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Translation and the Construction of Identity: Abstracts
Date: 12-14 August 2004
Venue: Sookmyung Women's University, Seoul, Korea
Palma Zlateva Teaching translation on various levels, both as part
of FLT curricula, and as a separate subject, is a booming industry in
British universities. Undergraduate courses, post-graduate courses,
full-time courses, part-time courses, on-line courses, translator [re]training
courses – summertime and weekend; researcher training courses; language-pair
oriented, subject-area oriented, computer-tools oriented – and mixtures of
all of the above. In the literature accompanying them the academic goals are
usually well defined, their practical results – less so, and the income they
generate – not at all. Not long ago, teaching English as a foreign language
was the second most profitable business in the UK. Is teaching translation
from and into English becoming its business rival? What are
Panel 8: Teaching Translation - Global Challenges for the Twenty-First Century
Teaching Translation in a Non Language Specific Way: The Working Paradox
University of Leeds
the short- and long-term implications of these developments for the
researchers, teachers, students and practitioners of translation - and FLT?
This paper will try to find some tentative answers to the above questions,
based on experience gathered prior to and during a 5-year involvement with
the post-graduate translation programme at the University of Leeds, now
well-established and very popular both at home and overseas. The various
practical problems and solutions accompanying the development of its
curriculum and growth from an MA in Applied Translation Studies, to a Centre
in Translation Studies with 80+ students and four different programmes – in
Applied Translation, Interpreting, Screen Translation and British Sign
Language Interpreting – will be presented and discussed.
© IATIS 2003