How Useful Translation Tasks Are in Legal Translation Classes: A Case Study
Our profession constantly makes us rethink the way we teach the disciplines we are in, which in this particular case is legal translation. Given the scarcity of teaching material both locally developed and published focusing on translation competence (Hurtado Albir, 2003-2017) and specifically on th...
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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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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37216 |
| Aporte de: |
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I10-R303-article-37216 |
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Universidad Nacional de Córdoba |
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Nueva ReCIT : Revista del área de traductología |
| language |
Español |
| format |
Artículo revista |
| topic |
translation tasks legal translation practical application tareas de traducción traducción jurídica aplicación práctica |
| spellingShingle |
translation tasks legal translation practical application tareas de traducción traducción jurídica aplicación práctica Munch, María Beatriz Amorebieta y Vera, Vera Remiro, Guillermina How Useful Translation Tasks Are in Legal Translation Classes: A Case Study |
| topic_facet |
translation tasks legal translation practical application tareas de traducción traducción jurídica aplicación práctica |
| author |
Munch, María Beatriz Amorebieta y Vera, Vera Remiro, Guillermina |
| author_facet |
Munch, María Beatriz Amorebieta y Vera, Vera Remiro, Guillermina |
| author_sort |
Munch, María Beatriz |
| title |
How Useful Translation Tasks Are in Legal Translation Classes: A Case Study |
| title_short |
How Useful Translation Tasks Are in Legal Translation Classes: A Case Study |
| title_full |
How Useful Translation Tasks Are in Legal Translation Classes: A Case Study |
| title_fullStr |
How Useful Translation Tasks Are in Legal Translation Classes: A Case Study |
| title_full_unstemmed |
How Useful Translation Tasks Are in Legal Translation Classes: A Case Study |
| title_sort |
how useful translation tasks are in legal translation classes: a case study |
| description |
Our profession constantly makes us rethink the way we teach the disciplines we are in, which in this particular case is legal translation. Given the scarcity of teaching material both locally developed and published focusing on translation competence (Hurtado Albir, 2003-2017) and specifically on the competences in legal translation (Prieto Ramos, 2011), we have found it necessary to adapt and design tasks which are appropriately contextualized and which foster the development of such competences. This contribution derives from the work carried out in the course «Legal and Economic Translation 1 (English-Spanish)», at the School of Humanities and Education Sciences, Universidad Nacional de La Plata, and supplements the methodological approaches that we have been working on over the past few years (2017-2018-2019), particularly as regards the application of these approaches. Our aim is then to find out whether the facilitating tasks (Hurtado Albir, 2003) and translation briefs (Nord C. in Hurtado Albir, 1996) used enable the acquisition of the competences needed to translate legal texts. In order to do this, we have created a two-part device: the direct translation of a Civil Registry certificate and, immediately afterwards, a set of questions intended to help students reflect upon the task completed. The device is replicated twice: once at the beginning of the year, before working on Unit 1 from the syllabus and without any sort of prior experience or instruction, and the other, eight classes later, once the students have completed the sequence of tasks suggested. The purpose of this work is not to assess the quality of the students’ translation, since it is clear that practice entails improvement. What we want to look at is how much these tasks help the acquisition of the tools which are needed to develop the competences abovementioned. Thus, we hope to find out, on the one hand, whether the material designed is useful when teaching and learning to translate and, on the other, whether it fosters students’ autonomy, reflection and critical attitudes in connection with the process and with the product. |
| publisher |
Facultad de Lenguas |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37216 |
