Abstract
This practical paper aims to apply the advances in pedagogical principles of translator training to the overall conception and evaluation of translator training workshops, which form the core training environment for many Bible translators in Africa. Beginning with the essential principles as elaborated by Ernst-Kurdi (2017), namely, that translator training should be process-centered, participatory and collaborative, authentic, focused on priorities, and objectively evaluated, the author considers how these principles shape the development of the curriculum and the accountability structures of the training program. By reorienting training and evaluation around the processes of translation, and by implementing a social learning and accountability structure, workshops can become more effective.
Reference14 articles.
1. Barnwell, Katharine. 2000. A handbook for translation consultants. Dallas: SIL International.
2. Barnwell, Katharine. 2020. Bible translation: An introductory course in translation principles. Fourth edition. Dallas: SIL International. https://doi.org/10.54395/K8VP-T5WD.
3. Colina, Sonia, and Lawrence Venuti. 2017. A survey of translation pedagogies. In Lawrence Venuti (ed.), Teaching Translation: Programs, Courses, Pedagogies. New York: Routledge. https://doi.org/10.4324/9781315623139-26.
4. Ernst-Kurdi, Eszter. 2017. The importance of collaborative discourse analysis in the training of novice translators. Journal of Translation 13(1):11-25. https://doi.org/10.54395/JOT-F9CV4.
5. Franklin, Karl. 2020. Mentoring a mother tongue speaker. Journal of Language, Culture, and Religion 1(1):57-83. Dallas: Dallas International University. Available at https://www.diu.edu/jlcr/volume-1-number-1/ (accessed 16 February 2024).