L'apprenant en langues et dans les métiers de la traduction : source d'interrogations et de perspectives

Translation learning, and training, is often poorly understood with respect to the students' agency in the learning process. Translation learning is not static and academic, but more akin to learning a language, as both are concerned with communication. Facilitating, rather than teaching, is therefore crucial so learners are able to better acquire the methods used by a professional translator, who is faced constantly with evolving challenges. Translating requires versatility in terms of linguistic skills, the use of resources, and lateral thinking, and the training must reflect this. I assess the methods and elements that might make up the best approach to helping learners become proficient in translating. Theory and discourse analysis are well and good, but human and cultural exchange lie at the heart of translating and language teaching. Many of the approaches needed for a successful outcome are common to both fields, and interact to create a constructive learning experience. Notably the learning pathway (the Monitor Model, Kiraly's approach, multiple intelligences) and communicative and task-based approaches. Stimulation, structure, confidence building are essential. The facilitator has to create an environment in which the learners' general knowledge and linguistic skills are challenged and extended, and where they have the space to interact. I apply the lesson plan as for foreign-language teaching: a stimulating opener to get the class thinking together, a clearly-stated objective, imparting of knowledge, feedback, an activity, plus downtime and homework to reinforce the information acquired. Time management, spontaneity, some digression (but not too much) are also required. I will examine how much each element should be dosed, and how best to adapt to the mood of the class. The facilitator must be aware of each individual's view of their learning abilities, and focus on social interaction, communicative competence, and learner self-enabling.

Bibliographie

Bnini, C., (2016). Didactics of Translation: Text in Context. Cambridge: Cambridge Scholars Publishing.
Gardner Howard E (2008), Multiple Intelligences: New Horizons in Theory and Practice, Hachette (UK).
Kiraly, D. C. (1995). Pathways to Translation Pedagogy and Process. Kent, Ohio (USA): Kent State University Press.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford (UK): Pergamon.
Williamson P (2018), “The versatility of the translating facilitator”, communication publiée pour le congrès SELM, 7-8 novembre 2018.
 

Note biographique

Patrick Williamson est britannique et vit à Paris. Diplômé d'une licence d'Etudes européenne à UEA, Norwich, R-U, et un diplôme en Sub-editing and Design du London School of Journalism. Il est chargé d'enseignement vacataire sur un master's de traduction à ESIT, Université Sorbonne Nouvelle, Paris 3 mais travaille principalement comme traducteur spécialisé dans la finance. Il est également poète et traducteur littéraire.