International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015; V2http://www.acjournal.in Preparing Curriculum for Translator Training Courses Samaneh Kamyab MA in Translation studies – Allameh Tabataba’I University Abstract; Today world is the world of speed and information exchange. Keeping pace with such quick world requires retendering exchanged information in the target country’s languages, which is task of translators. Thus, translation industry demands special attention. This industry does not work merely with experience; rather it needs also translators with translation education and knowledge. Current work discusses on requirements for training an ideal translator in the view of authors in the translation studies field. Considering these requirements some recommendations are made in relation with inclusion of new material in translator training curriculum which is absent currently in translator trainingundergraduate curriculum in Iran. textology, teaching principles of scientific and technical translation, translation marketing, familiarity with types of dictionaries and encyclopedias and applied literature are among proposed courses. It should be noted the suggestions made in this work are mostly result of author observations and experiences as translator training and translation studies graduate. Keywords: Translator training, curriculum, translator localization, editing, multimedia translation and technical writing. Samuelsson-Brown (2004) argues that translation should be equipped with following skills: Cultural recognition (factors influencing creation of the source language, national – local characteristics of the place where the language is used, dangers of stereotyping), familiarity with information technology (software and hardware used to produce translation, electronic file management, e-commerce ), project management (coordination, resource management, quality control), decision skills (counseling, thinking, analysis and evaluation, etc.), lingual literacy and skills (knowledge of the source language, target language skills in writing, editing and proofing) and communication skills (clarity of expression, giving feedback, listening and asking questions, etc.). Introduction Who Is Translator In the public view, translator is the person who sits behind the PC monitor or on dictionaries and translates words from one language to the other language and perhaps they consider it is enough that the translator is familiar just with meaning of the terms so that he can translate. In other words, they consider bilingualism as the requirement of being translator; however many studies (Krings, 1986; Lorscher, 1991;Kussmaul, 1995) showed that bilingualism is necessary requirement for translation competency, but it is not sufficient condition, or at least it is not so in academic manner, since various factors are involved in translation process in addition to lingual factors. Cultural, hypertextual, situational and ideological factors are among these factors. The translator gains part of his competency through continuous practice and experience. Perhaps experience was the only requirement for being translator in the past when the need for translation of scientific texts was less demanded. However, the experience does not suffice in today’s world. It is era of science and technology today, hence it is necessary that translator is equipped with required skills and learn them in order to be able to translate the science. According to Ulrych (2005) in Training for the New Millennium evidence suggests the range of the skills which are necessary for the translator is widening so that the translator should be equipped with such abilities as intercultural or linguistic rewriting, Translator Training at Academic Level Review of literature clearly indicates although theories, process, models, and strategies of translation have been highly discussed, less attention was given to translation education and thus translator training. As Davies puts it, in translator training courses, either it is explained how translation should be taught in a prescriptive manner or it is said what happens in translation process, but nothing is said about what happens in translation education classes. Robinson (1997) argues that two assumptions are prevalent in current translator training programs; one is translation can be learned only through experience, 107 Thus. it seems translator training students are not familiar enough with their native language and they may make mistakes in choosing appropriate equivalents for English words in Persian. Khaza'i Far (quoted in Rashidi. having a weak base in both Persian and English. this field should include some courses for familiarity to this role. For example. and reviewer and quality manager in addition to translator. 1999) . Despite the richness of Persian literature and literary works featured in this language. the translator must possess the necessary abilities. In both languages. political and journalistic texts in translator training program curriculum. curriculum of this field should be set in such a way that it can prepare studiets for such future. reading. He accepts the first assumption and believes that the translator should be involved practically in translating process as much as possible in order to train the translator so that translation ce be taught to him. Hence. 2010). 1999). rather these people need to be familiar with history. translator training curriculum may vary in different places due to setting materials based on the environment’s needs. author and professional translator in the future. - - 108 Translation History Although this course is currently in translator training program course under title of translation theories. lack of familiarity with the genres. lack of familiarity and use of reference books(Ghazizadeh and Jamalimanesh. but also they should be equipped with interpersonal skills.in in other words.International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015. Thus. translating economic. Sometimes they fully understand and comprehend the source text. it can be learned through practical translating. V2 http://www.acjournal. Mackenzie (2003) maintains in order to prepare translator training students for occupational working life in translation industry. Applied Literature Having sufficient proficiency in native language (in this case Persian) is as important as proficiency in target language. students should study the history and theories of translation so that they recognize importance of their work and role in the society and know what changes and advances occurred over the time in this role. Suggestions for Translator Training Courses Considering above mentioned facts and ideas of the experts in the field. they should experiences such roles as terminology specialist. Mackenzie (2003) believes that merely practice of skills does not suffice for training professional and expert translators.although practical translation is included in such courses as individual translation. According to Mackenzie (2003) the other skill needed by translatoris the ability for marketing which is often overlooked. project coordinator. etc. but cannot provide a fluent translation for target reader (Rashidi. Translator should be able to find customer for his profession. 2000) experts of translation teaching are inevitable to accept the fact that old techniques used in translator training do not suffice for preparation of students for their future working life anymore considering commercialization and technicality of translation process and increased number of people involved in this process. thus the translatorsgraduate from universities will be absorbed in the labor market and can fulfill translational needs of the society. some suggestions are made for preparing and developing new curriculum or extending some available courses. The second assumption is that any way which is selected for speeding-up the translator and translation will lead to inability of the translation in understanding his errors. theories and methodology of their field so that they perceive their role better and their self-image as professionals in this field will be strengthened. Curriculum of this field in universities traditionally has been focused on teaching lingual skills to the students so that majority of the time is spent on teaching grammar. information specialist. they seem sparse and inadequate. It suggests that today translators do not need only lingual and cultural skills. According to Virnne(quoted in Schaffner and Adab. In a study by Ghazizadeh and Jamalimanesh regarding current status of translation in Iranian higher education institutes and universities followings were found as problems faced by translator training students: Lack of knowledge and proper attitudes toward future career. All these problems are because of alienation to Persian language and literature. it seems to provide stronger role for translation history in this course. since translation is a group activity. It is necessary to formulate translator trainingcurriculumsappropriate to needs of the environment. as quoted by Ulrych (2005) today academic community is aware of the fact that it is expected students of this fiend are able to act in such roles as editor. researcher. In addition. functions. 1997). etc. narrative. text functions. through studying related books and papers or talking with people active in the field. he is forced to refer to the dictionary. conventions of the text types should be considered for proper application of translation (Kussmaul. Monolingual dictionaries helps proper discovery of the term meaning. 1995). the more successful translation will be obtained (ibid. Due to time limitation and frequency of text types. as Elthes (2000) puts it.in - argues that "translation pain in our country is mainly lack of knowledge on Persian. since many terms have a meaning in ordinary contexts and another meaning in scientific texts which is a totally specialized meaning. textual signs and statements include such techniques are for use of dictionaries (Ibid. The translator training program should allocate a period of time on the way of using glossaries and dictionaries. argumentative. The other dictionary which is useful in translation from Persian to English is Dehkhoda dictionary. 1995). 1995). so the translatorcan use this feature in choice of equivalents. - - 109 Translating Scientific and Technical Texts Science is mostly imported rather than being produced in our country. he should be aware that to which bilingual dictionary and when he should refer. Textology is a branch of discourse analysis. According to Emami (2006) early use of bilingualdictionaries without reference to monolingual dictionaries makes the mind lazy. in translating scientific and technical texts. Familiarization of students in early years with types of monolingual and bilingualdictionaries and glossaries helps them in selection of dictionary suitable for the text under translation. These courses can be taught using professors of fields who are experienced in translating specialized texts.International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015. genre and explicit and implicit message of texts." It is necessary to pay more attention to native language curricula in the field of translator training as students become more familiar with Persian literature and their vocabulary range is expanded in Persian language. 1997).acjournal. Familiarity with Glossaries Dictionaries and glossaries are the main working means of translators. Such perception is achieved by reading source text from the view of original text’s reader and audience. 1987. For example. Texts haveseveral rhetorical functions. it can help him in decision making at lower levels in the translation. 