Beyond the Ivory Tower
Rethinking translation pedagogy
Editors
This collection of essays by contemporary translation scholars and trainers addresses what is a critically important, though often neglected, field within translation studies: translation pedagogy. The contributors explore some of the current influences on translator training from both inside and outside the academy, such as: trends in foreign language pedagogy, teaching methods adapted from various applied disciplines, changes in the rapidly-expanding language industry, and new technologies developed for use both in the classroom and the workplace.
These various influences challenge educators to re-conceptualize the translator's craft within an increasingly specialized and computerized profession and encourage them to address changing student needs with new pedagogical initiatives. Combining theory and practice, the contributors offer discussion of pedagogical models as well as practical advice and sample lessons, making this volume a unique contribution to the field of translation pedagogy.
These various influences challenge educators to re-conceptualize the translator's craft within an increasingly specialized and computerized profession and encourage them to address changing student needs with new pedagogical initiatives. Combining theory and practice, the contributors offer discussion of pedagogical models as well as practical advice and sample lessons, making this volume a unique contribution to the field of translation pedagogy.
[American Translators Association Scholarly Monograph Series, XII] 2003. xvi, 259 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Introduction: Translation pedagogy. The other theoryBrian James Baer and Geoffrey S. Koby | pp. vii–xv
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1. Translation as process
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From instruction to collaborative construction: A passing fad or the promise of a paradigm shift in translator education?Donald C. Kiraly | pp. 3–27
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Towards an empirically-based translation pedagogySonia Colina | pp. 29–59
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Think-alouds as a pedagogical toolJudy Wakabayashi | pp. 61–82
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Teaching translation as a form of writing: Improving translator self-conceptAlexander Gross | pp. 83–93
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2. Translation as product
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Learning through portfolios in the translation classroomJulie E. Johnson | pp. 97–116
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Assessing assessment: Translator training evaluation and the needs of industry quality assessmentFanny Arango-Keeth and Geoffrey S. Koby | pp. 117–134
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Teaching text revision in a multilingual environmentJonathan T. Hine | pp. 135–156
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Gender, pedagogy, and literary translation: Three workshops and a suggestionCarol Maier | pp. 157–172
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After [Isaac] Babel: Teaching communicative competence for translationNatalia Olshanskaya | pp. 173–190
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3. Translation-related technologies
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Towards a collaborative approach to corpus building in the translation classroomLynne Bowker | pp. 193–210
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Task-based instruction and the new technology: Training translators for the modern language industryGeoffrey S. Koby and Brian James Baer | pp. 211–227
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Building a curriculum for Japanese localization translators: Revisiting translation issues in the era of new technologiesTakashi Kosaka and Masaki Itagaki | pp. 229–249
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Contributors | pp. 251–253
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Index | pp. 255–258
“Touching upon many of the phenomena that currently affect translation pedagogy, this volume provides a valuable opportunity for translation educators to reconceptualize their mission. As such, it makes a significant contribution to translator education.”
Shaoxiang Wang, Fujian Teachers University, in Language Vol. 82:3 (2006)
“Especially valuable in this book is the focus on translational communicative competence and the relevance of pragmatic and socio-cultural factors to translation as process and product. The analyses and arguments presented in this book bring new insights to a very important area within translation studies: translation pedagogy. I believe that this book is a useful reference and is an asset to any library. In particular, I would recommend it for teachers of translation, translation trainers, and graduate students of translation.”
Abelgawad T. Mahmoud, Associate Professor of Linguistics, Assiut University, Egypt, on Linguist List Vol. 15-496, February 2004
“In short, a cornucopia for anyone engaged in translator training.”
Paul Wood, MIL, in The Linguist, October-November 2004 (43:5)
Cited by (25)
Cited by 25 other publications
Huang, Yuwei, Weinan Shi & Jinglin Wen
Neves, Josélia
Sela-Sheffy, Rakefet
Monzó-Nebot, Esther
2021. Chapter 9. Translating values. In Translating Asymmetry – Rewriting Power [Benjamins Translation Library, 157], ► pp. 197 ff.
İŞPINAR AKÇAYOĞLU, Duygu
Sayaheen, Bilal
2019. Bridging the gap between curricula and industry. In The Evolving Curriculum in Interpreter and Translator Education [American Translators Association Scholarly Monograph Series, XIX], ► pp. 185 ff.
Bobăilă, Iulia, Manuela Mihăescu & Alina Pelea
Johnston, Bill
Al-Batineh, Mohammed & Loubna Bilali
Mo, Aiping & Deliang Man
2017. The ecosystem of translator workstation. Babel. Revue internationale de la traduction / International Journal of Translation 63:3 ► pp. 401 ff.
Gambier, Yves
2016. Teaching translation / Training translators. In Handbook of Translation Studies Online [Handbook of Translation Studies Online, 2016],
Aguilar, Raquel Pacheco
Byrne, Jody
Li, Defeng
Li, Defeng
Lafeber, Anne
Washbourne, Kelly
Hague, Daryl, Alan Melby & Wang Zheng
Li, Dechao
Marais, Kobus
Echeverri, Álvaro
Tan, Zaixi
This list is based on CrossRef data as of 25 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.
Subjects
Linguistics
Translation & Interpreting Studies
Main BIC Subject
CFP: Translation & interpretation
Main BISAC Subject
LAN023000: LANGUAGE ARTS & DISCIPLINES / Translating & Interpreting