Comparative View on Theory vs. Practice in Translator's Curricula
Delve into the theory vs. practice debate in translator's curricula from Rijeka and Trieste, exploring competences, training, and key questions. Learn about the integration and development of competences within curricula to enhance translator’s professional competence.
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'Theory and / or practice in translator's curricula. A comparative-contrastive view from Rijeka and Trieste Maja Brala-Vukanovi Rijeka University, Croatia Trieste University, Italy
Aim: Offer a threefold perspective on the issue theory vs. practice in translator s curricula Former student at Trieste s School for translators and interpreters (SSLMIT) Professor at an academic institution with a long (curricular and other) tradition Trieste Co-founder of a new academic programme in translation (and professor) Rijeka Invitation for a discussion
Outline On translator s competence ... ...in theory and practice A look into practice some questions Trieste postgraduate curriculum Rijeka postgraduate curriculum Students feedback Discussion (in place of a conclusion)
Translators competence Various views (theory oriented vs. goal / result oriented) - DICHOTOMY Increasing integration of views Towards a competence based approach (at least for the European Masters in Translation level) Competence ?
Competence based training Translator s professional competence = set of competences, subcompetences ( macrocompetence , Kelly, 2002; supercompetence , 1976; Ramos, 2011) Defined as the underlying knowledge system needed to translate (PACTE research group, 2005) and skills
Core components Language competence; Textual competence (txt reception, analysis, production, quality assessment); Subject / thematic competence; Cultural competence; Research competence; Transfer competence
Key question(s) How are these competences integrated / developed within the curriculum? Which of these competences does the curriculum rely on and which does it aim / manage to develop / enhance? The two questions are often not kept separate and the answers are lumped into one (promise)
Discussion about possible causes Transfer competence identified as the distinguishing domain of the translator (Neubert, 2000) Knowledge about translation (strategic, instrumental competence) is central (PACTE, 2005) Knowledge about translation vs. Knowledge of translation ... Knowledge of (practice) gives rise to awareness of (understanding, knowledge about)? What happens in practice?
Postgraduate course in legal translation (Trieste, Italy) One year postgraduate course (second level Master) Oriented: legal translation Total 1500 hours (lectures, seminars, practice) 60 credits (CFU)
Intro to Comparative Commercial law Computer assisted translation technology Terminology and legal translation (passive ITA ENG) Terminology and legal translation (passive ITA 2nd lang) Seminars: Language officers in the Italian Ministry of Internal affairs The profession of legal/judicial translator Translating Academic Transcripts Legal translation in the EU Types of legal texts Internship Final exam 15 3 Intro to Private law 1 Intro to Private law 2 Civil documents Intro to Constitutional law Intro to Criminal law Criminal trial records Right of translation in criminal proceedings Intro to Comparative law Intro to EU law Italian legal language Legal terminology and translation ENG-ITA Translation 2nd lang ITA (Fr; Spa; Ger; Cro) 10 h 10 25 10 15 10 15 2 cr 2 5 2 3 2 3 5 1 20 4 15 2 Conf. 10 2 15 15 15 20 3 2 2 4 20 3 250 10 10 2
Postgraduate diploma in translation (Rijeka, Croatia) One year postgraduate course (specialized Master C++) Broad orientation: EU/legal translation; IT tools; simultaneous / consecutive ... Organized in three modules translation) Total 380 (frontal) hours (lectures, seminars, exercises) 60 credits (CFU) (Croatian; general;
Croatian module: Standard Croatian for translators (15) Basics of Croatian spelling (15) Text and context (15) General module: (all 15) Translation studies Machine translation Management system in the EU Legal aspects of the EU (Crosscultural) Pragmatics for translators Specialized (ESP) translation (maritime) Business corresponence for translators Business negotiations for translators Language (transl.) module (all 60) Written translation exercises A (1st L Cro) Exercises in interpretation A (1st L Cro) Written translation Exercises B (Cro 1st lang) Exercises in interpretation B (Cro 1st lang) Written translation exercises C (2nd lang Cro) 1st: ENG, GER 2nd: GER, FR, ITA
Students feedback RIJEKA: - Excellent reception of Croatian module; - Very varied percepetion of the general module (less good for very theoretical Translation theory ; good IT, business mock conference - Chaotic translation (too much work at home) TRIESTE Theory is less useful than practice, but theoretical notions about legal systems in different countires are useful (should be learned through texts); Practical work is very useful; Glossaries are handy get them for each language the subjects correspondence, module
Two interactive elements 1) COMPETENCE ACQUISITION (basic learning process: theory? and practice) DECLARATIVE KNOWLEDGE 2) COMPETENCE REINFORCEMENT (drill academic practice and professional practice ) OPERATIVE KNOWLEDGE - Academia: 1 2 - Work (practice): 2 1 - Integrated learing process (just a slogan?) - Fallacies: 1 complexity, academism, irrelevance; 2 chaotic, inadequate, unsystematic, unverifiable, too reliant on individual imported competences ...
Core components (1 or 2?) Language competence; Textual competence (txt reception, analysis, production, quality assessment); Subject / thematic competence; Cultural competence; Research competence; Transfer competence ... Strategic, instrumental, interpersonal interaction with other translators, clients, professionals ... (Kelly, 2002)
Interdiciplinary competence Putting different skills at the service of concrete translation tasks METHODOLOGICAL competence (Ramos, 2011) ( strategic controls the application of other skills self evaluation) Some skills guaranteed by selection procedure Other skills developed functionally through drill and awarenes through practice identificatory / analytical method (systematic reflection on the translation process through practice) Become more aware of entrance competences vs. developed ones
