1887
Volume 14, Issue 3
  • ISSN 1932-2798
  • E-ISSN: 1876-2700
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.

Loading

Article metrics loading...

/content/journals/10.1075/tis.18029.pie
2019-07-10
2024-10-13
Loading full text...

Full text loading...

References

  1. Alves, Fabio
    (ed) 2003Triangulating Translation: Perspectives in Process Oriented Research. Amsterdam: John Benjamins. 10.1075/btl.45
    https://doi.org/10.1075/btl.45 [Google Scholar]
  2. Angelone, Erik
    2010 “Uncertainty, uncertainty management and metacognitive problem solving in the translation task.” InTranslation and Cognition, ed. byGregory M. Shreve and Erik Angelone, 17–40. Amsterdam: John Benjamins. 10.1075/ata.xv.03ang
    https://doi.org/10.1075/ata.xv.03ang [Google Scholar]
  3. 2013 “The impact of process protocol self-analysis on errors in the translation product.” Translation and Interpreting Studies8 (2): 253–271. 10.1075/tis.8.2.07ang
    https://doi.org/10.1075/tis.8.2.07ang [Google Scholar]
  4. 2019 “Process-Oriented Assessment of Problems and Errors in Translation: Expanding Horizons Through Screen Recording.” InQuality Assurance and Assessment Practices in Translation and Interpreting, ed. byElsa Huertas-Barros, Sonia Vandepitte, and Emilia Iglesias-Fernández, 179–198. Hershey, PA: IGI Global. 10.4018/978‑1‑5225‑5225‑3.ch008
    https://doi.org/10.4018/978-1-5225-5225-3.ch008 [Google Scholar]
  5. Aulls, Mark W. and Bruce M. Shore
    2008Inquiry in Education: The Conceptual Foundations for Research as a Curricular Imperative. Vol.1. New York: Routledge.
    [Google Scholar]
  6. Boud, David, Rosemary Keogh, and David Walker
    (eds) 1985Reflection: Turning Experience into Learning. London: Kogan Page.
    [Google Scholar]
  7. Boydston, Jo Ann
    (ed) 2008The Later Works of John Dewey, Volume 1, 1925–1953: 1925, Experience and Nature. Carbondale, IL: Southern Illinois University Press.
    [Google Scholar]
  8. Brockbank, Anne and Ian McGill
    1998Facilitating Reflective Learning in Higher Education. Buckingham: Open University Press.
    [Google Scholar]
  9. Brookfield, Stephen D.
    1995Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
    [Google Scholar]
  10. Bruning, Roger H., Gregory J. Schraw, and Royce R. Ronning
    1995Cognitive Psychology and Instruction (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
    [Google Scholar]
  11. Calvo, Elisa
    2015 “Scaffolding translation skills through situated training approaches: progressive and reflective methods.” The Interpreter and Translator Trainer9 (3): 306–322. doi:  10.1080/1750399X.2015.1103107
    https://doi.org/10.1080/1750399X.2015.1103107 [Google Scholar]
  12. Candy, Philip, Harri-Augstein Sheila, and Laurie Thomas
    1985 “Reflection and the self-organized learner: a model of learning conversations.” InReflection: Turning Experience into Learning, ed. byDavid Boud, Rosemary Keogh, and David Walker, 100–116. London: Kogan Page.
    [Google Scholar]
  13. Chen, Ya-Jun
    2019 “Assessing translation students’ reflective and autonomous learning.” InQuality Assurance and Assessment Practices in Translation and Interpreting, ed. byElsa Huertas-Barros, Sonia Vandepitte, and Emilia Iglesias-Fernández, 288–314. Hershey, PA: IGI Global. 10.4018/978‑1‑5225‑5225‑3.ch013
    https://doi.org/10.4018/978-1-5225-5225-3.ch013 [Google Scholar]
  14. Dewey, John
    1933How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: Heath.
    [Google Scholar]
  15. Ellis, Arthur K.
    2001Teaching, Learning and Assessment Together. The Reflective Classroom. Larchmont: Eye on Education.
    [Google Scholar]
  16. Fernández, Francesc, and Patrick Zabalbeascoa
    2011 “Correlating trainees’ translating performance with the quality of their meta-cognitive self-evaluation.” Perspectives20 (4): 463–478. doi:  10.1080/0907676X.2011.629730
    https://doi.org/10.1080/0907676X.2011.629730 [Google Scholar]
  17. Ghaye, Tony
    2010Teaching and Learning through Reflective Practice: A Practical Guide for Positive Action. London: Routledge. 10.4324/9780203833322
    https://doi.org/10.4324/9780203833322 [Google Scholar]
  18. Gile, Daniel
    2004 “Integrated problem and decision reporting as a translator training tool.” Journal of Specialised Translation2: 2–20.
    [Google Scholar]
  19. González Davies, Maria
    2004Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins. 10.1075/btl.54
    https://doi.org/10.1075/btl.54 [Google Scholar]
  20. González Davies, Maria and Don Kiraly
    2006Translation Pedagogy. InEncyclopedia of Language and Linguistics, ed. byKeith Brown, 81–85. Oxford: Elsevier. 10.1016/B0‑08‑044854‑2/00494‑6
