Is Individual Competition in Translator Training Compatible with Collaborative Learning? The Case of the MTIE Translation Award

Autor/inn/en	Tallone, Laura; Ribeiro, Sandra; Albuquerque, Alexandra
Titel	Is Individual Competition in Translator Training Compatible with Collaborative Learning? The Case of the MTIE Translation Award
Quelle	In: Language Learning in Higher Education, 13 (2023) 1, S.201-211 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2023-2017
Schlagwörter	Translation; Cooperative Learning; Language Processing; Professional Personnel; Awards; Teamwork; Interpersonal Competence; Student Projects; Active Learning; Employment Opportunities; Personal Autonomy; Language Usage; Second Languages; Languages for Special Purposes; Competition; Networks; Student Motivation; Graduates; Constructivism (Learning); English; French; German; Spanish; Russian; English (Second Language); Masters Programs; Portuguese; Foreign Countries; Portugal; Europe + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Sprachverarbeitung; Personalbestand; Award; Auszeichnung; Interpersonale Kompetenz; Schulprojekt; Aktives Lernen; Berufschance; Beschäftigungschance; Individuelle Autonomie; Sprachgebrauch; Second language; Zweitsprache; Sprachhandlungsfähigkeit; Wettkampf; Schulische Motivation; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; English language; Englisch; Französisch; Deutscher; Spanisch; Russisch; English as second language; English; Second Language; Englisch als Zweitsprache; Magister course; Magisterstudiengang; Portugiesischunterricht; Ausland; Europa
Abstract	In past years, translation education has shifted from a "transmissionist approach" to the unchallenged use of collaborative learning, with extensive recourse to teamwork and Project-based Learning. Students are encouraged to develop their translation and interpersonal skills in collaborative environments, focusing on translation as a process. Throughout this process, mistakes are valued as learning opportunities, and no translated text is seen as an authoritative version to which all others are unfavourably compared. This approach is somewhat at odds with an increasingly competitive job market, in which translators must be capable of autonomous and individual work, and translation is mainly viewed and evaluated as a final product. Although translation workflows involve a growing amount of group effort, translators still need to work alone and take responsibility for their own versions and translation choices. In order to prepare students to become professional translators, the annual Technical and Scientific Translation Award aims not only to give winners visibility before potential employers but also to work as an opportunity for young translation students and graduates to put their skills to the test. This paper focuses on the translation competences activated by the contest, as defined by the Competence Framework produced by the European Masters in Translation Network. It also discusses the potential of this initiative as a motivational tool for translation students and graduates, concluding that individual contests counterbalance the predominance of collaborative activities in the classroom and are therefore a relevant complement to academic training. (As Provided).
Anmerkungen	De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01