Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition

Mariusz Marczak

Abstract


Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.


Keywords


professionalisation; translator education; mindful learning; translation competence; reflective learning

Full Text:

PDF

References


Baumgarten, Stefan, Klimkowski, Konrad, Sullivan, Charles. (2010). Towards a Transgressionist Approach: Critical-Reflexive Translator Education. Downloaded from: http://www.t21n.com/homepage/articles/T21N-2010-05-Baumgarten,Klimkowski,Sullivan.pdf (access: 10.06.2023).

Clinical Trials. (2020). The Effects of Mindfulness-based Training in Undergraduate Students of Translation and Interpreting (CRAFTftiugr). Downloaded from: https://clinicaltrials.gov/ct2/show/NCT04392869 (access: 05.10.2021).

Dewey, John. (1933). How we think. A restatement of the relation of reflective thinking to the educative process. Boston, New York etc.: D.C. Heath and Company.

Ditrich, Tamara, Wiles, Royce, Lovegrove, Bill. (2017). Introduction. In: Tamara Ditrich, Royce Wiles, Bill Lovegrove (eds.), Mindfulness and Education (pp. ix–xvi). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Ditrich, Tamara. (2017). The Conceptualisation and Practice of Mindfulness: Buddhist and Secular Perspectives. In: Tamara Ditrich, Royce Wiles, Bill Lovegrove (eds.), Mindfulness and Education (pp. 3–32). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Dybiec-Gajer, Joanna. (2014). Going Professional: Challenges and Opportunities for the Contemporary Translator Educators. inTRAlinea Special Issue: Challenges in Translation Pedagogy. Downloaded from: https://www.intralinea.org/specials/article/2104 (access: 21.09.2023).

Elia Exchange. (2014). Elia Exchange Programme Internship Memorandum of Understanding. Downloaded from: https://cdn.ymaws.com/elia-rtschools.org/resource/resmgr/uax/MoU_UAx.pdf (access: 03.08.2023).

GALA. (2017). Project-Based Internships—A Model for Successful and Sustainable Student Partnerships. Downloaded from: https://www.gala-global.org/ondemand/project-based-internships/ (access: 17.10.2023).

GALA. (2019). TransPerfect’s Internship Program Named Among America’s Top 100 for 2019. Downloaded from: https://www.gala-global.org/publications/transperfects-internship-program-named-among-americas-top-100-2019/ (access: 17.10.2023).

Gonzáles-Davies, Maria, EnríquezRaído, Vanessa.(2016). Situated Learning in Translator and Interpreter Training. Bridging research and good practice. The Interpreter and Translator Trainer, 10(1), pp. 1–11. DOI: http://dx.doi.org/10.1080/1750399X.2016.1154339.

González Davies, Maria. (2004). Multiple voices in the translation classroom. Activities, tasks, and projects. Amsterdam; Philadelphia: J. Benjamins.

Hu, Wan.(2018). Education, Translation and Global Market Pressures. Curriculum Design in China and the UK. Palgrave Macmillan.

Hutchins, Edwin. (2010). Cognitive ecology. Topics in Cognitive Science, 2(4), pp. 705–715. DOI: https://doi.org/10.1111/j.1756-8765.2010.01089.x.

Karunamuni, Nandini, Weerasekera, Rasanjala. (2019). Theoretical Foundations to Guide Mindfulness Meditation: A Path to Wisdom. Current Psychology, 38(3), pp. 627–646.

Kerremans, Koen, van Egdom, Gys-Walt. (2018). Professionalisation in Translator Education Through Virtual Teamwork. In: Birthe Mousten, Sonia Vandepitte, Elisabet Arnó, Bruce Maylath (eds.), Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments (pp. 271–317). Hershey PA: IGI Global.

Kiraly, Don. (2000). Social Constructivist Approach to Translator Education. Manchester: St. Jerome.

Kiraly, Don. (2014). From Assumptions about Knowing and Learning to Praxis in Translator Education. inTRAlinea Special Issue: Challenges in Translation Pedagogy, 16. Downloaded from: http://www.intralinea.org/archive/article/2100/ (access: 25.08.2023).

Kiraly, Don, Hofmann, Sascha. (2016). Towards a Postpositivist Curriculum Development Model for Translator Education. In: Don Kiraly (ed.), Towards Authentic Experiential Learning in Translator Education (pp. 67–88). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Kiraly, Don, Rüth, Lisa, Singer, Sarah, Stederoth, Kevin, Wiedmann, Marcus. (2019). Enhancing Translation Course Design and Didactic Interventions with E-learning: Moodle© and Beyond. In: Don Kiraly, Gary Massey (eds.), Towards Authentic Experiential Learning in Translator Education (pp. 101–127). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Klimkowski, Konrad. (2015). Towards a shared curriculum in translator and interpreter education. Wrocław, Washington, D.C.: Wydawnictwo Wyższej Szkoły Filologicznej; Polska Akademia Nauk. Oddział we Wrocławiu; International Communicology Institute (Languages in Contact, vol. 3).

Knowles, Malcolm. (1975). Self-directed Learning: A Guide for Learners and Teachers. New York: Associated Press.

Kolb, David. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Langer, Ellen, J. (1992). Matters of mind: Mindfulness/mindlessness in perspective. Consciousness and Cognition, 1, pp. 289–305.

