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Article published In: FORUM
Vol. 21:1 (2023) ► pp.115–138

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A call for improved collaboration between faculties of language and translation education

Action research on team teaching

 | Hankuk University of Foreign Studies
 | Hankuk University of Foreign Studies
Published online: 6 July 2023
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https://doi.org/10.1075/forum.22004.nam
Abstract
Translator education and language education have remained relatively disconnected and isolated despite the great value they potentially bring one another, even within academic departments which bring both areas of teaching within their scope. This action-research study examines an attempt by a translation instructor (TI) and an English language instructor (ELI) to ‘team teach’ translation, exploring how team teaching creates new opportunities for students’ overall development as translators and language learners. Working within an understanding of Gile’s sequential model of translation (Gile, Daniel. 2009. Basic Concepts and Models for Interpreter and Translator Training (Revised ed.). Amsterdam/Philadelphia: John Benjamins. Google Scholar logo with link to Google Scholar) the TI and ELI adopted separate pedagogical roles, for the most part, based upon their areas of expertise. However, these roles overlapped in ‘acceptability tests’ and when ‘translator’s creativity’ was called for, and these practices suggest the greater potential of team teaching to elevate the learning and development of students, creating opportunities for students to more deeply examine issues of translation and language. Nurturing the creativity of students may be an especially productive area in which translation education and language education can be productively intertwined. This study is an example of team teaching within translation classes and, ideally, will contribute to further explorations of how these practices can be effectively implemented and examined.
Résumé
L’enseignement de la traduction et celui des langues sont restés relativement déconnectés et isolés malgré la grande valeur qu’ils peuvent potentiellement apporter l’un à l’autre, même au sein des départements universitaires qui englobent les deux domaines d’enseignement dans leur champ d’application. Cette étude de recherche-action examine une tentative d’un professeur de traduction et celui d’anglais d’« enseigner en équipe » la traduction, en explorant comment l’enseignement en équipe crée de nouvelles opportunités pour le développement global des étudiants en tant que traducteurs et apprenants de langues. Travaillant dans la compréhension du modèle séquentiel de la traduction de Gile, Daniel. 2009. Basic Concepts and Models for Interpreter and Translator Training (Revised ed.). Amsterdam/Philadelphia: John Benjamins. Google Scholar logo with link to Google Scholar, les professeurs de traduction et ceux d’anglais ont adopté, pour la plupart, des rôles pédagogiques distincts en fonction de leurs domaines d’expertise. Cependant, ces rôles se chevauchaient dans les « tests d’acceptabilité » et lorsque « la créativité du traducteur » était requise. Ces expériences témoignent du potentiel accru de l’enseignement en équipe pour améliorer l’apprentissage et le développement des élèves, en leur créant des opportunités d’examiner plus en profondeur les questions de traduction et de langue. Stimuler la créativité des étudiants peut être un domaine particulièrement productif dans lequel l’enseignement de la traduction et celui des langues peuvent être étroitement liés. Cette étude est un exemple d’enseignement en équipe au sein des cours de traduction et, idéalement, contribuera à explorer davantage la façon dont ces pratiques peuvent être mises en œuvre et examinées efficacement.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The Two Solitudes: ‘Translation as an end’ vs. ‘translation as a means’
    • 2.2Team teaching: A way for translation and English education to work together
    • 2.3Team teaching based on Gile’s sequential model of translation for training purposes
  • 3.Research method
  • 4.Team teaching in action
    • 4.1Conceptualizing team teaching of translation and English language education
    • 4.2The TI and ELI: Different approaches, but shared goals
    • 4.3The possibilities of team teaching: Effective feedback in context
  • 5.Discussion and concluding remarks
  • Notes
  • References
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