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TEACHING TRANSLATION IN ALBANIAN WORKSHOPS AND AUDITORIUMS
Jonida Petro
The process of teaching translation is very important and requires the relevant translation theories to be used. For the students to have a sustainable enhancement and upgrade in their translation practice skills, a thorough study on the approaches of translation teaching can be crucial. This article gives an overview of the actual situation related to the teaching process of translation in Albania from these given points of view: a background of the teaching process of translation, the significant role of this process, teaching resources, teaching approaches, research into translation teaching, as well as the training of the teachers. Finally this article comes to the conclusion that the evolution of the teaching of translation is affected by theories of translation and their guiding role. In order to have useful andfruitful training for translators the theories of teaching translation should be a major part and be involved in their programmes. The teachers of translation workshops and auditoriums should be attentive to the developments occurring in both translation studies as well as teaching theories.
Keywords: enhancement, translation teachers’ training, teaching translation theories, undergraduates.
1. Introduction and background
Hermans said: “Translating is not an innate skill, it has to be learned and negotiated, both cognitively and normatively. Translating always takes place in the context of certain historical conceptions of what constitutes translation” (Hermans, 2002).
Translation as an activity has existed in Albania but most of the translators were either educated abroad or self taught. The only public translator training institutions in Albania have been and still are the Universities, more specifically, the Departments of English Language with the respective staff specialized in translation theory and practice. This paper will mainly be based on research work undertaken in the Department of English Language of The Faculty of Foreign Languages of Tirana University.
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This Department offers courses in Translation and Interpretation at both cycles of studies, BA and Master level. In Albanian Universities, translation practice and theory is a compulsory subject for undergraduates in foreign language departments, starting in the second year of the first cycle of studies. Many students each year prepare their graduation thesis (at both the graduate level as well as postgraduate levels) on translation. The usual practice for the preparation of the theses is that the practical translation part is combined with translation theories which in turn includes theories of linguistics, literature and other branches of learning
With regards to the students’ expectations related to translation as skill or future job, they consider it attractive and as an interesting working sector due to the “satisfying” salaries. Now that Albania is heading towards the European Integration and when we consider the situation within Europe where at least 35 languages are used (BBC, 2001), professional training in translation and interpreting are vital. With the European Union policy regarding national languages as being official languages of the union, Albania’s accession to the European Union requires high quality of services from Albanian translators and interpreters for all other EU majority languages such as English, French, German, Italian etc.
The formal education in foreign languages in Albania started on 16th September 1957 when The University of Tirana was founded under the name of State University of Tirana. Translation back then was part of the English language teacher education. After the 90’s the Department of English Language offered three different programs of study in languages, namely: 1)English Language and education, 2) British and American Studies, 3) Translation and Interpretation studies. Since then in the first two programmes there are also translation courses available with the aim of providing future teachers and language researchers with the necessary translation skills. Whereas, Translation and Interpretation studies programmes consisted both of theoretical and practical courses in translation and interpretation with activities aiming at educating competent future translators.
However, these programs were not good enough to prepare well qualified specialists in translation which in most cases were not highly competent to face the challenges of the translation world.
Albania adopted in 2003 Bologna Process in Higher Education. The
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application of Bachelor’ studies with the new Bologna Charter started in 2005, and in 2008 it was introduced the second cycle of studies. In 2010 the second cycle it was transformed to be defined as a Master of Science consisting of 2 years of study. In the first cycle there are 914 students studying English. With the new Bologna process new curricula were prepared. Bachelor degree studies last 3 years. The majority of the subjects are taught in foreign languages whereas subjects in Albanian constitute 11 % of the program. There is a strong emphasis in the study programs of the foreign languages aiming at the development of language skills at advanced levels.
After the first three years from the adoption of the Bologna Process the programs and the curricula were reviewed based on the challenges and issues encountered. The students that are enrolled at the Faculty of Foreign languages have different levels of language skills and knowledge as they come from different backgrounds and are characterized by different learning styles and approaches. The first year course of study is based on an integrated skills approach with listening, speaking, reading, writing and grammar components. (Conference proceedings, Seepal, 2011)with regards to linguistic advanced studies there are only two subjects: FL morphology and Introduction to linguistics. During the first two years of studies all students are offered the same program, including compulsory and optional subjects. The students choose the direction of their studies in the third year. The faculty of foreign languages of Tirana University offers three study programs: Foreign Languages, Communication & Culture and Translations & Interpretation. The study programme has a balance of both practical and simply academic subjects. The vision of this Faculty is to transform all students into proficient FL user and specialists. In order to do that, in the first year of studies, a lot of focus is given to the development of the students’ language and communication skills as well as to strengthen the weaknesses that some students may present. New student-centered approaches have been adopted in classrooms, but that still needs to be widespread.
