The Evolving Curriculum in Interpreter and Translator Education
Stakeholder perspectives and voices
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
© John Benjamins
Table of Contents
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The evolving curriculum in interpreter and translator education: A bibliometric analysisDavid B. Sawyer, Frank Austermühl and Vanessa Enríquez Raído | pp. 1–22
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Part I. Conceptualizations of curricula
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Translation and the internationalization of higher education in the anglophone West: The case of New Zealand compared to the United KingdomVanessa Enríquez Raído | pp. 25–52
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“TI literacy” for general undergraduate educationKayoko Takeda and Masaru Yamada | pp. 53–73
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European Masters in Translation: A comparative studyEster Torres-Simón and Anthony Pym | pp. 75–97
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Doctoral training in Translation Studies: Challenges and opportunitiesYves Gambier, Christina Schaeffner and Reine Meylaerts | pp. 99–116
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Part II. Innovation and reform
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Undergraduate and graduate level interpreter education: Pedagogical considerationsMelanie Metzger, Keith Cagle and Danielle Hunt | pp. 119–140
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Structure and process: A case study of the evolving interpreter education curriculum in ViennaFranz Pöchhacker | pp. 141–160
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Innovations in online interpreter education: A graduate certificate program in community interpretingHolly Mikkelson, Amy Slay, Patricia Szasz and Bob Cole | pp. 161–184
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Bridging the gap between curricula and industry: A case study of an undergraduate program in JordanBilal Sayaheen | pp. 185–202
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Part III. Technology
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A singular(ity) preoccupation: Helping translation students become language-services advisors in the age of machine translationAlan K. Melby and Daryl R. Hague | pp. 205–228
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The proper place of localization in translation curricula: An inclusive social, object-driven, semiotic-communicative approachJesús Torres-del-Rey | pp. 229–258
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Technology literacy for the interpreterAlexander Drechsel | pp. 259–268
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Part IV. The course and the curriculum
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A relevancy approach to cultural competence in translation curriculaPeng Wang | pp. 271–299
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Knowing what and knowing how: Teaching student interpreters research on interpretingMinhua Liu | pp. 301–318
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Teaching translation in a multilingual practice classAnthony Pym | pp. 319–340
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Part V. Stakeholder networks
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The contribution of institutional recruiters to interpreter training: Getting the balance rightClare Donovan | pp. 343–368
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Institutional cooperation in the area of training – a two-way collaboration: The perspective of an academic trainerSarah Bordes | pp. 369–377
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The role of the European Commission’s Virtual Class Program in university curricula: Challenges and strategies to minimize stress in the learning environmentFernando Leitão | pp. 379–391
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The hidden curriculum revealed in study trip reflective essaysAndrew K. F. Cheung | pp. 393–408
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Notes on contributors | pp. 409–416
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Name index | pp. 417–421
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Subject index | pp. 423–430
“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 (4)
Cited by four other publications
Olalla-Soler, Christian
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. ![DOI logo](//benjamins.com/logos/doi-logo.svg)
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. ![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 29 july 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
Translation & Interpreting Studies
Main BIC Subject
CFP: Translation & interpretation
Main BISAC Subject
LAN023000: LANGUAGE ARTS & DISCIPLINES / Translating & Interpreting