Sample Thesis Paper
The professional values that Kelly identified for translation instructors were maintaining respect for different learners’ abilities, remaining open to new research findings and willing to incorporate evidence-based practice into the curriculum, participating in and helping to sustain learning communities, promoting equity and diversity in education, training and employment opportunities, and remaining available to professional development over the course of one’s instructional career.
Kelly (2008) stated that the core subject matter of translation studies is now “a relatively consolidated discipline in most countries,” (Kelly, 2008, p. 12). To this end, Kelly identified the increasing integration of task-based and project-based approaches to translator instruction, noting that this constitutes progress from the formerly held position that the two approaches were mutually exclusive. Kelly also noted the influence of social constructivist theory on shaping current understanding on translator competence. Social-constructivist theory is mentioned regularly in the literature on translator education (Kelly, 2008; Kim, 2005; Robinson, Rodriguez & Tercedor, 2008). In her study examining efforts to build sustainability into translator training, Kim (2005) posited social constructivism is well suited to the particular needs of translators learning their discipline and developing their practice. As was the case with a number of researchers mentioned in this chapter on the subject of translator training, there is general agreement that traditional classroom practice may not be adequate to meet the challenges many interpreters contend with in the field (Pinazo, 2008; Seguinot, 2007; Viaggio, 2005; Zaixi, 2008).