1987. Translator training students should become familiar with various text types in source language. Thus. Also an example statement is given for each term in this dictionary which shows application of the term in the sentence. If there are insufficient vocabulary knowledge in translator. If the translator is able to perceive and understand text type. interpretation of definitions. Thus. According to Robinson. Galtung. Practical aspects such as culture and situation are reflected in the type of texts. Kussmaul (1995) argues that explanatory material in monolingual dictionaries can help finding equivalent. the other way for gaining proficiency and learning translation of scientific and technical texts is familiarity with texts of the area. However. competent translators should be trained for translating scientific and technical texts in universities and higher education centers. because they should fully perceive source texts’ message. because the more is experience of translator in the field of a scientific matter. translator also needs bilingual dictionaries. descriptive. Textology Some authors clearly showed impact of culture on the type of texts (Klein. because one may face the terms in Persian text meaning of which is not familiar to him. It can be said it is time to include courses entitled translating scientific and technical texts beside other types of translation in translator training curriculum. translator training students should be able to recognize the author and audience. for example. 1981. V2 http://www. Glasser. it is better to pay more attention to types of texts which are mostly dealt with in the community and characteristics and translations methods of these texts are taught more. for example. However. Finding meaning of polysemic words. 1991. terms. . since source text terms are interpreted in other statement in monolingual dictionaries and interpretation is one of the most obvious techniques in translation. examples. 1992). Various types of glossaries should be investigated and some information about the structure of the entries are submitted (Kussmaul. Learning specialized terminology of technical and scientific disciplines is necessary to learn technical translation (Robinson. Followings are examples of applications of monolingual dictionaries: familiarity with application of Collins Cobuild monolingual dictionarycan help translator in translation from Persian to English because it shows usage frequency of the English terms and it is a corpus based dictionary. ).V. 30. 101-113. Vol 8. and etc.In M. (2004). A. It is clear that merely with reliance on personal and practical experience it is not possible to produce acceptable translations. understanding the text’s readers (if they have any information of the text or they read it accidentally) are cases which should be known by the translator so that he can offer his work (Robinson. Amsterdam/Philadelphia. 3138). Tennent (Ed. Rashidi. SCHAFFNER and B. Faculty of Literature and Foreign Languages . 94. Hence.in - References Elthes. pp. USA. aim of translation order.Translation training brought up to date.Multiple voices in the translation classroom: activities. ADAB (eds. not expert translators. D. Conclusion As quoted in Developing Translation Competence aim of translator training should be training translation experts. curricula.). No. Netherlands: John Benjamins B. Netherlands: John Benjamins B. Which Competences Should We Teach to Future Translators. translator should be equipped with skills of marketing. Training for the new millennium (pp. The product which is supplied by this industry is translated text. (2005). 11-34). In M. Jamalimanesh. John Benjamins Publishing Co. K. 110 . acquisition of these skills is achieved through training them academically and via translator training centers. (1995). A practical guide for translators. the way of setting price and rate for translation. G. and How. Samuelsson-Brown. Benjamins translation library. Gonzalez Davies. Understanding the institution which orders the translation (the benefits which is taken from text translation. Emami. the way of teachingtranslation clients who are not aware of the translation profession.Perceptions of Translation as a Profession. 91-100.). The competencies required by the translator’s roles as a professional. the way of concluding contracts. Gonzalez Davies. Tehran. (1999). Malmkjar (Ed. 3-34). V2 http://www. Canada: Multilingual Matters. …). proper application of first language. (2010). M.Training the Translator. (2004). Amsterdam/Philadelphia. Hedayat. Netherlands: John Benjamins B. Translation and translator. (2000. Developing Translation Competence. and the way of working with internet and related software (Hedayat. This process has become an industry which requires some necessities for success. Kussmaul. Translation in undergraduate degree programmes (pp. Virnne. UK. Ulrych. (2006). J. it seems necessary to review translator training programs in universities and higher education centers so that these cases are incorporated and competent translators suitable to the market needs are trained. Master Thesis in Translation Studies. In K. SCHAFFNER and B. A.acjournal. Benjamins translation library. he would be more successful. 2010).V. M. CH. Training translators: programs. textology. ADAB (eds. Translatio n Ups and Downs. Niloofar Publication. M. p. Robinson. Tehran.(2010). (2000). tasks and projects (pp. The more abilities are in the translation regarding understanding customers. awareness of referring to informed people when dealing with strange terms and expressions (how the questions should be raised).International Research Journal of Social Science and Management (ISSN: 1912-5175) 2015. K. Translation Studies. Teachers of translator training classes should teach these skills to the students: the way of confronting with translation clients. translation of technical and specialized texts. translation value for the institution. (1997). Marketing Today translation has exited from traditional state and gradually it is turning into an industry. Reflections on Teaching Translation?Developing Translation Competence. Tehran.V. USA and Canada: Routledge. (2004). &Ghazizadeh. G. Mackenzie. AllamehTabataba’i University. P. pp.). practices. CH. Becoming a translator: an introduction to the theory and practice of translation. A look at chaotic system of translator training in some Iranian universities. Astan Quds Razavi Publication. For example. 1997). identifying clients of translation institutions. M.
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