|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Lessons to learn : re-profiling curricular delivery in peri- and post-COVID translator education|
|Conference details:||3rd CTER Congress "(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators", Krakow (online), 17-18 March 2022|
|Subjects:||Translator education; E-learning; Hybrid learning; Hybrid teaching; Distance learning|
|Subject (DDC):||418.02: Translating and interpreting|
|Abstract:||The COVID-19 pandemic saw translator education institutions scrambling to meet the challenges of moving from on-site, in-person teaching to distance learning. This has meant an upsurge in (a)synchronous online instruction, together with commensurate assessment methods. As the peri-COVID phases of translator education gradually transition to a post-COVID era, regulatory requirements, such as vaccination certification and infection testing, pressure on student numbers in increasingly competitive environments and changing student expectations about course delivery are driving institutions towards adopting hybrid forms of learning and teaching more permanently. Hastily implemented without the time or resources for prior validation, these differ substantially from best blended learning practices already established in translator education (Galán-Mañas & Hurtado Albir, 2010; Gerber et al., 2020)- Hybridity presents programmes with particular challenges of resourcing and teacher training, and its effects on learning and teaching have been only sporadically reported (Massey, forthcoming/2022). This paper considers various hybrid approaches from the triple perspective of educators, students and their institutions, presenting case-study and self-report data from before and during the COVID-19 pandemic and also covering student expectations. We then outline the design and findings of studies launched to prepare for the late peri- and post-COVID phases of translator education. After discussing the benefits and caveats of the approaches taken, we outline a mode-switching model for translation teaching now entering the pilot stage. Finally, we reflect on how re-profiling delivery to accommodate certain hybrid solutions can add real didactic and organisational value to translator education curricula. References Galán-Mañas, A, & Hurtado Albir, A. (2010). Blended learning in translator training. The Interpreter and Translator Trainer, 4(2), 197¬–231. Gerber, L., Orlando, M., & Tobias, S. (2020). Blended Learning in the Training of Professional Translators. Translatologia, 1, 1–26. Massey, G. (Forthcoming/2022). The didactics of professional translation: A success story? In C. Olalla Soler & J. Franco Aixelá (Eds.), 50 years later. What have we learnt after Holmes (1972) and where are we now? Tibón: Estudios Traductológicos.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in collections:||Publikationen Angewandte Linguistik|
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