Translator teacher development: Exploring translator teacher beliefs about language education from a multilingual and socio-cultural perspective

笔译教师发展：从多语言和社会文化的角度探索笔译教师对语言教育的信念

• 批准号: 2879149
• 金额: --
• 依托单位: UNIVERSITY OF EXETER
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2879149
• 关键词: Translator; teacher; development; Exploring; translator

"Communicative competence in at least two languages" is a prerequisite for translation. Language education (LE) in translator training however, "especially since translation has become a fully-fledged academic discipline", has "received insufficient attention", primarily because "students are supposed to have the required skills at the time of admission". And yet, language proficiency among students is a long-standing problem and is recognised by teachers as an undisputedly central requirement for translation. However, as Massey points out the focus in the literature "has been almost exclusively on student competences and their development rather than on those actually doing the teaching". As such, there is a paucity of research about translator teacher education (TTE), in particular about LE for translation. I see this void as space for innovation and the chance to inform TTE for LE with the latest insights from educational and applied linguistics theory. The theoretical framework and design of this proposal thus draw on the social turn and the multilingual turn for both TTE and LE. From a translation perspective, I set out to expand on research by Wu et al. (2019) who evidenced the importance of LE in translator training, identified constraints faced by translation teachers in LE and call for further research into TTE. The main headings of the proposed literature review and links to strategic priorities are summarized in Figure 1 and explained below. The socio-cultural turn, referring to Vygotskian Sociocultural Theory, sees social interaction as an essential part of learning in LE, the formation of teacher cognitions and translator training. Sociocultural theory is not new and Vygotsky's contributions in the field of educational psychology to learner development are well known, however, the influence of his work in teacher education is more recent. The multilingual turn challenges the "bounded, unitary and reified conceptions of languages and related notions of "native speaker" and "mother tongue" arguing instead for the more complex fluid understandings of "voice", "language as social practice" and a related "sociolinguistics of mobile resources". I aim to examine how these turns resonate with the 'chaotic' environment translators work in, as described by Kiraly (2015:22). The social turn in language teacher education posits that teacher cognitions are not fixed but can be shaped through social interaction and that "research shows that teachers can transform their own beliefs, echoing calls for "competence-specific" "self-training".Finally, the relationship between socio-cultural theory and teacher beliefs should illustrate the potential of my research to inform more "flexible 'blueprints'" to replace entrenched "transmissionist" teaching practices in translation.The purpose of this research is to better understand translator teacher beliefs about language education (LE) and add these voices to the conversation about effective TTE for LE. I propose to frame this through the lenses of the multilingual and social turns. I posit that LE delivered from a multilingual and socio-cultural perspective may in fact be effective for language teacher development not only for translation, but for teaching all language learners navigating a world with freely accessible neural machine translation.I propose to adopt a core typology of a sequential explanatory mixed methods design for this project and offers the practical advantage of splitting data collection into two distinct data-collection periods, conducive to a more realistic research timetable achievable within the duration of the award.

“至少两种语言的交际能力”是翻译的先决条件。然而，翻译培训中的语言教育（LE），“特别是因为翻译已经成为一门成熟的学科”，“没有得到足够的重视”，主要是因为“学生在入学时就应该具备所需的技能”。然而，学生的语言能力是一个长期存在的问题，教师们认为这是翻译的核心要求。然而，正如梅西指出的那样，文献中的重点“几乎完全是学生的能力及其发展，而不是那些实际从事教学的人”。因此，关于翻译教师教育的研究很少，特别是关于翻译教师教育的研究。我认为这种空白是创新的空间，也是用教育和应用语言学理论的最新见解为LE提供TTE的机会。因此，该建议的理论框架和设计借鉴了TTE和LE的社会转向和多语言转向。从翻译的角度来看，我开始扩展Wu等人的研究。（2019）证明了LE在翻译培训中的重要性，确定了LE翻译教师面临的限制，并呼吁进一步研究TTE。拟议文献审查的主要标题以及与战略优先事项的联系在图1中进行了总结，并在下文中进行了解释。社会文化转向则借鉴了维果茨基的社会文化理论，认为社会交往是外语学习、教师认知形成和译者培训的重要组成部分。社会文化理论并不新鲜，维果茨基在教育心理学领域对学习者发展的贡献是众所周知的，然而，他在教师教育方面的工作的影响是最近的。多语言转向挑战了“语言的有限、单一和具体化的概念以及“母语者”和“母语”的相关概念，而不是主张对“声音”、“语言作为社会实践”和相关的“移动的资源的社会语言学”的更复杂的流动理解。我的目标是研究这些转折如何与Kiraly（2015：22）所描述的“混乱”环境产生共鸣。语言教师教育的社会转向认为，教师的认知不是固定的，而是可以通过社会互动来塑造的，“研究表明，教师可以改变自己的信念，呼应“能力特定”“自我训练”的呼吁。社会文化理论和教师信念之间的关系应该说明我的研究的潜力，以告知更多的“灵活的'蓝图'”，以取代根深蒂固的“transmissionist”翻译教学实践。本研究的目的是更好地了解译者教师对语言教育（LE）的信念，并将这些声音添加到有关有效的LE TTE的对话中。我建议通过多语言和社会转向的镜头来框定这一点。我认为，从多语言和社会文化的角度提供的LE实际上可能对语言教师的发展有效，不仅对翻译，而是教所有的语言学习者导航的世界与免费访问的神经机器翻译。我建议采用一个核心类型的顺序解释混合方法设计这个项目，并提供了实际的优势，分裂成两个不同的数据收集数据-收集期，有利于在奖励期内实现更现实的研究时间表。