CURRICULUM DESIGN IN TRANSLATOR AND INTERPRETER EDUCATION: A REVIEW OF THE LITERATURE*
Main Article Content
Abstract
The increasingly vital role of professional translators and interpreters in facilitating transnational and cross-cultural communication in various aspects of life has necessitated the need for constant improvement of translator and interpreter education, which has a long-standing history. Training programmes differ across countries and continents, but nonetheless, there are some shared components that make up a good training programme, and one of which is curriculum. Given the critical role of curriculum in all this, recently, great importance has been attached to curriculum design. This paper reviews the most important aspects of curriculum design, including important definitions, fundamental foundations (consisting of philosophy, history, psychology, and sociology) and typical curriculum models as well as curriculum components. Secondary research is employed as the research method. The paper is pertinent to those who work as administrators, curriculum designers, educators, and teachers with the aim of providing a deep and relevant background knowledge and improving the quality of curriculum design.
Article Details
Keywords
translator and interpreter education, curriculum, curriculum design, curriculum foundations, curriculum models, competence
References
Dewey, J. (1997). Experience and education (1st Touchstone ed.). Simon & Schuster Inc.
Gile, D. (2009). Basic concepts and models for interpreter and translator training (revised ed.). John Benjamins Publishing Company.
Goodlad, J. I., Ammons, M. P., Buchanan, E. A., Griffin, G. A., Hill, H. W., Iwańska, A., Jordan, J. A., Klein, M. F., McClure, R. M., Richter, M. N. Jr., Tye, K. A., Tyler, L. L., Wilson, E. C. (1979). Curriculum inquiry: The study of curriculum practice. McGraw-Hill.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (1st ed., pp. 15-46). Simon & Schuster Inc.
Jackson, P. W. (1992). Conceptions of curriculum and curriculum specialists. In P. W. Jackson (Ed.), Handbook of research on curriculum: A project of the American educational research association (1st ed., pp. 3-40). Macmillan.
Kelly, D., & Martin, A. (2009). Training and education. In M. Baker & G. Saldanha (Eds.), Routledge encyclopedia of translation studies (2nd ed., pp. 294-299). Routledge.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education Limited.
Pym, A. (1998). Ausbildungssituation in aller Welt (Überblick). In M. Snell-Hornby, H. G. Hönig, P. Kußmaul & P. A. Schmitt (Eds.), Handbuch translation (pp. 33-36). Stauffenburg.
Pym, A. (2011). Training translators. In K. Malmkjær & K. Windle (Eds.), The Oxford handbook of translation studies (1st ed., pp. 313-321). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199239306.013.0032
Renfer, C. (1991). Translator and interpreter training: A case for a two-tier system. In C. Dollerup & A. Loddegaard (Eds.), Teaching translation and interpreting (pp. 173-184). John Benjamins Publishing Company.
Sawyer, D. B. (2004). Fundamental aspects of interpreter education: Curriculum and assessment (1st ed.). John Benjamins Publishing Company.
Sawyer, D. B., & Roy, C. B. (2015). Education. In F. Pöchhacker (Ed.), Routledge encyclopedia of interpreting studies (1st ed., pp. 124-130). Routledge.
Sofer, M. (2013). The global translator's handbook. Taylor Trade Publishing.