Non-Formal Aspects in Academic Translator Education. Selected Ideas for Research and Practical Application

A number of researchers in the field of education theory promote the view that education is based primarily on the student(s) – teacher interaction, rather than being dependent on the teacher’s realization of educational procedures that expand the student’s knowledge.  Some researchers in translator education share the view. This paper gives insight into a selection of these holistic and humanistic theories of education and translator education. The underlying idea is that the translator education curriculum should no longer be contained within the translation classroom. Instead, the idea of opening it to new educational perspectives, such as non-formal extracurricular initiatives, is proposed. However, it is not enough to just include the non-formal educational components in the formal programme. The pivotal idea expressed here is to allow for washback from non-formal learning to enhance the formal curriculum.&nbsp

Entrepreneurial Potential of Students Graduating from Translation Studies

Entrepreneurship is becoming a central issue in social, economic and educational policies globally. It is classified among the key assets that a contemporary university graduate needs to successfully enter the labour market – as an employee or a freelancer. Academic students who specialize in translation care about how their education translates onto their career. In this article, the authors present results of the research on how a selection of 436 Polish students of full-time translation courses perceive their future professional functioning in a hard and a soft-skill perspectives. The diagnostic procedure developed in the article can be of use to translation curricula designers and teachers in getting to know what their students think about being entrepreneurial translators. The data presented also show where educational interventions can be in place. A list of suggested didactic activities to exemplify such interventions is also provided

Design Thinking as a Tool for Participatory and Transformative Translator Education

This article outlines the main tenets and the working cycle of Design Thinking, which is a problem-solving methodology. We argue that this methodology helps train qualities and skills that are particularly beneficial for students of translator education programmes. We recommend Design Thinking for translation teachers who subscribe to post-positivist, constructivist and other problem-based, participatory and collaborative educational approaches. The latter part of the article presents examples of classroom activities developed with the use of Design Thinking methodology. The activities focus mostly on communicative interactions between participants, since we believe that the major advantage of Design Thinking for the translation classroom is that it offers a structured scaffolding to improve classroom communication

Non-Formal Aspects in Academic Translator Education. Selected Ideas for Research and Practical Application

A number of researchers in the field of education theory promote the view that education is based primarily on the student(s) – teacher interaction, rather than being dependent on the teacher’s realization of educational procedures that expand the student’s knowledge. Some researchers in translator education share the view. This paper gives insight into a selection of these holistic and humanistic theories of education and translator education. The underlying idea is that the translator education curriculum should no longer be contained within the translation classroom. Instead, the idea of opening it to new educational perspectives, such as non-formal extracurricular initiatives, is proposed. However, it is not enough to just include the non-formal educational components in the formal programme. The pivotal idea expressed here is to allow for washback from non-formal learning to enhance the formal curriculum

Doniesienia medialne o koronawirusie jako źródło terminologii: implikacje dla tłumaczy

Niniejszy artykuł postuluje istnienie zjawiska językowego, terminologicznego i komunikacyjnego, które autor określa mianem terminologii pośredniej. Przymiotnik pośrednia odnosi się do jednej z funkcji tego typu terminów: pośrednictwa między terminologią specjalistyczną a dyskursem medialnym. Proponowana definicja terminologii pośredniej kładzie nacisk na nieostrość granic pojęciowych i krótkotrwałe funkcjonowanie komunikacyjne. Mimo, że znaczna część artykułu poświęcona jest zdefiniowaniu i wyjaśnieniu zjawiska terminologii pośredniej, kluczowym punktem tego artykułu jest dostarczenie profesjonalnym tłumaczom pisemnym i ustnym narzędzi efektywnego posługiwania się tą terminologią. Dlatego też artykuł zamyka zestaw rekomendacji dla tłumaczy ustnych i pisemnych oraz dla studentów kierunków translatorskich

A Language Specialist as an Entrepreneur: An Educational Perspective

This article is an attempt to prove the need for entrepreneurial education of the future specialists in translation.It also tries to explain the role of the particular skills of translation service provision, as presented in EMT (2009). Finally, it aims to inspire students and teachers to train the skills by providing a selection of educational activities

Applying Transactional Analysis to Facilitate Self-Regulation of Trainee Translators and Interpreters

Zastosowanie Analizy Transakcyjnej celem umożliwienia samoregulacji w procesie kształcenia tłumaczy Niniejszy artykuł opiera się na założeniu, że sprawności samoregulacyjne kształcących się tłumaczy pisemnych i ustnych można znacząco poprawić poprzez zarządzanie procesami komunikacji interpersonalnej w procesie edukacyjnym. W sposób szczególny dotyczy to komunikatów w funkcji oceny. Autor stawia tezę, że ten typ komunikacji wyzwala złożone mechanizmy psychologiczne (postawy i zachowania) jej uczestników, które mogą prowadzić do wzmocnienia lub osłabienia sprawności samoregulacyjnych. Aby przyjrzeć się tym mechanizmom, autor omawia skrótowo teorię Analizy Transakcyjnej. Jest to koncepcja autorstwa Erica Berne’a, za której pomocą wyjaśnia on złożoność procesów komunikacji jako niezbędnej do osiągania przez ludzi ich celów życiowych. Poczynione przez Berne’a obserwacje znajdują w artykule zastosowanie w mikroskali programu kształcenia tłumaczy. Ich celem jest wyposażenie uczestników procesu dydaktycznego w narzędzia sterowania interakcjami komunikacyjnymi. Na końcu artykułu autor zamieszcza kilka ćwiczeń, których celem jest zachęcenie czytelnika do podjęcia dalszych studiów i samokształcenia się w zakresie omawianej tematyki.This article rests on the assumption that self-regulation of trainee translators/interpreters can be significantly enhanced by moderating classroom communication practices. This concerns, in particular, the communication exchange relating to assessment. It is argued that assessment-related communication activates complex psychological mechanisms, which can either empower or disempower self-regulation. To illustrate such mechanisms, the author briefly discusses the theory of Transactional Analysis. It is a conceptual framework proposed originally by Eric Berne to explain the intricacies of how people communicate to attain their psychological goals. Berne’s observations are adapted to the micro-cosmos of the translation/interpreting classroom in order offer its participants tools of regulating their communicative interactions. The article ends with a handful of recommended activities intended to inspire the readers to research further and train the skills discussed in the article

An Extended Translation Service Portfolio in Research Translation

This article is a proposal to think about translation service portfolio in categories of contemporary service provision. As observed in the recent literature of the field, today’s services rely more and more on customisation, interactivity and relation-building. This article presents examples of opening a standard portfolio to opportunities identified by the translator through direct communication with the client. Benefits and limitations of such portfolio modifications are also discussed. The article is an invitation for the readers to rethink their portfolio strategies in search of competitive market advantages