constructing pathways to translation - Higher Education Commission

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3. Once they understand what kinds of errors are occurring and can isolate effected
competences, translation teachers can provide guided practice to improve the
acquisition of intuitive skills, and then teach conscious strategies as methods for
problem resolution and the production of translation alternatives.
4. A major objective of translator training should be the fostering of a translator
self-concept and a functioning translation monitor. The translation monitor
judges the acceptability of translation results and controls the rejection of results,
the acceptance
of results and the invocation of strategies to resolve problem.
5. As the translation student moves further along the evolutionary faith from native
translation to high quality professional
translation, the skills that are acquired are:
a. Less likely to be acquired by the repeated practice.
b. Less likely to develop naturally with specific training and pedagogical
intervention.
c. More likely to involve translation quality at levels beyond that of mere
semantic and syntactic correction.
6. Translation education programmes should reorganize around a theoretical frame
work that shows the identification of the cognitive resource which translation
students should acquire, and pedagogical tools for teaching and testing the
acquisition of theoretical skills and knowledge. At the beginning of the training
sequence, the pedagogy should emphasize the acquisition of competences that are
intuitive and automatic. Near the end of a student’s programme, conscious
strategies and quality control skills should be taught. Empirical studies provide a
mechanism for differentiating and
sequencing the content of the Translator
training curriculum.
Each programme and each student in it is a unique bundle of experience, competences,
and goals. It is up to the individual student translator to become a competent
professional, using all resources at his or her disposal. It is the responsibility of the
translator teacher to provide the resources in a manner that reflects the social and
cognitive realities of translation and the evolution of translator competence
(Kiraly,1995).