Positioning of translation theory in translator training courses universities and graduate schools: findings in the UK and Ireland: what theories are taught in translation classrooms and why? Survey results in the UK and Ireland

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Abstract

Opinions about the legitimacy of teaching theories of translation in translation classrooms have been divided: while translators and student translators tend to think that theories are not useful for their practice, most academics in Translation Studies and translation teachers stress its importance. Chesterman and Wagner's "Can theory help translators?: a dialogue between the ivory tower and the wordface" (2002) epitomised the divide a decade ago and since then, efforts to close the gap between theory and practice have been evident in different arenas related to translation. However, empirical evidence as to the status quo of theory teaching in translation is scarce. Against this background the present paper reports the results of a questionnaire survey conducted with translation teachers in the UK and Ireland, aiming to identify the theories taught in translation classes at UK and Irish universities and the teachers' perceptions about the teaching.
Translated title of the contributionPositioning of translation theory in translator training courses universities and graduate schools: findings in the UK and Ireland: what theories are taught in translation classrooms and why? Survey results in the UK and Ireland
Original languageOther
Pages (from-to)47-62
Number of pages16
JournalInvitation to Translation Studies
Issue number9
Publication statusPublished - 14 Apr 2013

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