Designing a model of ICC development for translation-oriented language education: preparing trainee translators to become intercultural mediators
DOI:
https://doi.org/10.58859/resla.752Abstract
This article proposes the need for a re-think of the trainee-translator classroom, advocating for a combined approach to translator training, integrating linguistic skill development (translation competence) and broader interpersonal and contextual understanding (translator competence). Focusing on undergraduate BA programmes, the paper reviews the role of languages in translation education, the concept of Languages for Specific Purposes (LSP), and the need for stronger Intercultural Communicative Competence (ICC) integration. It considers various models of translator training that focus on different aspects, such as language contrasts, professional context, and interpersonal skills, all of which are essential for comprehensive translator education. However, recognising the diversity of translation curricula worldwide and the complexity of translation in a globalised world, the proposed model also aims to provide a flexible, systematic approach to developing professional intercultural mediators who can take informed and responsible decisions when faced with complex linguistic and cultural challenges. The model we propose serves as a guide for curriculum development, promoting reflection on overarching aims and outcomes in translation training programmes, and recognising the role of translators not just as language experts but as active mediators who bring their unique perspectives to their work.
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