Procedures for assessing the acquisition of cultural competence in translator training
The aim of this article is to present different procedures (instruments and tasks) for assessing the acquisition of cultural competence in translator training. First, we outline the basis of competence assessment in translator training, advocating a dynamic, multidimensional, criteria-based approach...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:199897 |
| Acceso en línea: | https://ddd.uab.cat/record/199897 https://dx.doi.org/urn:doi:10.1080/1750399X.2016.1236561 |
| Access Level: | acceso abierto |
| Palabra clave: | Cultural competence Assessment procedures Competence-based training Translator training |
| Sumario: | The aim of this article is to present different procedures (instruments and tasks) for assessing the acquisition of cultural competence in translator training. First, we outline the basis of competence assessment in translator training, advocating a dynamic, multidimensional, criteria-based approach to assessment and explaining the need to use a wide variety of assessment tasks and instruments. Second, we define the concepts of culture and cultural competence and set out different proposals, before breaking cultural competence down into four sub-competences (cultural knowledge, cultural knowledge acquisition abilities, culture-related contrastive abilities, and attitudinal sub-competence) and specifying their respective components, which can be used as indicators for assessment purposes. Lastly, we put forward various procedures for assessing the acquisition of cultural competence. We organise these procedures on the basis of nine instruments, such as translation reports, catalogues of cultural references, translation process recordings and cultural portfolios. For each instrument we describe possible assessment tasks, identify assessable aspects, and state which sub-competences of cultural competence it can be used to assess. |
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