Translating Europe Forum 2017: Booklet

The booklet from the European Commission's Translating Europe Forum 2017 – a useful snapshot of what the profession and the training institutions in Europe were discussing that year.

Download the booklet (PDF)

المترجم المحترف مع د. عبدالله العازمي – The Professional Translator with Dr Abdullah Al-Azmi

An Arabic-language conversation with Dr Abdullah Al-Azmi on what it takes to be a professional translator.

Misconceptions About Translation Studies in Arab Universities

Over nine years working in translation units and departments in the Arab context, I have encountered many ways of conceiving translator education in university programmes, and many ways in which colleagues, administrators and even students picture the discipline and its practice, in academia and in the workplace. In the past I could not muster solid, scientific arguments to challenge those conceptions. Having completed my doctorate, after some six years of interdisciplinary scholarship in applied translation studies and educational sciences in Canada, specifically curriculum and pedagogy in higher education, I can now draw on both the declared (theoretical) and grounded (practical) scholarship on translator education worldwide, and in the Arab context in particular.

Why This Is Alarming

What I found is sad and alarming. Nothing is more dangerous than procuring derailed knowledge and engaging students with worn-out, outdated, underdeveloped and one-dimensional concepts, processes and epistemologies of multilingual mediation and services. These concerns do not affect MA programmes alone. They affect BA students, whose foundation of concepts, practices and processes feeds the master's level.

The Introductory Course Problem

Take the introduction to translation course in any of the BA programmes I have worked in. They predominantly share the same content and the same conventional delivery. Students risk being introduced to a short-sighted view of translation: the translation of short texts, usually decontextualised or selected at random, with no pedagogical rationale governing the choice.

If a programme aims to produce market-ready graduates in translation or interpreting, that first course should be the key starting point. Instead of teaching students to read and translate mini-texts, we can introduce them to a different environment in which they acquire skills and abilities that build up over the four years of the BA into a fair level of translator competence. Rather than stressing text types and rigid, product-based assessment, students should be introduced to:

• information mining and documentation tasks across a range of resources, so that they understand their material;
• basic tools and translation technologies to support their work;
• building glossaries and term banks into databases they can use everywhere, as students and as working translators;
• basic post-editing of machine translation output;
• basic knowledge of how translation memories work;
• an introduction to basic practices in the translation profession, including business skills.