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I10-R303-article-372162022-11-02T14:54:38Z How Useful Translation Tasks Are in Legal Translation Classes: A Case Study La utilidad de las tareas de traducción en la clase de Traducción Jurídica: un estudio de caso Munch, María Beatriz Amorebieta y Vera, Vera Remiro, Guillermina translation tasks legal translation practical application tareas de traducción traducción jurídica aplicación práctica Our profession constantly makes us rethink the way we teach the disciplines we are in, which in this particular case is legal translation. Given the scarcity of teaching material both locally developed and published focusing on translation competence (Hurtado Albir, 2003-2017) and specifically on the competences in legal translation (Prieto Ramos, 2011), we have found it necessary to adapt and design tasks which are appropriately contextualized and which foster the development of such competences. This contribution derives from the work carried out in the course «Legal and Economic Translation 1 (English-Spanish)», at the School of Humanities and Education Sciences, Universidad Nacional de La Plata, and supplements the methodological approaches that we have been working on over the past few years (2017-2018-2019), particularly as regards the application of these approaches. Our aim is then to find out whether the facilitating tasks (Hurtado Albir, 2003) and translation briefs (Nord C. in Hurtado Albir, 1996) used enable the acquisition of the competences needed to translate legal texts. In order to do this, we have created a two-part device: the direct translation of a Civil Registry certificate and, immediately afterwards, a set of questions intended to help students reflect upon the task completed. The device is replicated twice: once at the beginning of the year, before working on Unit 1 from the syllabus and without any sort of prior experience or instruction, and the other, eight classes later, once the students have completed the sequence of tasks suggested. The purpose of this work is not to assess the quality of the students’ translation, since it is clear that practice entails improvement. What we want to look at is how much these tasks help the acquisition of the tools which are needed to develop the competences abovementioned. Thus, we hope to find out, on the one hand, whether the material designed is useful when teaching and learning to translate and, on the other, whether it fosters students’ autonomy, reflection and critical attitudes in connection with the process and with the product. La docencia constantemente nos interpela a replantearnos los modos de enseñar las disciplinas que nos ocupan, en este caso la traducción jurídica. Ante la falta de material didáctico desarrollado y publicado localmente que se centre en la competencia traductora (Hurtado Albir, 2003-2017) y en las competencias en traducción jurídica (Prieto Ramos, 2011) en particular, nos encontramos con la necesidad de adaptar y diseñar tareas que estén propiamente contextualizadas y que fomenten el desarrollo de estas competencias. Nuestra contribución surge a partir del trabajo realizado en la cátedra de Traducción Jurídica y Económica 1 (inglés), FaHCE, Universidad Nacional de La Plata, y viene a complementar las propuestas metodológicas que hemos venido desarrollando en estos últimos años (2017-2018-2019), concretamente en relación con su aplicación. Nos proponemos observar si la implementación de tareas posibilitadoras (Hurtado Albir, 2003) y encargos reales de traducción (Nord C. en Hurtado Albir, 1996) fomentan la adquisición de las competencias necesarias para traducir textos de naturaleza jurídica. Para ello hemos creado un dispositivo que consta de dos partes: la realización de la traducción directa de un certificado del Registro Civil e, inmediatamente después de finalizada esta, la resolución de una guía de preguntas que apuntan a reflexionar sobre la tarea realizada. La implementación se replica en dos momentos: uno al comienzo del año, antes del abordaje de la Unidad 1 del programa y sin ningún tipo de instrucción previa, y el otro, ocho clases después, una vez concluida la secuencia de tareas planteadas por la cátedra. El objetivo de este trabajo no es evaluar la calidad de las traducciones que realizan los alumnos, ya que es claro que la práctica redunda en una mejora. Lo que nos interesa observar es en qué medida estas tareas posibilitan la adquisición de las herramientas necesarias para el desarrollo de las competencias mencionadas. Esperamos, así, comprobar, por un lado, si el material diseñado resulta de utilidad para la enseñanza-aprendizaje de la traducción y, por otro, si fomenta la autonomía, la reflexión y la actitud crítica por parte de los alumnos sobre el proceso y el producto. Facultad de Lenguas 2022-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37216 Nueva ReCIT : Revista del área de traductología; Núm. 5 (2022): Especial 2618-1940 spa https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37216/39068 https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37216/39069 https://creativecommons.org/licenses/by-nc-nd/4.0 |