Second Cycle of studies at Tirana Faculty of Foreign languages comprises 210 students, out of whom 100 study English. Technical - Literary Translation and Interpretation is one of the major courses with 119 students enrolled. 94 students specialize in English Translation and Interpretation Studies. The goal of this course is to prepare and qualify professional translators and interpreters in fields such as pragmatics, techni-
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cal, scientific and literary translations. Another aim of this course is the improvement and development of practical competencies in translation and interpretation by using the appropriate logical capacity of language communication and interpretation. Students are provided with skills in the professional area of translation and interpretation. the purpose of developing and improving the practice of research in the field of translation and interpretation. It promotes critical thinking in the students as well as research skills. The programme of studies includes the following subjects. Active language A (Albanian), B (First FL), C
(Second FL), Passive language: D (Third FL), Methodology and Didactics of Translation and Interpretation, Interpretation from B to A and from A to B, Interpretation from C to A, Translation from B to A and from A to B, Translation from C to A, Terminology translation from B to A , Terminology translation from C to A, Foreign language. Comparative linguistics, Literature and Culture C, Automatic Translation, Editorial Translation from B/C to A, Deontology of Translation, Comparative studies of translated texts from B/C to A, History and Geography of the Balkans, International organizations and interinstitutional communication, Public Speech, Audiovisual Translation Information and Communication systems, Internship, Thesis.
2. The importance of translation teching
Translation as a science, craft or art, comprises all innovations occurring in all areas of life, languages, technology, science and so on. The role of the translators has come to grow because of the growing international commerce, globalization etc. and the translators being more and more often mediators of culture and realities as they convey meaning as precisely and faithfully, possible. The importance of teaching translation should be reflected in the purposes of each translation activity, however, one other the main goal of such activities is to help and provide a better cross-cultural communication among the students.
Translation is related to Teaching foreign languages, too, with the latter being a very useful means of testing reading and comprehension ability in the source language as well as the target language. Students of foreign languages attend studies where subjects as translation theory practice, literature and linguistic theories are combined in order to enhance comprehensive linguistic skills. Translation develops three qualities essential to all language learners: flexibility, accuracy and clarity. It trains the learner to search flexibility for the most appropriate words and
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accuracy to convey what is meant precisely (Duff, 1989). Thus, in terms of cultural as well as linguistic abilities the students improve their competencies in the source as well as target languages and cultures, specifically with regards to morphological, syntactical, lexical and stylistic units and structures. The aim of teaching translation is not simply and only related to upgrade bilingual skills of the students, but to help them understand that translating is not at all about replacing words from one language to another, but that of expressing ideas for another, target, readership. The students should recognize through their practical translation classes that not being the author of the source texts they should be loyal as much as possible to the meaning according to the target audience. Only then will they be able to do the best possible translation work after graduation.
The translation competences of the foreign languages’ students do influence both the quality of their work and studies. In order for the translation practice workshops to be productive and effective in terms of learning outcomes of the students, obviously it is indispensable that there is a combination of translation theory through translation practice teaching. In the new context of Albania’s European Union Accession high level translators and interpreters are needed. The teaching of translation as a subject is crucial to the training of these translators and interpreters, as it will set the foundations for the lifelong learning path for them as professionals.
