constructing pathways to translation - Higher Education Commission

The following models have been researched and analysed as the most appropriate for the
teaching of Translation Skills at the University level. The prescribed approaches can be
worked out and conclusions can be drawn for their implementation. Donald. C. Kiraly
(1995) has been used as a source for the given approaches.
Holz Mantari emphasized the value of student-centered translation teaching. She
identified student’s autonomy from the instructor as a primary objective of a translation
training program. The task of the instructor is to show various parts to learners and to
make the students independent from himself. The graduate will then be able to adapt to
act responsibly in any professional situation.
Newmark (1980:130), also emphasizes the need for active student participation in the
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translation class: ‘clearly the future of profitable teaching lies in some kind of role
playing, simulation exercises, real or imaginary situation.’
Other researchers have suggested that translation instructor also focus on text analysis
and the characteristics features of different types of texts. Van Den Brede (1980) and
Toury (1980) proposed text type-oriented theories of translation in which translation
norms and pragmatic text consolidation play a central role. In text-based teaching
approaches, the student moves to the forefront of the learning situation as a decision
maker. The teacher provides the student with tools, not for producing the ideal
translation but for dealing with
text specific and situation-specific variables and for
producing an optimal translation under the given circumstances.
House (1980:10) proposed a student centered approach based on communicative
translation for use in the teaching of translation skills to foreign language students
teachers. According to House, students should be made to forget a pedagogical context
and simulate a real act of communication in which s/he is especially implicated.
Skerritt (1980:34) based the approach on the humanist, learner-centred school of
educational psychology represented by Roger, Piaget, and Ausubel. The instructor’s only
task is to create relationships that allow students to find their own way, and to confront
them with situations that relate to them and that motivate them to look for solutions.