Reading for and about translation in translator training

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Reading for translation has been little explored although it underpins the translation process. It heavily relies not only on the translator's linguistic skills, both in the native and the foreign language, prior knowledge and schemata, as well as resourcing skills, but also on the view the translator has on his/her own reading behavior as a translator. How has reading for translation been taught up to now in translator training courses? When does or should the honing of reading skills occur in translator training curricula? Being aware of one's own reading strategies, or metacognitive awareness, is a self-reflective process that depends on the student's critical thinking skills. This study is aiming at providing collaborative learning tasks to foster the development of reading and critical thinking skills for translation. First, an overview of the literature on reading as a transactional and cognitive activity is proposed. Then, reading in translator training curricula is situated, emphasizing the role of reading and developing critical thinking skills in a translation practice seminar. Finally, collaborative learning tasks are outlined, aiming at fostering the honing of critical thinking skills when reading for translation.

Original languageEnglish
JournalinTRAlinea
Volume21
StatePublished - 2019

Keywords

  • collaborative learning
  • critical thinking skills
  • metacognitive awareness
  • reading for translation
  • strategic reading

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