3. Teaching Translation in Albania
In the framework of this research regarding translation teaching in Albania with a focus on the Department of English Language, a survey was carried out. The sample to whom the questionnaires were disseminated to, were teachers and lecturers of Translation from the Department of English Language in the Faculty of Foreign Languages in Tirana (part of Tirana University) or to teachers of translation. The purpose of the questionnaires was to investigate and describe the actual practices of translation teaching in the faculty of foreign languages in Tirana. 2. to Investigate and describe the actual practices of translation teachers in the Department of English language 3. To provide recommendations for further improvement in translation courses. After the questionnaires were turned in and processed the data, it was concluded that Department of English language specifically offers E-A (English-Albanian) translation and interpretation, and A-E translation courses. In addition, all departments of foreign languages of Tirana University deliver interpretation classes and make use of
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a common interpretation lab providing thus the students with a very important and demanded skill. It is common practice that the department of English Language makes a combination of E-A and A-E translation into one course. As a rule, E-A and A-E translation starts as a course taught in the second and the third years, three hours per week. E-A Translation theory and practice classes are also delivered to students in the second level of studies. The staff of the Department of English Language also provides for E-A translation classes in the second level of studies to the students who will graduate in Communication Master Studies alongside those having chosen Translation Interpretation Master studies. The former receive 4 classes of translation practice per week whereas the latter as mentioned above, have a full course in translation and interpretation subjects. All the departments of English and other languages (French, German, Italian, Greek, Spanish, Russian etc. ) organize the translation practice courses either to follow translation theory lectures or in parallel with them in order for the students to practice and understand in practical terms what they learn in theory. With the launching of the Bologna Process in Albanian Universities in 2005 many round tables were organized among translation classes lecturers to discuss about the new curricula and issues such as, the new modules of translation classes, number of credits and classes per each year, exams and grading approaches, etc. Lecturers from all over the country participated in the round tables to look at Bologna process and how it affected the translation teaching process and consequently the performance of students in this subject. Most lecturers highlighted the importance of A-E teaching and elaborated the main directions on how to teach effectively during these classes as separate classes from E-A translation classes. However, it was concluded and even up-to-date teaching E-A and A-E translation is taught in parallel believing that students use different linguistic, cultural, psychological and thinking methods when they are doing E-A and A-E translation. In this way students would be able to acquire better the new skills in both E-A and A-E translation—the various differences between two different language as well as cultural systems—and not waste time. In spite of the fact that teaching A-E is a much more difficult to the students, the lecturers recognized the fact that they are there to find ways to keep the motivation of the students up and encourage them to express themselves in English. Thus, the students would realize in concrete terms that the task of any translator is that of bridging gaps between two different languages and two cultural systems. As a conclusion of the round tables many of the participants agreed
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that the main objective of teaching translation is to assist the students and provide them with know-how regarding accurate translation criteria. The “success story” (Bassnett and Lefevere, 1990) of institutional training of translators and interpreters in indisputable, however the process of translation teaching should be an integration of both theory and practice rather than simply practical translation skills. Teaching translation theory to undergraduate students should focus on the main translation studies’ schools of thought, because they aim at exploring “the ways in which translation is both practiced and theorized in individual cultures” (Hermans, 2002) due to the fact that neither practice nor theory exist on their own. They are interdependent on one another. Lecturers should improve the knowledge of the two languages and cultures at hand for the students the text types and their nature, translation ethics and criteria, comparisons of English and Albania, translation criticism and translation history.
4. Teaching Resources
The adequacy of the training content heavily depends on the clarity of the relevant teaching objectives (Delisle, 1981). There is close interaction between learning outcomes and teaching materials and methodology. The different departments of English in Albania use their different textbooks. Many of the books on translation courses have been published after the 1990s in the form of theoretical lectures by the lecturers of each University. These are widely used in most departments of English Language. Individual professors, also follow the general guidelines on teaching materials for English-Albanian Translation courses which rely mainly on three pillars, each of them based on the framework curriculum: the students needs, alternating the approaches of translation practice in combination with theoretical aspects and finally develop translation skills and critical competence to assess translated texts. The content of these individually designed courses should ideally aim at the clarification of the relationship between the contents and patterns of translation on the one hand and the wider field of linguistic behavior and practical translation experience on the other (Wilss, 10, 2004). Teachers use selected texts suiting the language level of the students, to illustrate word and sentence translation, paragraph translation and even translation of an entire text which is assigned as a course task at the end of the term. Teachers try to design comparative translation exercises, assessment and translation of different styles. Students are introduced to a variety of related or unrelated texts to help the students feel specialized but not overspecialized.
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As far as textbooks are concerned, the lecturers state that they use textbooks written by Albanian students which reflect the experience of Albanian schools alongside additional textbooks on translation courses such as R. Bell’s Translation and Translating, Mona Baker’s A Course book in Translation, Andre Lefevere’s Translating Literature, Geoffery Leech’s Style in Fiction as well as Rout ledge Encyclopedia of Translation studies etc. This corpus of textbooks is relevant for the different levels of students, at both BA and MA levels.
