Methodological Challenges in Teaching Translation: The Singularity of the Discipline and the Plurality of Approaches
Keywords:
Translation pedagogy, curriculum design, translator training, theory–practice balance, teaching methods, educational approaches, written translation, translation didactics, criteria for text selection, instructional textsAbstract
This study investigates the focal pedagogical dilemma in translator training & education: selecting and implementing effective teaching methods and strategies to train future translators. It starts with fundamental questions about the nature of translation—should it be taught as an art, as a science, or a craft? Or should the focus be on in its practical applications, such as subtitling, dubbing, interpreting, communication, and intercultural mediation?
The core challenge stems from the proliferation of instructional choices, varied curriculum designs, and the difficulty of balancing theoretical knowledge with practical training. Unlike related linguistic disciplines, translation studies lacks a coherent methodological framework. Translation textbooks diverge significantly in their approaches, which raises essential questions about the discipline’s scope, educational goals, and the criteria for selecting effective teaching materials.
Focusing exclusively on written translation of general, non-specialized texts, and excluding audiovisual translation and interpreting due to their specialized techniques, the study probes critical questions facing educators:
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What is the optimal ratio between theory and practice in translation instruction?
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Which pedagogical methods best equip students for translation tasks?
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Should instructional materials be authentic or specially crafted?
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What criteria should guide the selection of texts?
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Is it pedagogically advantageous to use pre-translated texts for analysis or fresh texts to stimulate original translation?
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Should instructors rely on their own translated works or on third-party texts for instructional objectivity?
Addressing three key dimensions—theory–practice balance, text selection criteria, and effective pedagogical methods for translation students training —this presentation concludes by proposing a general pedagogical framework for a model lesson in translation.
