ABSTRACT

The growth in translator-training institutions since the early 1990s has obliged many language teachers to teach translation skills and some translators to pick up teaching skills. When these two needs are combined with the use of translation activities in additional-language learning, the global demand for training in the teaching of translation is considerable, especially in countries where the growth in these needs is still recent. In an attempt to address this demand, a course in translator education was offered at the University of Melbourne and was included in both the Master of Translation and the Master of Applied Linguistics, which deals with language education. The two learning groups brought different but complementary backgrounds to the course and were to some extent able to teach each other through tandem activities: the students with training in applied linguistics were to teach the translators about teaching, while the students trained as translators would ideally teach the teachers about translation. In practice, however, the composition and aims of the two student groups were far more mixed than were the best-laid plans of theorists.

摘要

自 1990 年代初以来，翻译培训机构的发展迫使许多语言教师教授翻译技能，而一些翻译人员则不得不学习教学技能。当这两种需求与在外语学习中使用翻译活动相结合时，全球对翻译教学培训的需求是相当可观的，尤其是在这些需求才刚刚增长的国家。为了解决这一需求，墨尔本大学开设了翻译教育课程，并被纳入翻译硕士和处理语言教育的应用语言学硕士。这两个学习小组为课程带来了不同但互补的背景，并且在一定程度上能够通过串联活动相互教授：受过应用语言学培训的学生要教翻译人员教学，而受过翻译培训的学生最好教老师翻译。然而，在实践中，这两个学生团体的组成和目标远比理论家的最佳计划复杂得多。