The development of the academic discipline of translation studies in the last two decades is reflected in the increasing number of undergraduate and graduate translation programs worldwide. Recent estimates reveal a steady growth from 250 in 1994 (Caminade and Pym 1995) to over 600 (Kim 2013). Research on translator education has been predominantly informed by functionalist (Nord 2005), social constructivist (Kiraly 2000; González-Davies 2004) and linguistic approaches to translation (Baker 2011; Zanettin 2012). The pedagogies that have been developed within these frameworks are utilized mainly for the development of translator and interpreter skills. Research into the pedagogies adopted to teach translation theory, or such other domains as history of translation and world literature, is largely underrepresented within the discipline.

References

Baker, Mona

2011 In Other Words: A Coursebook on Translation. 2nd ed. London: Routledge.

Caminade, Monique, and Anthony Pym

1995 Les formations en traduction et interprétation. Essai de recensement mondial. Special issue of Traduire 9.

González-Davies, Maria

2004 Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins.

Kim, Mira

2013 “Research on Translator and Interpreter Education.” In The Routledge Handbook of Translation Studies, edited by Carmen Millán and Francesca Bartrina, 102–116. London: Routledge.

Kiraly, Donald C.

2000 A Social Constructivist Approach to Translator Education. Manchester: St. Jerome.

Nord, Christiane

2005 Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. 2nd ed. Amsterdam: Rodopi.

Tymoczko, Maria

2007 Enlarging Translation. Empowering Translators. Manchester: St. Jerome.

Zanettin, Federico

2012 Translation-Driven Corpora: Corpus Resources for Descriptive and Applied Translation Studies. Manchester: St. Jerome.