ABSTRACT

In designing their courses and modules, translator educators today need to consider a variety of changing institutional, professional and pedagogical requirements. This paper proposes ways in which translator trainers can respond to two sets of these new requirements. The first are the requirements for a widening conceptualisation of translation brought about by the rapid globalisation of markets and the need for intercultural mediators. The second set of requirements comes from the process of articulating what attributes a graduate should possess and how these attributes are developed. This paper offers translation trainers an approach to module design which can address both these sets of demands. The module is designed with a collaborative transcreation project at its core and has incorporated assessment literacy into the design. The study is supported with quantitative and qualitative data gained from a survey of participating students. By introducing the case study of our module design and linking the design to the underlying theories which informed it, the paper provides trainers with a set of concepts which can be applied to their own curricula needs in order to ‘future proof’ their students in the changing employment market.

摘要

如今，在设计课程和模块时，翻译教育工作者需要考虑各种变化的制度，专业和教学要求。本文提出了翻译培训师可以如何应对两组新要求的方法。首先是由于市场的迅速全球化和对跨文化调解者的需求而导致的翻译概念的扩展。第二组要求来自阐明毕业生应具备的属性以及这些属性如何发展的过程。本文为翻译培训人员提供了一种可以解决这两组需求的模块设计方法。该模块的设计核心是一个协作性转化项目，并将评估素养纳入了设计。这项研究得到了从参与学生调查中获得的定量和定性数据的支持。通过介绍我们模块设计的案例研究并将设计与基础理论联系起来，本文为培训人员提供了一套概念，可以应用于他们自己的课程需求，以“证明”他们的学生在未来的学习中。不断变化的就业市场。