5. Teaching methods
The translation process is a highly complex example of language manipulation (Snell-Hornby 1988, and Bernstein 1983). But, when aspects of complexity have to be identified and held steady for discussion in classroom settings (Malmkjren, 1998), translation problems often prove to be interesting, and sometimes illusive. The lecturers have to overcome personal bias (interpretations), yet, they have to set fair criteria for assessing translation problems. Pedagogical settings exert obvious pressure, limiting the teacher’s scope of textual manipulations since what is done in class is directly scrutinized by course participants. It must make sense to them (Al-Shabab, 1997).
Generally what the teacher does is to concentrate mainly on the semantic transformation aspects that occur to a text being translated neglecting thus the cultural exchange aspect of translation teaching. Nevertheless they are aware that translators must be very cautious to cultural differences and it is the teachers who have a crucial role in promoting the cultural consciousness. In order for the selection of teaching materials to be successful the teacher should carefully consider that the most interesting cases in translation practice classes, are those which motivate students to produce different and/or wide answers against which they can measure and appreciate the comments and solution(s) provided by the teacher. Hence, in the discussion of the following selection taken from actual material used in teaching, the emphasis is on the parts of the text which instigate students questions should be practical and instructive, and teaching methods should not be monotonous. Training and qualification of teachers is very important and also the teachers should have a broad knowledge of translation studies and theories, linguistics, literature, stylistics and other relevant areas of learning. What is more important, translation teaching staff should be competent to make a natural connection between translation theory and translation practice and apply them ac-
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cordingly. Teachers of translation themselves should be well experienced in translating and preparation of academic articles or books about translation studies. Another important aspect of the translation teaching process is that related to the familiarity of the teachers with the most commonly made mistakes by the students and their ability to analyze the reasons why such mistakes occur from the point of view of linguistics, culture, style, literature and so on. One of the most affective approaches to translation theory and practice classes according to my experience is that where the teacher has the students do translation exercises before the proper theoretical lecture takes place. After the exercises have been concluded then the teacher will explain the theoretical lecture on the bases of the exercises previously done by the students. This approach can only be effective with the most experienced teachers, those that are well familiar with translation studies and theories and good practitioners. Most importantly, the translation teachers should be highly qualified translators and then be capable to demonstrate translation theories and skills practically and clearly in order for the students to perceive and acquire the proper knowledge and skills. All translation teachers are faced with the challenge of the right teaching approach. Another approach that is common in the praxis of translation teaching, with a view to the combination of theory and practice of translation, is that when the teacher focuses on translation skills first, then as a second step is the assignment of a task. The third step is that of going through each and every one of the tasks submitted by the students and only following these, as a forth step the teacher will deliver a theoretical lecture underlining mistakes to be avoided, mistaken translations and pinpointing the correct translation on the board. Most other teachers find appropriate that their students selfcorrect the respective translations and find their mistakes, they look at the reasons for these mistakes, and are assumed to better the translation work on their own. Translation teachers and lecturers pass a lot of time with textbooks, students’ notebooks, internet resources practicing translation work themselves to cultivate their own experience and knowledge.
6. Improvements in translation teaching
The teachers are key actors for the improvements needed in terms of translation teaching quality. Unfortunately there have not been numerous articles on translation teaching in journals or magazines of foreign languages and literature since they are few due to lack of funding. Most commonly articles on linguistic issues are published in the journals published by any of the Universities, thus, that of Shkodra (annually),
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Elbasan (biannually), Korea (annually), Gjirokastra (biannually). There isn’t a separate journal or magazine concentrating on translation issues, only. Compared to the large number of articles awaiting to be published the number of journals is limited. With regards to reference books, each of the Universities has a library which have benefited from donations of the British Council or other projects. This year for the first time, a separate fund was allocated by the Dean to each of the departments, to be spent on books and other staff development activities or even for research purposes. Due to lack of funds many of the teachers are constrained to buy books online to allow for serious research. After visa liberalization for Albania, translation teachers can now participate freely in exchange events to receive relevant information and teaching experience, to discuss and address critical problems related to the teaching of translation. Issues of concern are the teaching programme and how it works in other European Countries which have adopted Bologna process, textbooks, content, methods, evaluation and the like. The situation is more or less the same in all departments of English Language.
Alongside the questionnaires additional information was collected and it was revealed that: the department of foreign languages of Tirana offers M.A. degrees in translation to an estimated 100 students who prepare their graduation/MA theses on translation studies each year.
