The Pedagogy of Translation: Didactic Strategies in the Teaching of Translation (PortugueseEnglish) for Translator Training at the Undergraduate Level
The Pedagogy of Translation: Didactic Strategies in the Teaching of Translation (PortugueseEnglish) for Translator Training at the Undergraduate Level
DOI:
https://doi.org/10.51473/rcmos.v1i10.2021.1649Keywords:
Pedagogy of Translation; Translator Training; Translation Studies; PortugueseEnglish; Translation Technology.Abstract
This article investigates the "Pedagogy of Translation" as an autonomous and fundamental field within Language Arts programs, focusing on the Portuguese-English linguistic pair. The central problem is that bilingual fluency, while a prerequisite, does not automatically translate into translation competence, creating a pedagogical vacuum that undergraduate courses must fill. Based on a degree in Portuguese/English Language Arts and complementary courses in Translation Studies and technologies (such as "Trados"), this research analyzes the transition from "knowing about" the languages to the "know-how" of translation. The objective is to discuss methodological challenges, such as L1 interference (marks of Portuguese) and cultural asymmetry, and to propose didactic strategies that overcome merely prescriptive (productoriented) teaching. We advocate for a process-oriented and social-constructivist approach, integrating the teaching of textual genres, technology (CAT Tools), and the development of the translator's "critical thinking". We conclude that translator training requires a specific pedagogy, based on real project simulation, teamwork, and metalinguistic reflection.
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References
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Copyright (c) 2021 Daniella Lemos Correia (Autor)
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