Directionality in translation and revision teaching: a case study of an A-B teacher working with B-A students

• Autores: Susanne Hagemann
• Localización: The Interpreter and translator trainer, ISSN 1750-399X, Vol. 13, Nº. 1, 2019, págs. 86-101
• Idioma: inglés
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• Resumen

  • Directionality has seldom been discussed with regard to the profiles of translation teachers. At German universities, the target language is usually the teacher’s A language. By contrast, in countries whose languages are less widely spoken, it is more common for teachers to work into their B language along with their students. However, A–B teachers educating B–A students are, to my knowledge, very rare except in mixed groups where exchange students from the target culture are present. In this article, I shall report on two experimental translation and revision courses I have recently taught, where the target language was my B language but my students’ A language. I shall begin by setting out the assumptions about translation teaching/learning on which my experiment was based, and proceed to discuss the workings of this approach from both my own and my students’ perspectives. Methodologically, I shall draw on a first-person action inquiry framework with second-person triangulations. Action inquiry, as developed by William R. Torbert, includes a model for accessing the various aspects of a first-person perspective, which will enable me to analyse the experiential consonance and dissonance that characterised my perception of the two courses