Langer, Ellen, J., Moldoveanu, Mihnea. (2000). The Construct of Mindfulness. Journal of Social Issues, 56(1), pp. 1–9.

Langer, Ellen, J., Piper, Alison. (1987). The prevention of mindlessness. Journal of Personality and Social Psychology, 53, pp. 280–287.

Marczak, Mariusz. (2019). Successful E-learning: Intercultural Development in GPE’s Global Understanding Project. In: Eugenia Smyrnova-Trybulska (ed.), E-learning and STEM Education (pp. 233–254). Katowice – Cieszyn: Studio Noa for University of Silesia.

Massey, Gary, Kiraly, Don. (2016). The Bigger Picture: Co-emergence in and beyond the Curriculum. [paper presentation]. 3rd International Conference on Research into the Didactics of Translation (didTRAD 2016), Barcelona, Spain, 7–8 July.

Massey, Gary, Kiraly, Don. (2021). The Dreyfus Model as a Cornerstone of an Emergentist Approach to Translator Expertise Development. In: Elaine. M. Silva Mangiante, Kathy Peno (eds.), Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields (pp. 237–266). Information Age Publishing.

Massey, Gary. (2021). Re-framing conceptual metaphor translation research in the age of neural machine translation: Investigating translators’ added value with products and processes. Training, Language and Culture, 15(1), pp. 37–56.

Massey, Gary. (2022). Teaching wisdom: phronesis, translator education and the learning organization. [paper presentation]. 3rd CTER Congress. (Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators, Kraków, Poland (online), 17–18 March.

Mastela, Olga. (2022). Zaangażowana dydaktyka akademicka i jej wpływ na jakość kształcenia tłumaczy. In: Justyna Maria Bugaj, Małgorzata Budzanowska-Drzewiecka (eds.), Jakość kształcenia akademickiego (pp. 182–198). Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.

Mezirow, John. (2003). Transformative Learning as Discourse. Journal of Transformative Education, 1(1), pp. 58–63.

Orlando, Marc. (2016). Training 21st Century Translators and Interpreters: At the Crossroads of Practice, Research and Pedagogy. Berlin: Frank & Timme.

Paradowska, Urszula. (2021). Benefits and Challenges of an Intra-University Authentic Collaborative Translation Project. New Voices in Translation Studies, 24, pp. 23–45.

Pérez Cañado, Maria Luisa. (2008). Interview with Stella Ting-Toomey. Language and Intercultural Communication, 8(3), pp. 209–217.

Pietrzak, Paulina. (2022). Metacognitive Translator Training. Focus on Personal Resources. Cham, Switzerland: Palgrave Macmillan.

Pietrzak, Paulina, Kornacki, Michał. (2021). Using CAT Tools in Freelance Translation. Insights from a Case Study. London: Routledge.

Risku, Hanna. (2016). Situated learning in translation research training: Academic research as a reflection of practice. The Interpreter and Translator Trainer, 10(1), pp. 12–28. DOI: http://dx.doi.org/10.1080/1750399X.2016.1154340.

Ritchhart, Ron, Perkins, David N. (2000). Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness. Journal of Social Studies, 56(1), pp. 27–47. Downloaded from: https://info.taus.net/download-the-academia-and-business-survey-repo/ (access: 08.09.2023).

Rodríguez de Céspedes, Begoña. (2019). Translator Education at a Crossroads. The Impact of Automation. Lebende Sprachen, 64(1), pp. 103–121. DOI: https://doi.org/10.1515/les-2019-0005.

Spencer-Oatey, Helen. (2013). Mindfulness for Intercultural Interaction. A compilation of quotations. Global PAD Core Concepts. Global PAD Open House. Downloaded from: http://go.warwick.ac.uk/globalpadintercultural (access: 19.10.2023).

Thelen, Marcel. (2014). Preparing Students of Translation for Employment after Graduation: Challenges for the Training Curriculum. [paper presentation]. The Annual Translation Conference, Portsmouth, November.

Tsai, Yvonne. (2020). Collaborative Translation in the Digital Age. Research in Language, 18(2), pp. 119–135. DOI: https://doi.org/10.18778/1731-7533.18.2.01.

van Egdom, Gys-Walt, Konttinen, Kalle, Veivo, Outi, Salmi, Leena, Holopainen, Tiina. (2017). Multilingual Translation Workshop – Developing Professionals in a Simulated Translation Market, MikaEL – Electronic Journal of the KäTu Symposium on Translation and Interpreting Studies, 10, pp. 150–164.

van Egdom, Gys-Walt, Konttinen, Kalle, Vandepitte, Sonia, Fernández-Parra, Maria, Loock, Rudy, Bindels, Joop. (2020). Empowering Translators through Entrepreneurship in Simulated Translation Bureaus. Hermes, 60. DOI: https://doi.org/ 10.7146/hjlcb.v60i0.121312.

Whitehead, Alfred N. (1929). Process and Reality. New York: Macmillan.




DOI: http://dx.doi.org/10.17951/ff.2023.41.2.195-216
Date of publication: 2023-12-19 14:20:13
Date of submission: 2023-11-02 11:50:54


Statistics


Total abstract view - 452
Downloads (from 2020-06-17) - PDF - 196

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Mariusz Marczak

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.