Foundations of the process-oriented translation didactics

Abstract

The prevailing objective of this paper is to depict the outlines of translation didactics which emphasizes the dynamic-evolutionary character of the translation process. This is meant to be a counterpoint to the traditional face of translation didactics focusing on the input-output relation, i.e. on the analysis of the translation product. Empirical research into the translation process in semiprofessional translators (e.g. Kiraly 1995, Kusmaul 1995, Tirkkonen-Condit 1996) suggest strongly to create educational contexts which make it possible for translation adepts to experience the complexity of transcultural communication and construct their professional identity. The author delineates the founding principles of Cognitive Apprenticeship, a method of “learning-through-guided-experience” (Collins et al. 1989: 457) how to deal with complex tasks, and tries then to adapt it to the needs of the training in problem solving strategies. Th is form of collaborative learning under the supervision of a translation expert seems to be a good catalyst for the empowerment of semiprofessional translators, a key determinant in the process of enculturation of translation adepts into the expert culture. Empowerment is defined by D. Kiraly (2000: 1), the father of a socioconstructivist viewpoint on translator training, as “acquiring the expertise and thus the authority to make professional decisions; assuming responsibility for one’s actions; and achieving autonomy to follow path of lifelong learning”. As sowing the seed of empowerment is without a doubt one of the major challenges for translation didactics, different empowering approaches should be developed, submitted for discussion and verifi ed in educational practice.