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Translation and the Construction of Identity: Abstracts
Date: 12-14 August 2004
Venue: Sookmyung Women's University, Seoul, Korea
Zhong Yong In the wake of my publication ‘transcending the
discourse of accuracy’, I have been challenged to experiment with developing
an alternative paradigm of teaching in translation and interpreting. This
has led me to an examination of current curricula adopted at different
tertiary institutions, especially in the Great China Areas and Australia.
The examination concludes that a majority of the curricula are
overwhelmingly dedicated to a singular academic pursuit, one that is
occupied with drillings of translation techniques and conformity with
established utopian criteria/principles. While this pursuit is legitimate in
itself, there are other segments in the spectrum of academic concerns that
are often overlooked and excluded, including processes of reconstructing
criteria/principles, of becoming aware of rendition impact and of
experiencing translation/interpreting as a socio-cultural project, etc. Modes of teaching: student-centered vs teacher
centered; process oriented or end product oriented; individualized vs
homogenized instructions. Practice as experience, experiment and explorations
(3 Es) vs as memorization of rules and techniques. Pluralization of objectives beyond the familiar
accurate and adequate translation. Collective vs individualized supervision of
translation practice. Last but not least and in relation to the theme of
the conference, empowerment-oriented vs disempowerment-oriented approaches
in teacher-student relationship.
Panel 8: Teaching Translation - Global Challenges for the Twenty-First Century
A Post-Accuracy Typology of Teaching in Translation/Interpreting
University of New South Wales
This paper attempts to develop an alternative pedagogical typology in the
teaching of translation/interpreting through a number of parameters,
including:
© IATIS 2003