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...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Lenguas
2022
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37216 |
| Aporte de: |
| Sumario: | 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. |
|---|