constructing pathways to translation - Higher Education Commission

TOWARDS CURRICULUM PLANNING AND
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methods set to learning
tasks, will be unable to measure and evaluate results, and will
ultimately fail to create the effective translator’s own societies demands.
Bilingualism is only one of several talents and skills required of the
translator. Research
skills, writing skills, natural capacities, like a good memory and creative thinking,
learned skills such as second language competence are also required. A translation
pedagogy is required to shorten the distance between the native translator, with bilingual
skills, and the professional translator. A translation pedagogy has to encompass the range
of translation reality because students evolve along a path from natural translation to
professional translation.
CHAPTER 11
DEVELOPMENT
A translation Pedagogy/Theory, in order to be functional and creative, that produces
measurable improvements in quality, and creates successful professionals, cannot emerge
full blown from the brows of translation scholars. Theories of Translation must be in
commensurate with translation practice, itself. Its expertise will then be based in
practical experience.
A Theory or Pedagogy of translation has to derive from an understanding of translation
reality. Translation reality can be defined as what translators do and what translators
produce – as both practice and product. Then the Translation Theory is the description
and explanation of practice and product. A Translation Pedagogy worked out only on
theoretical basis, will be a blind pedagogy. It has to include the practical aspects
otherwise it will fail in all reasonable objectives, will be unable to create and apply