constructing pathways to translation - Higher Education Commission

Since translation practice is varied – the kind of translation depends on a myriad of
variables- translation skills taught must be flexible and more than the mechanics of
transposition. Teaching flexibility in translation needs understanding of how professional
translators adjust and adapt their skills to meet the demands of a job, and this implies that
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cognitive skills and processes of translation intersect with
the pragmatic package that
encloses the ST, the act of translation and the TT to be. To build competence,
one must
design precise pedagogical tools – tools for particular purposes that will yield specific
desired effects. These tools cannot be designed just with the information of descriptive
translation theory; a theory that describes the social and cognitive
aspects of translation.
Translation Studies Curriculum should be based on clear objectives, curricular materials
and teaching methods that should not imply a pedagogical gap in translation skills
instruction. Courses in translator studies should be based on a coherent set of
pedagogical principles derived from knowledge about the aims of translation instructor;
the nature of translation
competence and understanding of the effect of classroom
instruction on student’s translating proficiency. The pedagogical gap represents the
dearth of systematic approaches to the teaching of translation skills (Kiraly,1995).
It is only an interdisciplinary approach –a synthesis of linguistic, social and cognitive
disciplines that can provide an adequate description of the many communicative factors
involved in real translation and will also provide new principles to guide the teaching of
translation skills.
11.1 MODELS FOR CHANGE IN TRANSLATION PEDAGOGY
As translation assumes greater importance in international journalism,
entertainment,
commerce, science and technology and as the demand for translation and high quality
translation grows, it is more important than ever for translation educators to develop a
systematic approach to translation teaching practice. This systematic approach must
combine a sound translation pedagogy; the interdisciplinary mix of linguistics and the
social and cognitive sciences and with empirical studies of professional translation
practice. There are many sources of innovation to inspire change in the way one prepares
future translators. Translation
is largely language-related skills, and the area of study
related to the learning and teaching foreign languages has much to offer in the way of
innovation and inspiration for translation skills instruction (Kirlay,1995).