Another issue regarding the improvement of research in translation teaching is related to the fact that not all students with good bilingual skills can translate well. Seemingly, there is a gap between the knowledge of both languages and the artistic requirements of translation; this is where translation teaching should intervene. Translation methodology should provide for a solution so that even those who are not born with the talent for perfect translations with the right teaching objective, a concrete applicable teaching programme, a set of practical textbooks and an experienced teacher, students will be prepared for the world they are trained for with the relevant competencies that being a translator involves. Most translation teachers agree that students attending translation courses must at least have the following courses: translation theory, translation practice, translation assessment, literary comparative studies of English and Albanian, stylistics and pragmatics, Albanian based on this a sound translation teaching programme can be compiled be it for undergraduates or graduates. The aim is to have better quality of translators.
After the theoretical teaching process for the reinforcement of the theoretical material, exercises and exams are a very important tool. They
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should reflect the content of the course and address the barriers faced by the students in order for the teaching to be useful and fruitful. A test should not be another task during which students merely translate words, sentences or even paragraphs as it wouldn’t reflect the overall grasping of translation theory and practice. When designing translation tests and exams we should bear in mind and ensure that the test is feasible for the students and that partially the questions are related to theory of translation and partially to practice. Exercises in a test could be fill-in-the-blanks type, essay answers, translation analyses, discussion of one of the theories, choosing accurate translations. Another component of the testing system is related to the last but not least part of the translation course, thus, interpreting. Research on interpreting is rare.
There are certain factors which contribute to the problems of students related to translation:
(a) their approach regarding their future profession: the students don’t realize the importance of translation, so their tasks are done carelessly, irresponsibly; (b) Weak bilingual basis: the students don’t have sufficiently good knowledge of either Albanian or English. It is quite often that they make grammatical and spelling mistakes, create sentences Albanian in structure but English in wording. Those that don’t have a sound foundation of Albanian language writing abilities have a hard time to catch up with the others;(c) Rhetoric and style: students lack a clear awareness regarding style and the often mix different styles together. (d) Don’t use dictionaries or encyclopedias: students commonly ask their teachers about the meaning or spelling of a new word rather than looking it up in a dictionary. There are some students who use pocket dictionaries or mobile phone dictionaries without considering the definition, characteristics and usage of specific words. All these issues can be improved by improving in turn the teaching method and pay more attention to students’ needs and thinking methods, too.
The Training of Translation teaching staff
After the processing of the data collected from the questionnaires filled in by colleagues who teach translation, it is noticeable that 65% of translation teachers belong to the age group of below 40 years old, while 35% are over 40. Even among the teachers that are below 40 years old, most of them are between 35 and 40 years old, with only a few under 35. The average age of the teachers teaching translation will most probably be 45 in a few years. At the moment all the experienced teachers are
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sharing experience with the young group of colleagues and are supporting them in their career path. All of the young group of translation teachers are attending and even finalizing their PHD studies in Translation related subjects. The very few not attending yet PHD studies have their Master degrees in Translation. Those over 50 generally have the degree of Professor and have had a long translation and teaching experience to provide a solid support basis for the young teachers. Many conferences have been organized to upgrade the capacities of the Translation teachers with the support of the European Commission as well as the Translation School of Strasbourg. Moreover, the Dean of the Faculty of Foreign Languages has organized several conferences with lecturers and professors from the best European Schools of Translation. In the face of the new socio-economic developments in Albania, most of the above mentioned teachers have many opportunities to work in the field as translators, which serves them as training apart from being an opportunity to increase their income. However, this doesn’t interfere with their university work commitment.
For teachers of translation to have a complete background, they should not only understand well translation theory or know well two languages, but most importantly they should understand and have knowledge of other areas of learning such as linguistics, literature, literary criticism, semantics, semiotics, stylistics and pragmatics etc., as well as various practice in translation. Due to this, it seems impossible for a student of translation studies to be successful immediately after graduating in translation practice, research or even teaching. It is important that, despite of the various degrees one could own, updating knowledge and keeping in contact with novelties in academia, is always necessary. This is the only path translation teachers too, have to follow, in order that they are high quality teachers of translation. Teaching translation is a difficult and time-spending commitment, involving a lot of reading, writing, correcting and answering in a non standard way, as there are few standard answers in translation studies. However, it is important that the teachers cope with this challenge by paying special attention to developments in translation teaching theories and other translation theories. Issues related to the teaching programme, textbooks of translation, designing of translation courses, methodology of teaching, assessment and teacher training, should be discussed and addressed.
Most teachers of translation should make harmonized efforts to acquire knowledge on designing up-to-date courses of translation and have the good will to follow the trends of translation studies and its develop-
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ment in order for the University to produce successful translators and actively effective teachers.
