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Article published In:
FORUM
Vol. 21:1 (2023) ► pp.115–138

A call for improved collaboration between faculties of language and translation education

Action research on team teaching

| Hankuk University of Foreign Studies
| Hankuk University of Foreign Studies

Translator education and language education have remained relatively disconnected and isolated despite the great value they potentially bring one another, even within academic departments which bring both areas of teaching within their scope. This action-research study examines an attempt by a translation instructor (TI) and an English language instructor (ELI) to ‘team teach’ translation, exploring how team teaching creates new opportunities for students’ overall development as translators and language learners. Working within an understanding of Gile’s sequential model of translation (2009) the TI and ELI adopted separate pedagogical roles, for the most part, based upon their areas of expertise. However, these roles overlapped in ‘acceptability tests’ and when ‘translator’s creativity’ was called for, and these practices suggest the greater potential of team teaching to elevate the learning and development of students, creating opportunities for students to more deeply examine issues of translation and language. Nurturing the creativity of students may be an especially productive area in which translation education and language education can be productively intertwined. This study is an example of team teaching within translation classes and, ideally, will contribute to further explorations of how these practices can be effectively implemented and examined.

Keywords: translator education, English education, language education, team teaching, translator’s creativity
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1 The Two Solitudes: ‘Translation as an end’ vs. ‘translation as a means’
    • 2.2Team teaching: A way for translation and English education to work together
    • 2.3Team teaching based on Gile’s sequential model of translation for training purposes
  • 3.Research method
  • 4.Team teaching in action
    • 4.1Conceptualizing team teaching of translation and English language education
    • 4.2The TI and ELI: Different approaches, but shared goals
    • 4.3The possibilities of team teaching: Effective feedback in context
  • 5.Discussion and concluding remarks
  • Notes
  • References
Published online: 6 July 2023
DOI logo
https://doi.org/10.1075/forum.22004.nam
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