Teaching translation processes in a multilingual class. Anthony Pym

TL;DR

A translation professor discusses the need for a community-based approach to translation training and highlights the importance of process-focused evaluation rather than just product evaluation.

Transcript

uh i'll present what i've been doing for the past seven years in a multilingual translation class first though i should explain why i've been doing it i've been working at what was then called the monterey institute for international of international studies in california a clt school for training translators and interpreters like this one high lev... Read More

Key Insights

• 🖤 Individual translation practice lacks the support and community aspect necessary for effective training.
• ❓ Process-focused evaluation is essential for a comprehensive understanding of translation skills.
• ⚾ A community-based approach fosters collaboration and peer learning in translation training.
• 🏃 Risk analysis and client negotiations are valuable exercises for developing translation skills and understanding.
• ❓ Translation training should focus on both the translation process and the final product.
• ✳️ Professionals distribute their effort based on risk analysis, focusing more on high-risk areas and working efficiently on low-risk areas.

Questions & Answers

Q: Why did the professor believe that individual translation practice was not effective for students?

The professor believed that individual practice did not allow for the development of a translation community, where students could learn from and support one another. Additionally, individual practice did not focus on the translation process, which was a key aspect lacking in the students' training.

Q: What were the main reasons for implementing a community-based approach to translation training?

The main reasons for implementing a community-based approach were financial constraints, the need to address aspects of translation that were overlooked in other classes, and the desire to introduce research into the training process.

Q: How did the professor address the issue of students lacking training in the translation process?

The professor designed exercises and activities that focused on process-oriented evaluation, such as time and task analysis, risk analysis, and client negotiations. These activities aimed to improve students' understanding of the translation process and enhance their skills.

Q: How did the implementation of a community-based approach impact students' translation skills and training experience?

The community-based approach provided students with a supportive learning environment where they could learn from their peers and engage in discussions about translation. It also helped them develop skills in process analysis, risk assessment, and client negotiations, which are crucial for professional translation work.

Summary & Key Takeaways

• The professor worked at a specialized translation and interpretation school and noticed that students lacked training in the translation process.

• The school was struggling financially and the professor proposed a community-based approach to translation training to address the issues.

• The professor implemented various exercises and activities to improve translation skills, including time and task analysis, risk analysis, and client negotiations.