Abstracts
Abstract
There is now a relative wealth of Translation Studies literature on translator training, but it often centres on impersonal aspects such as processes, content or activities, and ignores the human factor. There are two sets of participants in the teaching and learning process, both of whom are essential for its success: students or trainees, and teachers or trainers. Other than to bemoan their supposed deficiencies, or to design elaborate entrance filters, little has been said about students. But even less has been said about trainers. In this paper, attention focuses on them. The little that TS literature says about trainer profiles is mostly centred on the need for them to have professional translator competence. This paper takes a broader approach to the issues surrounding translator trainers and their training, setting them firmly within the broader context of higher education teaching as a profession, and attempts to link recently developed professional standards in higher education teaching to our field. This background allows the author to draw up a competence-based profile of the translator trainer and briefly to review which areas of such a profile have been addressed in TS and which are still in need of further work. The paper ends with an overview of the preliminary results of a study currently underway in Spain, designed to carry out detailed training needs analysis for translator trainers.
Keywords:
- translator training,
- translator trainer training,
- trainer profiles,
- trainer competence,
- needs analysis for trainer training
Résumé
En traductologie, de plus en plus d’études ont pour objet la formation en traduction, mais, au lieu de s’intéresser au facteur humain, elles portent en général sur les aspects impersonnels du métier tels que les activités, les procédés et le contenu. Le rôle des étudiants et stagiaires, ainsi que des enseignants et formateurs, est essentiel, car chacun participe activement aux processus d’apprentissage. Outre le fait de déplorer leurs points faibles ou d’établir toutes sortes de règles d’admission, peu a été dit en traductologie à propos des étudiants. Il faut ajouter qu’encore moins a été dit à propos des enseignants. Lorsqu’elle est abordée, la question est généralement centrée sur la nécessité pour chacun d’entre eux de faire preuve de compétences spécifiques en traduction. Si cet article s’intéresse avant tout aux enseignants tout en établissant des liens entre les nouveaux critères professionnels et le milieu de la traduction, il tente aussi d’aborder le sujet de manière plus générale de façon à illustrer la place de ceux-ci dans le vaste contexte des études supérieures comme formation professionnelle. En établissant ce contexte général, l’auteure tente de dresser le profil des enseignants en traduction selon leurs compétences et revoit brièvement dans quels domaines de la traductologie il a déjà été question de ce sujet et où il serait nécessaire de pousser davantage la discussion. L’article se termine par un survol des résultats préliminaires d’une étude lancée en Espagne qui tente d’élaborer une analyse complète des exigences de formation pour les enseignants en traduction.
Mots-clés:
- formation en traduction,
- formation des enseignants en traduction,
- profil des enseignants,
- compétences des enseignants,
- analyse des exigences de formation pour les enseignants
Appendices
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