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Article published In: Translation and Interpreting Studies
Vol. 19:2 (2024) ► pp.212–233

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Teaching the art of “judicious” translators’ interventions

ORCiD logo with link | University of Western Australia
Published online: 15 June 2023
DOI logo with link
https://doi.org/10.1075/tis.21039.jac
Abstract
In the capstone unit of a Master of Translation, students were required to write “judicious” interventions (Lefevere, André. 1996. “Translation and canon formation: Nine decades of drama in the United States.” In Translation, Power, Subversion, ed. by Román Álvarez and Maria Carmen África Vidal, 138–155. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar) by way of peritextual commentary, be it an introduction, a preface, or a postface. Such interventions are at heart a reaction against the well-documented translators’ invisibility. The hope is that studying patterns of published translators’ interventions of this type and teaching trainee translators to write their own will foster self-reflexivity, confidence and “the virtues of courage and determination” (Chesterman, Andrew. 2001. “Proposal for a Hieronymic oath.” The Translator 7(2): 139–154. Google Scholar logo with link to Google Scholar). The article describes how learners were encouraged to meet this outcome, the tasks involved, and how some students in the 2020 cohort fared. It concludes with some suggestions on how to promote best practice in teaching to combat translators’ invisibility.
Article outline
  • Introduction
  • Literature review
  • Description of the study
    • The tasks
  • Analysis
    • Choice of translator’s interventions
  • Findings
  • Conclusion
  • Notes
  • References
References (44)
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