معايير تعليم الترجمة و تأهيل المترجمين : آلية وضعها و ضمان استمراريتها

Abstract EN

The present study investigates the development of the criteria of translation teaching at European Universities and how they were first established in the early sixties of the past century by a few pioneer institutions, which joined forces to lay the foundation for a discipline recently introduced at the university level.

It follows the path taken by these criteria in response to the rapid pace of change in the translation profession and the labour market, and shows how universities, being the main providers of teaching and training, have adapted to this change by shifting from translation teaching, i.e.

acquisition of the skill of translating, to a more advanced level of knowledge and skills, i.e.

translation competence.

Then, when it was brought to their notice that new graduates were unable to step with confidence into the profession because of the too academic nature of the training they received, universities entered into real partnership with the other stakeholders of the translation industry, namely translation practitioners and the institutions employing them, and started to adopt a more profession-oriented approach that leads to translator competence.

Shifting from translation teaching to translator training requires a comprehensive review of translation programmes, including, not only, the courses and their learning outcomes, but also the methods of teaching and learning, and the qualifications of faculty involved in the training process.

The study derives a number of findings from the European experience, always with reference tothe latest developments in Translation Studies and its literature on teaching and training, and concludes with recommendations stemming from the researcher’s long years of teaching translation at Arab universities.