COLLABORATIVE LEARNING (TRANSLATION)

  1. Definitions of interpersonal competence–a sub-competence of translation competence
  2. Empirical research about collaborative learning in the translation classroom
  3. Theoretical research about collaborative learning in the translation classroom

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DEFINITIONS OF INTERPERSONAL COMPETENCE–A SUB-COMPETENCE OF TRANSLATION COMPETENCE

1. EMT Translation Competence Model: (Click on the link for an explanation of each sub-competence)

EMT Translation Competence Model

 

 

 

 

 

 

Translation service provision competence → Interpersonal dimensions:

  • “Knowing how to work under pressure and with other experts, with a project head (capabilities for making contacts, for cooperation and collaboration), including in a multilingual situation; and
  • Knowing how to work in a team, including a virtual team” (EMT expert group, 2009, pp. 4-5).

Reference

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2. Kelly (2005) defines interpersonal competence as:

“The ability to work with other professionals involved in translation process (translators, revisers, documentary researchers, terminologists, project managers, layout specialists), and other actors (clients, initiators, authors, users, subject area experts), as well as team work, negotiation skills and leadership skills” (Kelly, 2005, pp. 33).

Reference

  • Kelly, D. (2005). A handbook for translator trainers, translation practices explained series. Manchester: St. Jerome Publishers.

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3. According to Hurtado Albir (2007, p. 168), González and Wagenaar (2003, pp 72-73) define the components of interpersonal competence as:

  • Critical and self-critical abilities
    – Team work
    – Interpersonal skills
    – Ability to work in an inter-disciplinary team
    – Ability to communicate with experts in other fields
    – Appreciation of diversity and multiculturality
    – Ability to work in an international context
    – Ethical commitment

 

References

  • Hurtado Albir, A. (2007). Competence-based curriculum design for training translators. The Interpreter and Translator Trainer, 2(1), 163-195. 
  • González, J. & Wagenaar. R. (2003). Tuning Educational Structures in
    Europe. Informe final. Fase uno. Bilbao: Universidad de Deusto and Universidad de
    Groningen. Retrieved from file:///C:/Users/009650/Desktop/Tuning_Educational.pdf (This article is written in Spanish)

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EMPIRICAL RESEARCH ABOUT COLLABORATIVE LEARNING IN THE TRANSLATION CLASSROOM

  • Huertas Barros, E. (2011). Collaborative learning in the translation classroom: preliminary survey results. The Journal of Specialized Translation, 16,42-60. Retrieved from http://www.jostrans.org/issue16/art_barros.pdf   

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THEORETICAL RESEARCH ABOUT COLLABORATIVE LEARNING IN THE TRANSLATION CLASSROOM

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