Competences, profession, and civic engagement in translator education: Some reflections on service-learning
DOI:
https://doi.org/10.5007/2175-7968.2023.e93538Keywords:
Professional Competences, Translation Competence, Translation Pedagogy, Competence Models, Service-LearningAbstract
In the past two decades there has been a substantial increase in the number of translator education programmes, that has gone hand in hand with intense reflection on translation competences and on the pedagogic approaches needed to acquire them. An important role has been played by network initiatives such as the EMT (European Master’s in Translation), which have strengthened collaboration among higher education institutions that educate future language professionals. Particular attention has been devoted, especially in the latest years, to professional competences. In this contribution we survey the main competence frameworks and pedagogic approaches proposed for the acquisition of such competences. Based on these premises, we argue for the introduction of a new pedagogic approach known as service-learning, which is being tested and used in higher education settings internationally, but that is still not widely employed in translation pedagogy. We conclude with some practical suggestions for the implementation of service-learning in an Italian university translation programme.
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