Raising International Discourse Rights in Translation and Interpreting Pedagogy
Download PDF

Keywords

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

DOI

10.26689/jcer.v6i1.2907

Submitted : 2021-12-14
Accepted : 2021-12-29
Published : 2022-01-13

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.  

References

2016, Interview with Xu Jialu. December 9, 2016.

2017, Annual China Language Industry Report: China National Committee for Translation 2017.

2017, 19th National Congress of the Communist Party of China 2017 Report. China Daily Information Co (CDIC).

Liu M, 2003, Translation Teaching: Practice and Theory, China Translation and Publishing Corporation, Chinese Taiwan.

Liao Q, 2004, The Subject Setting and Development of Translation Studies. Chinese Translators Journal, 25(4): 36-37.

Jiang QX, Cao J, 2006, A Brief Review of Present T & I Education: Analysis and Suggestions. Chinese Translators Journal, 25(5): 8-13.

Zhong WH, Mu L, 2008, Modelling the Training of Professional Translators and Interpreters: Exploration and Practice. Foreign Languages in China, 5(6): 4-14.

Tsang D, 2016, The Proceedings of Globalization: Challenges for Translators and Interpreters, Innovating Translation Pedagogy How to Maximize Teaching Effectiveness while Meeting with Students’ Needs and Desire. American Academic Press, Salt Lake, 98-105.