Introducing Intercultural Communication into the Teaching of Translation

This article examines how the teaching of translation at university level can come to include the systematic development of intercultural skills. It will do this initially by presenting the methodology and outcomes of a European Union funded project entitled ‘Promoting Intercultural Competence in Translators’. The precise aims, context, participants, timing and working methodology of the project will be clearly outlined. This will be followed by an explanation of key theoretical principles which underlay the project and which were embodied in a ‘good practice guide’ at its conclusion. The project produced three key outputs freely available on the project website aimed to help university lecturers in Translation to enhance the development of students’ intercultural skills – a ‘curriculum framework’ (syllabus), teaching materials and assessment materials, for each of which the theoretical/pedagogical underpinning will be explained and examples provided. The article will conclude with an extended reflective section examining some of the limits of the project, areas in which it could be further developed or adapted to context, finishing with an indication of areas in which further research is needed.

Teaching Intercultural Competence in Translator Training

In this position paper we define an interculturally competent translator as one that demonstrates a high level of intercultural knowledge, skills, attitude and flexibility throughout his or her professional engagements. We argue that to attain this goal in translator training intercultural competence needs to be introduced into the curriculum explicitly and in a conceptually clear manner. In this article we provide an overview of earlier attempts at discussing the role of intercultural communication in translator training curricula and we discuss the various pedagogical and practical challenges involved. We also look at some future challenges, identifying increasing societal diversity as both a source of added urgency into intercultural training and a challenge for traditional biculturally based notions of translators’ intercultural competence and we argue for the central role of empathy. Finally, and importantly, we introduce the contributions to the special issue.

Higher education, professionalism and skills in the built environment: the impact of the new urban agenda on teaching and learning

In the mid-to-late 1990s, the New Urban Agenda initiated a rethinking of urban development strategies placing a greater focus on regeneration of central urban spaces. The skills and competencies required by urban planners and built environment professionals to successfully implement regeneration schemes tend to differ from those required for greenfield development. The working paper summarises skills and competencies required by urban regeneration practitioners and how they are delivered through public and/or private sector providers at present. The role of the newly established regional Centres of Excellence and the professional bodies of the Built Environment professions in defining skills and educational requirements and providing training are explored. An analysis of supply and demand of skills training reveals that there is a mismatch rather than a lack of provision. The report draws on a conference where research findings were presented and discussed. It concludes with suggestions for improving the skills provision at the local government as well as community level. Skills audits were found useful tools in defining training needs. A set of sample workshop programmes outline flexible, tailor-made approaches guaranteed to address specific and identified needs.

Professionalism and skills enhancement in the built environment: the role of higher education in a changing policy context in England

Since the election of the Labour Government in 1997 there have been a series of policy initiatives emphasising the importance of co-ordinated and integrated approaches to the delivery of urban regeneration and in particular Sustainable Communities. This changing policy context has given rise to a shortage of practitioners with both the technical skills to deliver specific programmes, and more especially the generic skills to work in multi-disciplinary teams in conjunction with partnership-based management boards. This paper discusses the origins of the debate about skills shortages and deficiencies and reviews the main government reports which have advocated a new approach to the provision of skills for community regeneration. It focuses particularly on the work of the Planning Network which was funded by the Centre for Education in the Built Environment (CEBE) to examine the contribution of higher education to the wider skills debate. It concludes by arguing that higher education has an important part to play in the provision of a more appropriate skills set for professional practice within a broader and more inclusive strategy involving all key stakeholders. However, employers also have a major responsibility in ensuring that key skills are maintained and enhanced within their own organisations.