp. 343–368

Institutional cooperation in the area of training – a two-way collaboration: The perspective of an academic trainer

Sarah Bordes | pp. 369–377

The role of the European Commission’s Virtual Class Program in university curricula: Challenges and strategies to minimize stress in the learning environment

Fernando Leitão | pp. 379–391

The hidden curriculum revealed in study trip reflective essays

Andrew K. F. Cheung | pp. 393–408

“This carefully-planned and well-structured volume offers a penetrating insight into the development and innovation of T&I curricula, and provides down-to-earth guidelines on curriculum design, which is a must-read book for T&I educators, researchers, practitioners, administrators, and students.”

Mu Lei & Li Wen, Guangdong University of Foreign Studies, in Babel 66:1 (2020)

Cited by (3)

Cited by three other publications

Fois, Eleonora

2023. Chapter 7. Redefining English language teaching in translator training through corpus-based tasks. In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training [Benjamins Translation Library, 161], ► pp. 112 ff.

Zwischenberger, Cornelia, Karin Reithofer & Sylvi Rennert

2023. Introducing new hypertexts on Interpreting (Studies). In Introducing New Hypertexts on Interpreting (Studies) [Benjamins Translation Library, 160], ► pp. 1 ff.

Trojszczak, Marcin

2022. Translator Training Meets Machine Translation—Selected Challenges. In Language Use, Education, and Professional Contexts [Second Language Learning and Teaching, ], ► pp. 179 ff.

This list is based on CrossRef data as of 2 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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