Article published In: APTIF 9 - Reality vs. Illusion: From Morse code to machine translation
Edited by Frans De Laet, In-kyoung Ahn and Joong-chol Kwak
[Babel 66:4/5] 2020
► pp. 604–618
The construction of a Practice- Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in China
Published online: 1 July 2020
https://doi.org/10.1075/babel.00173.kan
https://doi.org/10.1075/babel.00173.kan
Abstract
This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the
interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on
the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the
approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five
universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as
a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It
constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as
the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China.
This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their
accomplishments in China.
Résumé
Cet article se concentre sur les problèmes des professeurs d’interprétation chinois notamment en matière de
l’auto-positionnement peu clair, des objectifs vagues et des facteurs de déséquilibre entre la pratique (IP) et l’enseignement (IT) et la
recherche en interprétation (IR). En suivant le développement diachronique et synchronique des réalisations des enseignants en
interprétation, et sur l’analyse de la pratique, de l’enseignement et de la recherche, cette étude prend comme exemple des enseignants en
interprétation dans cinq universités de Shanghaï. Sur la base de l’enquête menée, les auteurs proposent alors un modèle de PTR comme
approche trois-en-un afin de mieux définir le positionnement et les stratégies globales des enseignants en interprétation pendant la période
de transition. La formule suivante est préconisée : interprétation globale (OI) = pratique de l’interprétation (IP) + enseignement de
l’interprétation (IT) + recherche en interprétation (IR) ou OI=IP+IT+IR.: Cette étude a son importance pour la formation d’équipes
d’enseignants en interprétation dans les universités en Chine et l’amélioration de leurs performances.
Article outline
- 1.Introduction
- 2.Literature review
- 2.1Diachronic studies
- 2.2Research a decade ago
- 3.Three dimensions of PTR model
- 3.1Interpreting
- 3.2P – basis
- 3.3T – accumulation
- 3.4R – sublimation
- 3.5Overall interpreting
- 4.PTR evaluation system construction
- 5.PTR development strategies
- 6.Conclusion
References
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