Raising International Discourse Rights in Translation and Interpreting Pedagogy
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Keywords

Translation pedagogy
Interpreting pedagogy
International discourse rights of China
Intercultural competency
New translation training model

DOI

10.26689/jcer.v6i1.2907

Abstract

This research project aims at consolidating and revitalizing translation and interpreting pedagogy with dual emphasis on the cultural soft power and international discourse rights of China via emphasizing international competitiveness. In order to realize the significant needs of the current market requirements and the new era of China, this project proposes the “ICC” interpreting training model. It refers to the combination of intercultural communication competency with international competitiveness as the teaching and learning outcomes by means of integrating the following five components in the course content and the whole curriculum design: (1) interpreting competency – bilingual competence and interpreting skill-based training; e.g., short-term memory and note-taking; (2) national value – strengthening translation and the crucial roles and responsibilities of interpreter trainers and trainees in disseminating national culture; (3) expertise of subject matters – equipping students with expertise for work field and meeting the market requirements; e.g., specific professional knowledge and jargons demanded by the tasks; (4) professional ethics and image – extra-linguistic knowledge emphasizing a translator’s and an interpreter’s professional code of conduct and ethics in a way that can establish the “iconic” image of a professional interpreter; e.g., confidentiality, posture, and appearance; (5) practical assessment – evaluation of students’ performance in practical translation and interpreting opportunities and/or internship in organizations of various natures according to international standards. This research proposes a new training model to incorporate intercultural communication competency with international competitiveness. The significant role of interpreting pedagogy in contributing to a sound national name is investigated. The new “ICC” model that this research is proposing answers such a call for the significant role of raising cultural soft power and international discourse rights in China.  

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