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

“具备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），“特别是在翻译已经成为一门成熟的学科之后”，“没有得到足够的重视”，主要是因为“学生在入学时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，并且被教师认为是无可争议的翻译中心要求。然而，正如梅西指出的那样，文献的重点“几乎完全集中在学生的能力和他们的发展上，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，特别是关于翻译教学的研究很少。我认为这一空白是创新的空间，也是将教育和应用语言学理论的最新见解告知TTE和LE的机会。因此，本建议的理论框架和设计借鉴了英语教学和英语教学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（2019）的研究，他们证明了翻译培训在翻译培训中的重要性，确定了翻译教师在翻译培训中面临的制约因素，并呼吁进一步研究翻译培训。拟议的文献综述的主要标题和与战略重点的联系在图1中进行了总结，并在下面进行了解释。社会文化转向指的是维果茨基的社会文化理论，认为社会互动是英语学习、教师认知的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，他的工作对教师教育的影响是最近的。多语转向挑战了“有限的、统一的和具体化的语言概念”以及与之相关的“母语者”和“母语”概念，而主张对“声音”、“语言作为社会实践”和相关的“流动资源的社会语言学”有更复杂的流动理解。我的目的是研究这些转变如何与Kiraly（2015:22）所描述的译者所处的“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形成的，“研究表明，教师可以改变自己的信念，这与“能力特异性”“自我训练”的呼吁相呼应。最后，社会文化理论与教师信念之间的关系应该说明我的研究的潜力，为更“灵活的“蓝图”提供信息，以取代翻译中根深蒂固的“传播主义”教学实践。本研究的目的是为了更好地了解翻译教师对语言教育的看法，并将这些声音加入到有效的语言教育翻译的对话中。我建议通过多语言和社会转变的镜头来构建这个框架。我认为，从多语言和社会文化的角度来看，LE实际上可能不仅对语言教师的翻译发展有效，而且对教所有语言学习者在自由获取的神经机器翻译的世界中导航有效。我建议在这个项目中采用顺序解释混合方法设计的核心类型学，并提供将数据收集分为两个不同的数据收集阶段的实际优势，有助于在奖项期间实现更现实的研究时间表。

"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.