Publication type: Conference other
Type of review: Peer review (abstract)
Title: Effects of co-teaching translation into the L2 on learner empowerment
Authors: Hunziker Heeb, Andrea
Summers, Elana
et. al: No
Proceedings: The Łódź-ZHAW Duo Colloquium on Translation and Meaning : Book of Abstracts
Page(s): 11
Conference details: The Łódź-ZHAW Duo Colloquium on Translation and Meaning, Winterthur (online), 2-3 September 2021
Issue Date: 2-Sep-2021
Publisher / Ed. Institution: ZHAW Zürcher Hochschule für Angewandte Wissenschaften
Publisher / Ed. Institution: Winterthur
Language: English
Subjects: Learner empowerment; Self-efficacy belief; Translation directionality; Translation into L2
Subject (DDC): 378: Higher education
418.02: Translating and interpreting
Abstract: Learner empowerment is a paramount goal of translation education (cf. Kiraly and Hofmann 2016). It can be fostered by providing learners constructive feedback on their translation processes and products or by having role models, i.e. reflective practitioners, as educators (Massey et al. 2015). This approach allows students to increasingly trust their abilities to adequately perform translation tasks, i.e. develop their self-efficacy beliefs. In the L2 translation classroom, teacher-translators who are L1 speakers of the target language (TL) can help novice students to overcome their limited view of L2 translation as primarily a language exercise (EhrensbergerDow and Massey 2013). However, they might not be readily perceived as role models as they work into the opposite translation direction. In contrast, teacher-translators who, like the students, are L2 speakers of the TL might be able to provide them with problem-solving approaches they can relate to more easily (Pokorn 2009). To investigate whether a mixed co-teaching team could have a positive effect on self-efficacy beliefs and thus complement the L2 translation classroom, we performed an action research project in autumn semester 2020 with two groups of translation students who already had one semester of L1 into L2 translation education. A quarter of the semester lessons included group feedback on selected translation problems that had emerged in the students' translation processes and target texts. In one group, the feedback was given by a guest translator-teacher from her perspective as an L2 translator. In the other group, the feedback was provided by the regular translator-teacher from her perspective as an L1 translator. Self-efficacy beliefs were assessed pre- and post-intervention using a self-report questionnaire adapted from Haro-Soler (2018). In our contribution, we will present the results and discuss potential implications for translation teaching.
Further description: References: Ehrensberger-Dow, M. and G. Massey. 2013. “Indicators of Translation Competence: Translators’ Self-concepts and the Translation of Titles.” Journal of Writing Research 5 (1): 103–131. Haro Soler, M. del M. 2018. “Las creencias de autoeficacia del estudiantado de traducción: Una radiografía de su desarrollo.” PhD diss., Universidad de Granada. Kiraly, D., and S. Hofmann, S. 2016. “Towards a Postpositivist Curriculum Development Model for Translator Education.” In Towards Authentic Experiential Learning in Translator Education, edited by D. Kiraly, 67–87. Mainz: V&R unipress. Massey, G., P. Jud, and M. Ehrensberger-Dow. 2015. “Building Competence and Bridges: The Potential of Action Research in Translator Education.” In Constructing Translation Competence, edited by P. Pietrzak and M. Deckert, 27–48. Frankfurt am Main: Peter Lang. Pokorn, N. K. 2009. “Natives or Non-Natives? That is the Question… Teachers of Translation into Language B.” The Interpreter and Translator Trainer 3 (2): 189–208.
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: Applied Linguistics
Organisational Unit: Institute of Translation and Interpreting (IUED)
Appears in collections:Publikationen Angewandte Linguistik

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