Conclusions
Nobody is born a translator. At Tirana Faculty of Foreign Languages each year almost 100 translators have their degrees in the first and second cycles of studies. The new reforms University of Tirana is undergoing in the framework of Bologna Process, reflect a good will from teachers of translation to collaborate and have more fruitful and effective translation classes. New curricula have been discussed and compiled and are now being implemented for all subjects including Translation.
The teachers of translation according to Zamel (1985: 96-97) should try “to respond by participating in the making of meaning means that we no longer present ourselves as authorities but act instead as consultants, assistants, and facilitators. Thus, rather than making assumptions about the text, taking control of it, and offering judgmental commentary... we need to establish a collaborative relationship with our students, drawing attention to problems, offering alternatives, and suggesting possibilities.”
There is general agreement that translation definitely is a subject that should be discussed and teacher-student communication as well as collaboration amongst colleagues within a cooperative learning environment are basic elements of the process.
More should be done in terms of fund allocation from the government so that the publication of a journal on teaching translation research is enabled and continuous in-service staff training should be part of the HRD system. Both of these two recommendations would contribute to have useful and fruitful training of future translators from teachers of translation courses, who will be updated and well aware of the developments occurring in both translation studies as well as teaching theories.
References
1. Al-Shabab, Omar Sheikh (1997) Translating with a difference. 83-165
2. Baker, Mona (2001) ‘Translation Studies and Translator Training in the New Millennium’,in Proceedings of 1st International Conference on Translation and Interpretation Studies: Theories of Translation and Interpretation & Problems in Korean Translation and Interpretation, Seoul: Hankuk University of Foreign Studies.
3. Bassnett, Susan & Andre Lefevere (1990) Translation, History & Culture. London & New York: Pinter Publishers.
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4. Bennett, Alan (1988) Talking Heads. London: BBC.
5. Duff, A. (1989). Translation. Oxford: Oxford University Press.
6. Hatim, Basil (2001) Teaching and Researching Translation, Harlow: Longman / Pearson Education Limited
7. Hermans, Theo (2002a) ‘Translation’s representations’, in Eva Hung (ed) Teaching Translation and Interpreting Building Bridges, Amsterdam & Philadelphia: John Benjamins, 3-18.
8. Malmkjaen, Kirsten, (2002) Second Language Acquisition: Language Teaching and Translation Studies. The Translator: Volume 8, Number 1: 1-24
9. Snel Trampus, Rita D (2002) ‘Aspects of a theory of norms and some issues on teaching translation’, in Alessandra Riccardi (ed) Translation Studies. Perspectives on an Emerging Discipline, Cambridge: CUP, 38-55.
10. Tabaku, Elida (2011) Critical Comparison of Foreign language studies in the region of South East Europe. 17-23
Annex I
The Questionnaire disseminated to the teachers of translation in the faculty of foreign languages
Teaching Translation Approach Often Rarely Never
What are the steps you consider while preparing your translation course
1. Consider needs of the students.
2. Consider the market demands
3. Set objectives for the course.
4. Select exercises and theory related to the field of study of the students;
Communication, Culture Arts,
5. Prepare alternative tools to measure learning outcomes of the students
Additional , kindly indicate :
While having translation classes, you...
6. Choose a specific translation theory.
7. Choose a specific theory of education.
8. Deliver the traditional lectures.
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9. Have a discussion during the lecture.
10. Make use of the problem solving teaching approach.
11. Use case studies.
12. Use audiovisual aids.
13. make use of the role-playing technique.
14. Stick to the lesson plan
15. Have a discussion on different issues such as untranslatability, and
Address these issues.
Additional, kindly indicate:
When drafting the final translation exam, ...
16 You select texts/tasks that have already been discussed(known to the students)
18 Select new texts/tasks.
19 Select tasks that are important for the students’ field of study; ...
20 Present gap filling tasks
21 Present simple/difficult words in simple/difficult structures (underline).
22 The students are allowed to have their dictionaries on the desk during the exam
Additional, kindly indicate :
When you assess the final exam,
23 Consider possible mistakes in spelling mistakes
24 Consider structural mistakes.
25 Give priority to the meaning of the text.
26 Give priority to the “best”/”equivalent” translation of cultural idioms.
27 Collaborate with another colleague of translation when it comes to the final scoring
Additional, kindly indicate:
Please underline the age-group you belong too:
Below 40 and 40 Above 40
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