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The author offers an overview of the Interpreting Studies literature on curriculum and assessment. A discussion of curriculum definitions, foundations, and guidelines suggests a framework based upon scientific and humanistic approaches - curriculum as process and as interaction. Language testing concepts are introduced and related to interpreting. By exploring means of integrating valid and reliable assessment into the curriculum, the author breaks new ground in this under-researched area.Case studies of degree examinations provide sample data on pass/fail rates, test criteria, and text selection. A curriculum model is outlined as a practical example of synthesis, flexibility, and streamlining.This volume will appeal to interpretation and translation instructors, program administrators, and language industry professionals seeking a discussion of the theoretical and practical aspects of curriculum and assessment theory. This book also presents a new area of application for curriculum and language testing specialists.

The Evolving Curriculum in Interpreter and Translator Education: Stakeholder perspectives and voices examines forces driving curriculum design, implementation and reform in academic programs that prepare interpreters and translators for employment in the public and private sectors.

Basic Concepts and Models for Interpreter and Translator Training is a systematically corrected, enhanced and updated avatar of a book (1995) which is widely used in TI training programmes worldwide and widely quoted in the international Translation Studies community. It provides readers with the conceptual bases required to understand both the principles and recurrent issues and difficulties in professional translation and interpreting, guiding them along from an introduction to fundamental communication issues in translation to a discussion of the usefulness of research about Translation, through discussions of loyalty and fidelity issues, translation and interpreting strategies and tactics and underlying norms, ad hoc knowledge acquisition, sources of errors in translation, TI cognition and language availability. It takes on board recent developments as reflected in the literature and spells out and discusses links between practices and concepts in TI and concepts and theories from cognitive psychology and psycholinguistics.

The practice of translation today is inextricably linked to the use of technology, and this is reflected in how translator training is conceptualized, with technologies present in every area of such training. More and more authors have begun to voice their concerns about the ethical issues posed by the use of technology and artificial intelligence systems, and our focus here is to ask whether such concerns are being reflected in pedagogical models and teaching programs in the field of translation. To this end, we analyze a variety of translation and translation technology (TT) competence models, together with a review of the literature on ethics, and a corpus analysis of TT syllabi to explore the different sub-competences addressed in these. The analysis reveals that ethical competence is not specifically addressed in TT classes, or at least it is not reflected in our corpus. The literature review also illustrates a dearth of specific competence models for TT classes, as well as a lack of pedagogical interventions to develop ethical sub-competence, something we aim to address by developing a series of new models and tools. We conclude that the inclusion of ethical issues in the TT classroom is still far from widespread, despite it being a necessary step towards enabling new generations to act critically and professionally.

Translators’ training providers, including Higher Education (HE), play a big part in shaping the minds and behaviours of future translators. Therefore, translation courses must focus on implementing practices and resources which will enhance not only students’ linguistic and technical skills, but also cultural awareness, social responsibility, and ethical principles. Sexual/identity discourse is an area of critical enquiry which presents significant challenges that translators frequently do not seem to be able to handle due to their generally low level of gender understanding and sensitivity. This is where translators’ trainers need to take action. The current article – which collects the first findings of an in-progress educational project carried out at London Metropolitan University – suggests examples of activities and aspects to consider in curriculum design to create an effective framework which can ensure a more consistent embedding of gendersensitive policies in the curriculum of translation courses.

The community of translator trainers is growing constantly, as new courses are set up in diverse contexts throughout the world. After a brief overview of current approaches to translator training, this book offers practical guidance to sound training practices in different contexts. Given the very wide variety of backgrounds translator trainers come from, the text aims to be equally of use to language teachers new to translation, to professional translators new to teaching or training, to recent graduates in translation intending to embark on academic careers in translation studies, and to more experienced trainers wishing to reflect on their activity or to train new trainers. For that reason, no specific prior knowledge or experience of training is taken for granted. A systematic approach to curriculum and syllabus design is adopted, guiding readers from the writing of learning outcomes or objectives through to the design of teaching and learning activities, to the assessment of learning and course evaluation, all this applied throughout in detail to the field of translation. Chapters contain exercises and activities designed to promote reflection on practice and to help trainers to develop their teaching skills, as well as their own course material. These activities are suitable both for self-learners and for groups on trainer training and staff development courses.

PurposeThis study aims to examine the effects of using mobile translation applications for translating collocations.Design/methodology/approachThe study followed an experimental design where 47 students of English as foreign language in a Saudi university were randomly categorized into two groups. Both the groups were given a translation task consisting of 30 sentences with fixed, medium-strength and weak collocations. The participants in the experimental group (n 23) were asked to use a mobile App (Reverso) to translate the sentences, while the control group (n 24) was allowed to use only paper-based dictionaries. The translations were scored and analyzed to measure if there was any significant difference between the two groups.FindingsThe results indicated that the mobile translation application was more effective in translating fixed and medium-strength collocations than weak collocations, and in translating collocations in both translation directions (i.e. from Arabic into English or vice-versa).Originality/valueThe findings suggest that integrating translation technologies in general and mobile translation applications in particular in translation can enhance the translation process. Students can utilize mobile translation applications to enhance their translation skills, especially for translating collocations.

As a research area, education in the fields of translation and interpreting has received growing attention in recent years, with the increasing professionalization of the language-mediation sector demanding ever more highly trained employees with broader repertoires. This trend is evidenced in the present collection, which addresses issues in pedagogy in a variety of translation and interpreting domains. A global range of contributors discuss teaching, evaluation, professionalization and competence as they apply to an array of educational and linguistic situations. Translator and Interpreter Training: Issues, Methods and Debates presents an in-depth consideration of the issues involved in this area of translation and interpreting studies, and will be of interest to all students and academics working and researching in the field.

This volume presents a comprehensive study of what constitutes Translation Competence, from the various sub-competences to the overall skill. Contributors combine experience as translation scholars with their experience as teachers of translation. The volume is organized into three sections: Defining, Building, and Assessing Translation Competence.The chapters offer insights into the nature of translation competence and its place in the translation training programme in an academic environment and show how theoretical considerations have contributed to defining, building and assessing translation competence, offering practical examples of how this can be achieved.The first section introduces major sub-competences, including linguistic, cultural, textual, subject, research, and transfer competence. The second section presents issues relating to course design, methodology and teaching practice. The third section reflects on criteria for quality assessment.

New and unfamiliar situations often create in people a mix of emotions, in which motivation and curiosity coexist with anxiety and a reduced level of self-confidence. Since this phenomenon also occurs in situations in which people are supposed to learn something new, research has started to show interest in the role played by the affective factors in a wide range of cognitive processes. The present study starts from the conviction that translator training is a domain in which such affective variables are particularly relevant, considering the growing demands placed on translators nowadays and, in close connection to that, the pressure experienced by trainees. Therefore, by combining research data with reflective insights drawn from the author’s teaching experience, the paper aims at investigating those elements of the general translator competence that generate the highest levels of anxiety among students enrolled in advanced translation courses.