Summer courses at the School of Humanities and Education Sciences (FaHCE): the experience of Law 1 (Applied to Translation)
The aim of this abstract is to describe the activities carried out in the summer courses since 2017 at the School of Humanities and Education Sciences (FaHCE) under the Academic Performance Program at Universidad Nacional de la Plata (UNLP). The analysis will focus on the Law 1 (Applied to Translati...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37119 |
| Aporte de: |
| Sumario: | The aim of this abstract is to describe the activities carried out in the summer courses since 2017 at the School of Humanities and Education Sciences (FaHCE) under the Academic Performance Program at Universidad Nacional de la Plata (UNLP). The analysis will focus on the Law 1 (Applied to Translation) Summer courses, first-year courses for the English and French Public Sworn Translation courses of studies, coordinated by the Modern Languages and Literatures Department. The activities described in this article took place in the months of February of 2017 and 2019. Law 1 (Applied to Translation) is a course aimed at introducing students to the acquisition of the thematic competence or thematic subcompetence (Kelly, 2002), a part of a larger competence which Albir (2001) defines as translation competence (namely, the underlying system of knowledge required to translate). Another theoretical contribution may be found in Johnstone (1996), who approaches Law learning and teaching under the following terms: «The study of law in universities should be reflective and critical, examining the problem of what the Law is, locating the Law within its societal context, and within other disciplines in the Humanities and Social Sciences which enrich an understanding of the nature of the Law and its operation in society» (Johnstone, 1996: 34). By highlighting this reflexive and critical aim, the importance of the thematic competence is not only stressed as a necessary means for translating in a field of specialty, such as the Law, but also as a channel for the mindful, and ethical performance of both civic and professional responsibilities. In order to collect the results of both summer courses, a comparative quantitative-qualitative approach was taken. The following variables were taken into account for the analysis: course style; theoretical-practical activities; students’ performance; testing techniques; and pass rates (with and without final exam). Additionally, upon course completion, students were issued anonymous surveys to provide their feedback about their overall experience. The preliminary conclusions drawn from the comparative analysis are doubly encouraging: a) the first year of the Academic Performance Program had a positive effect in the pass rate of all participating courses; and b) the specific nature of the summer courses contributed to the emergence of cooperative teamwork dynamics, enabling an in-depth analysis of class activities, management and organization as a whole. |
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