The following is a quote from one of my ongoing reflections in my research on translator training and curricula development for translation programs in at Arab based universities (Gulf countries).
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The teaching and learning environment
in traditional face to face translator training programs in the Arab world were
portrayed as lacking relevant pedagogical approaches that are congruent with
the real demands of the translation industry and market demands. (Al Qinai,
2010; Fargahl, 2009; Atari, 2012). And that translator training programs are
not integrating valuable vocational and professional components showing a key
requirement for the face validity of
such programs and that they remain confined to linguistically oriented
models leading to decontextualising the translation
assignments which become unclear and purely translation for philological or
pedagogical purposes sine qua (Atari, Ibid; Buhmaid, Ibid; Emery,
2000). Also, that course objectives or ‘intended learning outcomes’ were not
clear from the list of objectives designed by the course designers or faculty (
Bahumaid, Ibid).
Kelly (2005) had highlighted that assessments in any study outline of any
course should be aligned with the listed objectives. In more depth and details
Biggs (2007) referred to constructive alignment principle whereby intended
outcomes, activities and assessment tools should be aligned. In relation to the
situation in Arab speaking universities, Atari (2012, p. 110) quoting from (Buhmaid,
1995; Emery, 2000) stresses that ‘there is a lack of well defined and
well-formulated learning outcomes- if existent in the first place’. This sounds
very degrading for such a program whose responsibility –amongst others- is to
educate and train responsible citizens,
who at one stage will undertake decisive and important decisions in their
textual and discursive choices within society.
Further, translation courses are embedded in English departments and
they tend to be taught mostly by faculty holding degrees in linguistics or
English literature. Some had experience in translating but with little knowledge
of the 21st translation industry working patterns, and others who
did moderately practice translation as amateurs or on a part time basis, while
a big chunk of faculty practicing classroom teaching of translation had never
been professional translators (Atari, 2012). It is also argued that there is
insufficient competent translator trainers at the Arab universities, which
represent a hurdle to advance and improve translator programs (Fargal, 2009).
Given the impact of technology on teaching and learning, personnel with IT
background, knowledge of the translation proper subject matter and with real
world professional experience can be a good competitive advantage for the
department. Al
Qinai (2010) had already mentioned that there is a need for educators who can
themselves be on the ground and carry out classroom research to really get the
authentic feedback, insight and results that the translator training
communities either in the Arab universities or elsewhere would be looking for
to embrace....)
Extracted from an ongoing PhD work in progress....
