constructing pathways to translation - Higher Education Commission

translation instruction as a unique form of second Language education. The theoretical
and practical aspects of Second language education have been dealt with in detail in
literature review.
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The integration of Translation Pedagogy with the literature of second language teaching
provides translation teachers with ideas for improving Translation Pedagogy.
These ideas can be important as a source for developing hypothesis and designing a
research agenda.
11.3 INITIAL STEPS THAT HELP FILL THE PEDAGOGICAL GAP IN
TRANSLATION TEACHING
Several principles for translation pedagogy emerge from the foregoing for the proposed
Model of Translation. The following general principles(Kirlay, 1995) can guide the first
steps in building Translation pedagogy:
1. Teaching should emphasize the acquisition of interlingual, intercultural, and
intertextual associations. Most translation processes occur in the intuitive
workspaces and emerge
only when problems occur. To build intuitive processes,
classroom practice should use forms of teaching that emphasize spontaneous
situation. The translation teacher has to create realistic simulations
of Translation
tasks and use texts that are selected, even constructed, to target specific
competencies.
The difference between the novice and the professional may revolve around:
a) Knowing how
best to resolve a problem
b) Knowing when a problem exists
c) Evaluating a tentative solution to a problem
d) Recognition, resolution and evaluation techniques for translation solution may
be proper focus for learning in the translation classroom.
2. The relationship between the intuitive workplace and the conscious processing
center suggests that error analysis might
be significant teaching resources. It should
indicate the broad distribution of problems in a student population and identify the
areas of competency that need to be strengthened. Second-language competence
provides a basis for intuitive processing in the translator trainee, but translation
competence and second language competence are not co-extensive.