Translation didactics

Dorothy Kelly
University of Granada
Table of contents

For a long time in translator training, the assumption by trainers was that students learn to translate simply by emulating the model of the trainer, often after an unguided attempt to produce their own translations. The following quote from House offers an excellent description of a typical translation class from the early days of translation courses at universities across Europe.

Full-text access is restricted to subscribers. Log in to obtain additional credentials. For subscription information see Subscription & Price.

References

Delisle, Jean
1980 L’analyse du discours comme méthode de traduction: Initiation à la traduction française de textes pragmatiques anglais, théorie et pratique. Ottawa: Presses de l’Université d’Ottawa. [English translation of Part I by Patricia Hogan and Monica Creery 1988 Translation: An Interpretive Approach. Ottawa: University of Ottawa Press].  TSBGoogle Scholar
1993 La traduction raisonnée. Manuel d’initiation à la traduction professionnelle de l’anglais vers le français. Ottawa: Université d’Ottawa.  TSBGoogle Scholar
1998 “Définition, rédaction et utilité des objectifs d’apprentissage en enseignement de la traduction.” In Los estudios de traducción: un reto didáctico, Isabel García Izquierdo & Joan Verdegal (eds), 13–44. Castellón: Universitat Jaume I.Google Scholar
Gile, Daniel
1995 Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins DOI logo  BoPGoogle Scholar
González Davies, María
(ed.) 2003 Secuencias. Tareas para el aprendizaje interactivo de la traducción especializada. Barcelona: Octaedro-EUB.  TSBGoogle Scholar
2004 Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins DOI logo  BoPGoogle Scholar
Gouadec, Daniel
1994 “L’assurance qualité en traduction – perspectives professionnelles, implications pédagogiques.” Unpublished plenary address at the I Jornadas Internacionales de Traducción e Interpretación, Universidad de Las Palmas de Gran Canaria.Google Scholar
2003 “Position Paper: Notes on Translator Training.” In Innovation and E-Learning in Translator Training, Anthony Pym, Carmina Fallada, José Ramón Biau & Jill Orenstein (eds), 11–19. Tarragona: Universitat Rovira i Virgili. (Also available in Across Languages and Cultures 1 (2): 222–231.) http://​www​.fut​.es​/~apym​/symp​/intro​.html [Accessed 23 April 2010].Google Scholar
Hurtado Albir, Amparo
(ed.) 1999 Enseñar a traducir. Metodología en la formación de traductores e intérpretes. Madrid: Edelsa.  TSBGoogle Scholar
Jääskeläinen, Riitta
2009 2nd edition. “Think-aloud protocols.” In Routledge Encyclopedia of Translation Studies, Mona Baker (ed.), 290–294. London: Routledge.Google Scholar
Kelly, Dorothy
2005 A Handbook for Translator Trainers. A Guide to Reflective Practice. Manchester: St Jerome.  TSBGoogle Scholar
Kiraly, Donald
1995 Pathways to Translation. Pedagogy and Process. Kent, Ohio: Kent State University Press.  TSBGoogle Scholar
2000 A Social Constructivist Approach to Translator Education. Empowerment From Theory to Practice. Manchester: St Jerome.  TSBGoogle Scholar
Marco, Josep
2004 “¿Tareas o proyectos? ¿Senderos que se bifurcan en el desarrollo de la competencia traductora?” Trans 8: 75–88.Google Scholar
Nord, Christiane
1991 Text Analysis in Translation. Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Amsterdam: Rodopi. [English translation of German original (1988), Textanalyse und Übersetzen. Heidelberg: Groos]  TSBGoogle Scholar
Robinson, Douglas
1997 Becoming a Translator. An accelerated course. London: Routledge. [2nd edition 2003: Becoming a Translator. An Introduction to the Theory and Practice of Translation]  TSB DOI logoGoogle Scholar
Vienne, Jean
1994 “Towards a pedagogy of ‘Translation in Situation’.” Perspectives 2 (1): 51–59 DOI logo  TSBGoogle Scholar