Towards Vocational Translation in German Studies in Nigeria and Beyond: Lessons from Translation Teaching and Practice in Germany
Description
The argument in this research work has been that Vocational Translation Teaching (VOTT) can serve as the bridge between Translation Studies and Foreign Language Studies, a study field from which several graduates may proceed to take up translation jobs. The use of the VOTT-model can also lead to benefits of motivation in terms of job prospects and increase the work skills of students.
The declarative and procedural knowledge necessary for implementing VOTT in an FLL environment have been discussed based on findings from both the academic literature and discourses as well as the results from the quantitative and qualitative studies. From the findings, pre-conditions for such training on the part of students and teachers have been highlighted. Prerequisites for achieving such goals include both pre-curricular and post-curricular planning and implementation. The supposition that competent bilinguals can offer functional translations has already been refuted by empirical studies of the psycholinguistic/cognitive approach to TS. Therefore, implementers of VOTT as a short-term solution within FL studies need to first consider knowledge acquisition in relevant aspects of TS as a prerequisite for trainers. FL instructors with qualifications in the subject field ‘education’ have already acquired knowledge and skills in teaching. Untrained teachers will benefit from insights on teaching theories and methods, as well as experiences of classroom observations in teaching events of trained and experienced teachers.
Furthermore, liaising with reputable translation service providers in order to gain insights into professional translation would help to enhance the quality of their translating experiences. VOTT as an approach can be successfully applied in a learning environment, where implementers are well informed about the roles they should ideally play and the consequences of their decisions in the task designs, methods, and classroom operations.
Findings from the data gathered in this research work could serve as a feedback for further improvements to translator training in the selected German institutions and others with translation programmes. Scholars in university-based translator education, therefore need to confirm whether learner and societal needs are actually being met.
In terms of FL studies in tertiary institutions, VOTT provides a platform for bringing specific profession-related language-based skills into perspective. The training of translation skills in distributed phases - based on the language proficiency calibrations - fulfils the requirements described in the CEFR. The essence of such training is the probability that the FL studies graduate finds him/herself in career situations demanding translation.
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