Please use this identifier to cite or link to this item: http://hdl.handle.net/10077/9773
Title: Translator education: for a praxeological approach
Authors: A. Fiola, Marco
Issue Date: 2012
Publisher: EUT Edizioni Università di Trieste
Source: Marco A. Fiola, Translator education: for a praxeological approach, in: “Rivista Internazionale di Tecnica della Traduzione”, 14 (2012), pp. 1-12
Series/Report no.: Rivista Internazionale di Tecnica della Traduzione
14
Abstract: 
In an economy in which the private sector and academia increasingly consider cooperation in research and training as the logical choice in the name of efficiency, it is puzzling to note that translation, a field of research and study aimed at building bridges over cultural
differences, has been failing so miserably at creating the type of rapprochement and mutual understanding that is so desperately required to ensure that the needs of a
growing industry and field of research are met. This paper is an attempt to understand why translation scholars and translator employers have such strong views about each
other and how these views are the symptom, not the cause, of such mutual misunderstanding.
It will be argued that the reason why this gap exists is that the roles, responsibilities, and expectations of each party are not clearly defined, and that the success of the
(life-long) pedagogical endeavour rests in the establishment of a climate of trust and cooperation
between academia and the translation industry. In conclusion, we will suggest a number of initiatives that might help alleviate the situation.
Type: Article
URI: http://hdl.handle.net/10077/9773
ISSN: 1722-5906
Appears in Collections:Rivista internazionale di tecnica della traduzione n.14 - 2012

Files in This Item:
File Description SizeFormat
2Fiola.pdf377.35 kBAdobe PDFThumbnail
View/Open
Show full item record


CORE Recommender

Page view(s) 50

809
Last Week
1
Last month
2
checked on Oct 20, 2020

Download(s) 50

1,145
checked on Oct 20, 2020

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons