Teaching translation / Training translators

Gambier, Yves

doi:10.1075/hts.3.tea1

In:Handbook of Translation Studies: Volume 3
Edited by Yves Gambier and Luc van Doorslaer
[Handbook of Translation Studies 3] 2012
► pp. 163–171

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Teaching translation / Training translators

Yves Gambier

Published online: 1 January 2012

https://doi.org/10.1075/hts.3.tea1

Cited by (18)

Cited by 18 other publications

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Ahmad, Taimur

2025. How Do You Interview a River? Translating the Social Role of Natural Entities. The Sociological Quarterly ► pp. 1 ff.

Akbari Motlaq, Mohamad Djavad & Phrae Chittiphalangsri

2025. Reflective translator training in Thailand: a constructive developmental approach. Cogent Arts & Humanities 12:1

Almohizea, Monira I.

2025. Translator/Interpreter Training in Saudi Universities: Current Trends and Challenges. In Language Education in Saudi Arabia: Challenges and Opportunities in Language Pedagogy and Policy [English Language Teaching: Theory, Research and Pedagogy, ], ► pp. 235 ff.

Skibińska, Elżbieta

2023. Krążenie wiedzy przekładoznawczej: lektury polskich studentów. Między Oryginałem a Przekładem 29:1(59) ► pp. 23 ff.

Angelone, Erik

2019. Process-Oriented Assessment of Problems and Errors in Translation. In Quality Assurance and Assessment Practices in Translation and Interpreting [Advances in Linguistics and Communication Studies, ], ► pp. 179 ff.

Boyko, Lyudmila

2019. On combining translator training with foreign language teaching. Slovo.ru: Baltic accent 10:3 ► pp. 114 ff.

Nitzke, Jean, Anke Tardel & Silvia Hansen-Schirra

2019. Training the modern translator – the acquisition of digital competencies through blended learning. The Interpreter and Translator Trainer 13:3 ► pp. 292 ff.

Orlando, Marc

2019. Training and educating interpreter and translator trainers as practitioners-researchers-teachers. The Interpreter and Translator Trainer 13:3 ► pp. 216 ff.

Salim, Nazirah Radin & Idris Mansor

2019. Training and Teaching of Arabic Translation Course in IPG: Perspectives of Trainees and Trainers. International Journal of Academic Research in Progressive Education and Development 7:4

Sayaheen, Bilal

2019. Bridging the gap between curricula and industry. In The Evolving Curriculum in Interpreter and Translator Education [American Translators Association Scholarly Monograph Series, XIX], ► pp. 185 ff.

Takeda, Kayoko & Masaru Yamada

2019. “TI literacy” for general undergraduate education. In The Evolving Curriculum in Interpreter and Translator Education [American Translators Association Scholarly Monograph Series, XIX], ► pp. 53 ff.

Vandepitte, Sonia & Joleen Hanson

2019. The Role of Expertise in Peer Feedback Analysis. In Quality Assurance and Assessment Practices in Translation and Interpreting [Advances in Linguistics and Communication Studies, ], ► pp. 315 ff.

Bowker, Lynne & Cheryl McBride

2017. Précis-writing as a form of speed training for translation students. The Interpreter and Translator Trainer 11:4 ► pp. 259 ff.

Echeverri, Álvaro

2017. Le discours sur la formation des traducteurs : au-delà des questions linguistiques, ou la quête de pertinence. In Pour une interdisciplinarité réciproque, ► pp. 155 ff.

Gomola, Aleksander

2017. Ćwiczenie tłumaczeniowe w dydaktyce przekładu jako element diagnozy początkowej. Między Oryginałem a Przekładem 23:4 (38) ► pp. 81 ff.

Pan, Jun, Honghua Wang & Jackie Xiu Yan

2017. Convergences and divergences between studies on translator training and interpreter training. Target. International Journal of Translation Studies 29:1 ► pp. 110 ff.

Jiménez-Crespo, Miguel A.

2015. The Internet in translation education. Translation and Interpreting Studies 10:1 ► pp. 33 ff.

Jiménez-Crespo, Miguel A.

2017. The Internet in translation education. In Translation and Interpreting Pedagogy in Dialogue with Other Disciplines [Benjamins Current Topics, 90], ► pp. 31 ff.

This list is based on CrossRef data as of 11 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.