    https://doi.org/10.1016/B0-08-044854-2/00494-6 [Google Scholar]
  21. Huertas Barros, Elsa, and Juliet Vine
    2018 “Current trends on MA translation courses in the UK: changing assessment practices on core translation modules.” The Interpreter and Translator Trainer12 (1): 5–24. doi:  10.1080/1750399X.2017.1400365
    https://doi.org/10.1080/1750399X.2017.1400365 [Google Scholar]
  22. Jääskeläinen, Ritta
    2000 “Focus on methodology in think-aloud studies on translating.” InTapping and Mapping the Processes of Translation and Interpreting, ed. bySonja Tirkkonen-Condit and Ritta Jääskeläinen, 71–82. Amsterdam: John Benjamins. 10.1075/btl.37.08jaa
    https://doi.org/10.1075/btl.37.08jaa [Google Scholar]
  23. 2002 “Think-aloud protocol studies into translation: An annotated bibliography.” Target14 (1): 107–136. 10.1075/target.14.1.05jaa
    https://doi.org/10.1075/target.14.1.05jaa [Google Scholar]
  24. James, William
    1890/1950The Principles of Psychology. VolI. New York: Dover Publications.
    [Google Scholar]
  25. Kelly, Dorothy
    2005A Handbook for Translator Trainers. A Guide to Reflective Practice. Manchester, UK: St. Jerome.
    [Google Scholar]
  26. Kidman, Gillian and Niranjan Casinader
    2017Inquiry-based Teaching and Learning across Disciplines. London: Palgrave Pivot. 10.1057/978‑1‑137‑53463‑7
    https://doi.org/10.1057/978-1-137-53463-7 [Google Scholar]
  27. Kiraly, Don
    2000A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St. Jerome.
    [Google Scholar]
  28. 2003 “From teacher-centred to learning-centred classrooms in translator education: Control, chaos or collaboration?” InInnovation and E-Learning in Translator Training: Reports on Online Symposia, ed. byAnthony Pym , 27–31. Tarragona: Universitat Rovira I Virgili.
    [Google Scholar]
  29. 2005 “Project-based learning: A case for situated translation.” Meta50(4): 1098–1111. 10.7202/012063ar
    https://doi.org/10.7202/012063ar [Google Scholar]
  30. 2016 “Authentic project work and pedagogical epistemologies: A question of competing or complementary worldviews?” InTowards Authentic Experiential Learning in Translator Education, ed. byDon Kiraly , 53–66. Mainz: Mainz University Press.
    [Google Scholar]
  31. Klimkowski, Konrad
    2015Towards a Shared Curriculum in Translator and Interpreter Education. Washington, DC: WSF, PAN and International Communicology Institute.
    [Google Scholar]
  32. Kolb, David A.
    1984 Experiential Learning: Experience as the Source of Learning and Development. Vol.1. Englewood Cliffs, NJ: Prentice-Hall.
  33. Krings, Hans P.
    1986 “Translation problems and translation strategies of advanced German learners of French.” InInterlingual and Intercultural Communication: Discourse and Cognition in Translation and Second Language Acquisition Studies, ed. byJuliane House and Shoshana Blum-Kulka, 263–275. Tübingen: Narr.
    [Google Scholar]
  34. Lörscher, Wolfgang
    1991Translation Performance, Translation Process and Translation Strategies: A Psycholinguistic Investigation. Tübingen: Narr.
    [Google Scholar]
  35. Mellinger, Christopher D.
    2019 “Metacognition and self-assessment in specialized translation education: Task awareness and metacognitive bundling.” Perspectives27(4): 604–621. doi:  10.1080/0907676X.2019.1566390
    https://doi.org/10.1080/0907676X.2019.1566390 [Google Scholar]
  36. Metcalfe, Janet
    1996Metacognition: Knowing about Knowing. Cambridge, MA: MIT Press.
    [Google Scholar]
  37. Mezirow, Jack
    1981 “A critical theory of adult learning and education.” Adult Education32. 10.1177/074171368103200101
    https://doi.org/10.1177/074171368103200101 [Google Scholar]
  38. 1990 “How critical reflection triggers transformative learning” InFostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Education, ed. byJack Mezirow , 1–20, San Francisco: Jossey-Bass.
    [Google Scholar]
  39. 1996 “Contemporary paradigms of learning.” Adult Education Quarterly46 (3): 158–173. 10.1177/074171369604600303
    https://doi.org/10.1177/074171369604600303 [Google Scholar]
  40. Moon, Jennifer
    1999Reflection in Learning and Professional Development. London: Kogan Page.
    [Google Scholar]
  41. Pietrzak, Paulina
    2014 “Towards effective feedback to translation students; Empowering through group revision and evaluation.” InChallenges in Translation Pedagogy, Special Issue of Intralinea, ed. byMaria Piotrowska and Sergiy Tyupa. Available at: www.intralinea.org/specials/article/2095
    [Google Scholar]
  42. 2015 “Using verbal protocols for translator training purposes.” InConstructing Translation Competence, ed. byMikołaj Deckert and Paulina Pietrzak, 211–225. Frankfurt: Peter Lang.
