1887
Volume 1, Issue 1
  • ISSN 1932-2798
  • E-ISSN: 1876-2700
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Abstract

Evidence from several translation market surveys suggests that many students of translation may not be receiving adequate training, particularly in the personal and inter-personal skills that they will need upon graduation in the rapidly changing field of language mediation. This article investigates the multi-cluster na-ture of ‘translator competence’ and its implications for a multi-facetted approach to translator education. In drawing upon recent work involving the application of com-plexity theory to educational issues, the article moves beyond neo-Vygotskian social constructivism as the key guiding principle for translator education. Complexity the-ory is used to show how a principled combination of transmissionist, transactional and transformational teaching approaches might be more effective than any one approach alone.
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/content/journals/10.1075/tis.1.1.05kir
2006-01-01
2019-10-18
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/tis.1.1.05kir
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  • Article Type: Research Article
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