NO EMPOWERED LEARNER
WITHOUT EMPOWERED
TEACHER
RECONSIDERING THE ROLE OF THE FACILITATOR IN THE TRANSLATION CLASSROOM
KATARZYNA KLIMKOWSKA, KONRAD KLIMKOWSKI
1ST CTER CONGRESS KRAKÓW 14-16.03.2016
IS TEACHER MARGINALIZATION A FACT?
“Most university systems expect fulltime lecturers to be quite heavily involved in
research, and promotion and incentive schemes are usually based on reward for
dedication to, and achievements in, research, whereas teaching and
achievements in teaching tend inevitably to play second fiddle.” (Kelly 2008:
100)
“[…] most TS literature about training is written in general terms about
processes and activities, but much less about the people involved, whether they
be students or teachers.” (Kelly 2008: 101)
IS TEACHER MARGINALIZATION A FACT?
• Self-directed learning (Knowles 1970)
• Learner autonomy (Grow 1991)
• Heutagogy (Hase and Kenyon 2000, 2007)
• Teacher-centred > Student-centred (Rogers 1951)
(A LITTLE BIT OF) REINVENTING TEACHING
• Teaching and teachers as learning facilitators are part of the
learning process (Kiraly 2000, 2015, 2016)
• Relational (Gergen 2009), task-based (González Davies 2004)
• Making the best of classroom communication (Klimkowski 2015)
TRANSLATION SERVICE PROVISION COMPETENCE
• EMT (2009)
• Klimkowska and Klimkowski (2015):
436 students of Polish full-time MA courses in translation and
interpreting
MEETING THE DEMANDS
skill level
high
average
low
none
hard to say
students
teachers
impact
39.45
45.41
32.11
32.34
16.28
28.67
11.01
3.67
11.93
5.04
1.60
14.22
12.15
33.03
13.07
PRICING
skill level
high
average
low
none
hard to say
students
teachers
impact
6.88
31.19
14.45
39.68
19.04
30.73
22.93
6.19
13.99
10.56
1.60
21.56
19.95
41.97
19.27
CLASSROOM COMMUNICATION
A NARRATIVE OF APPRENTICESHIP
objectivist narrative
experiential narrative
As translators, you have
to…
Remember how
important it is…
?
This is how I learned
that…
As a professional
translator, I confirm…
I don’t know, but let’s
look for the answers
CLASSROOM COMMUNICATION
ENCOURAGING SELF-REGULATION (MOSER-MERCER 2008)
objectivist narrative
experiential narrative
As translators, you have
to…
Remember how
important it is…
?
This is how I learned
that…
As a professional
translator, I confirm…
I don’t know, but let’s
look for the answers
CLASSROOM COMMUNICATION
PRICING
• What factors make up a price (rate)?
• What pricing standards are recognized in the domains/locations where you
work?
• Can you determine your price bracket?
• To give discounts or not? This is a question!
• How to be ready for the unexpected?
REFERENCES 1
Gergen, Kenneth J. (2009) Relational Being. Beyond Self and Community. Oxford, New York: Oxford
University Press.
González Davies, Maria (2004) Multiple Voices in the_Translation Classroom: Activities, Tasks and Projects.
Amsterdam, Philadelphia: John Benjamins.
Grow, Gerald O. (1991) “Teaching Learners to Be Self-Directed.” [In:] Adult Education Quarterly 41 (3); 125–
149.
Hase, Stewart, Chris Kenyon (2000) “From Andragogy to Heutagogy.” Available at:
http://ultibase.rmit.edu.au/Articles/ dec00/hase2.htm (28.04.2016)
Hase, Stewart, Chris Kenyon (2007) “Heutagogy: A Child of Complexity Theory.” [In:] Complicity: An
International Journal of Complexity and Education 4 (1); 111–118.
Kelly, Dorothy A. (2008) “Training the Trainers: Towards a Description of Translator Trainer Competence and
Training Needs Analysis.” [In:] TTR 21 (1); 99–125.
Kiraly, Donald C. (2000) A Social Constructivist Approach to Translator Education. Empowerment from
Theory to Practice. Manchester: St. Jerome Publishing.
REFERNCES 2
Kiraly, Donald C. (2015): “Occasioning Translator Competence: Moving beyond Social Constructivism towards a
Postmodern Alternative to Instructionism.” Translation and Interpreting Studies 10.1 (Special Issue), 8–32.
Kiraly, Donald C. (2016): “Authentic Project Work and Pedagogical Epistemologies: A Question of Competing or
Complementary Worldviews?” In: Donald C. Kiraly et al. Towards Authentic Experiential Learning in Translator
Education. Mainz: Mainz University Press, 53-66.
Klimkowska, Katarzyna and Klimkowski, Konrad (2015): Kształtowanie kompetencji świadczenia usług
tłumaczeniowych z perspektywy przyszłych tłumaczy. Lublin: Wydawnictwo UMCS.
Klimkowski, Konrad (2015): Towards a Shared Curriculum in Translator and Interpreter Education. Wrocław:
Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu.
Knowles, Malcolm (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy. New York:
Association Press.
Rogers, Carl R. (1951) Client-Centered Therapy. Its Current Practice, Implications and Theory. London: Constable.