    [Google Scholar]
  43. 2016 “Students’ engagement in metacognitive activities as a source of feedback for the translation teacher.” Journal of Translator Education and Translation Studies1 (1): 56–67.
    [Google Scholar]
  44. 2017 “A methodology for formative assessment: Feedback tools in the translation classroom.” Kwartalnik Neofilologiczny64 (1): 66–80. Warsaw: Polska Akademia Nauk.
    [Google Scholar]
  45. 2018 “The effects of students’ self-regulation on translation quality.” Babel: International Journal of Translation64 (5/6): 819–839. doi:  10.1075/babel.00064.pie
    https://doi.org/10.1075/babel.00064.pie [Google Scholar]
  46. 2019a “An integrated approach to assessment in translator training: the value of self-reflection.” InContacts and Contrasts in Educational Contexts and Translation, ed. byBarbara Lewandowska-Tomaszczyk, 105–115, Berlin Heidelberg: Springer. 10.1007/978‑3‑030‑04978‑2_7
    https://doi.org/10.1007/978-3-030-04978-2_7 [Google Scholar]
  47. 2019b (forth). “The potential of reflective translator training.” New insights into Translator Training, Special Issue of Intralinea.
    [Google Scholar]
  48. Rico, Celia
    2010 “Translator training in the European higher education area.” The Interpreter and Translator Trainer4 (1): 89–114. doi:  10.1080/1750399X.2010.10798798
    https://doi.org/10.1080/1750399X.2010.10798798 [Google Scholar]
  49. Saunders-Stewart, Katie, Petra D. T. Gyles and Bruce M. Shore
    2012 “Student outcomes in inquiry instruction: A literature-derived inventory.” Journal of Advanced Academics23 (5): 5–31. 10.1177/1932202X11429860
    https://doi.org/10.1177/1932202X11429860 [Google Scholar]
  50. Schön, Donald A.
    1983The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
    [Google Scholar]
  51. 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
    [Google Scholar]
  52. Smith, Leslie
    1993Necessary Knowledge: Piagetian Perspectives on Constructivism. Hove, UK: Erlbaum.
    [Google Scholar]
  53. Tirkkonen-Condit, Sonja
    1989 “Professional vs. non-professional translation: a think-aloud protocol study.” InThe Translation Process, ed. byCandace Séguinot, 73–85. Toronto: HG Publications.
    [Google Scholar]
  54. Tiselius, Elisabet, and Adelina Hild
    2017 “Expertise and Competence in Translation and Interpreting.” InThe Handbook of Translation and Cognition, ed. byJohn W. Schwieter and Aline Ferreira, 423–444. Hoboken, NJ: John Wiley & Sons. 10.1002/9781119241485.ch23
    https://doi.org/10.1002/9781119241485.ch23 [Google Scholar]
  55. Vandepitte, Sonia, et al
    2014 “Translation competence: Research data in multilateral and interprofessional collaborative learning.” InHandbook of Research on Teaching Methods in Language Translation and Interpretation, ed. byYing Cui and Wei Zhao, 137–159. Hershey, PA: IGI Global.
    [Google Scholar]
  56. Verpoorten, Dominique, Wim Westera, and Marcus Specht
    2011 “Infusing reflective practice in eLearning courses – can widgets help?” International Journal of Technology Enhanced Learning3 (1): 93–109. 10.1504/IJTEL.2011.039066
    https://doi.org/10.1504/IJTEL.2011.039066 [Google Scholar]
  57. Vygotsky, Lev
    1962Thought and Language. Cambridge, MA: MIT Press. 10.1037/11193‑000
    https://doi.org/10.1037/11193-000 [Google Scholar]
  58. 1978Mind in Society. Cambridge, MA: Harvard University Press.
    [Google Scholar]
  59. Walker, Cheryl L., and Bruce M. Shore
    2015 “Understanding classroom roles in inquiry education: Linking role theory and social constructivism to the concept of role diversification.” Sage Open5(4): 1–13. doi:  10.1177/2158244015607584
    https://doi.org/10.1177/2158244015607584 [Google Scholar]
  60. Wang, Margaret C., Geneva D. Haertel, and Herbert J. Walberg
    1990 “What influences learning? A content analysis of review literature.” Journal of Educational Research84: 30–43. 10.1080/00220671.1990.10885988
    https://doi.org/10.1080/00220671.1990.10885988 [Google Scholar]
  61. Way, Catherine
    2008 “Systematic assessment of translator competence: in search of Achilles’ heel.” InTranslator and Interpreter Training, ed. byJohn Kearns, 88–103. London: Continuum.
    [Google Scholar]
  62. Wood, David, Jerome S. Bruner, and Gail Ross
    1976 “The role of tutoring in problem solving.” Journal of Child Psychology and Child Psychiatry17: 89–100. 10.1111/j.1469‑7610.1976.tb00381.x
    https://doi.org/10.1111/j.1469-7610.1976.tb00381.x [Google Scholar]
/content/journals/10.1075/tis.18029.pie
Loading
/content/journals/10.1075/tis.18029.pie
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error