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The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices
Edited by David B. Sawyer, Frank Austermühl and Vanessa Enríquez Raído
[American Translators Association Scholarly Monograph Series XIX] 2019
► pp. 53–73

“TI literacy” for general undergraduate education

This paper explores the benefits of incorporating “translation and interpreting (TI) literacy” coursework in general education curricula for undergraduate students. We define TI literacy as a foundational knowledge of the practice of translation and interpreting. TI literacy education aims to orient potential candidates for subsequent professional training in translation and interpreting and to foster effective users of translation and interpreting services and tools. This paper reviews previous literature on undergraduate education related to translation and interpreting, introduces the definition of and rationale for TI literacy, reports on the pilot courses in TI literacy we carried out at Rikkyo University in 2013 and 2014, and presents a preliminary proposal for the basic approach, essential elements, and delivery methods of TI literacy education.

Article outline
  • Introduction
  • Background: The case of Japan
  • TI literacy: Definition and rationale
  • Pilot courses
    • Translation and Interpreting in the World Today
      • Course overview
      • Course organization
      • Student feedback
    • Translators and Agents in Translation
      • Course overview and organization
      • Student feedback
  • Discussion
    • Basic approach
    • Essential elements of TI literacy education
    • Delivery methods
  • Conclusion and future research
  • Notes
  • References
Published online: 18 June 2019
DOI logo
https://doi.org/10.1075/ata.xix.03tak
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