Research in Translator Education: Action Research in Specific Pedagogical Contexts
DOI:
https://doi.org/10.26512/belasinfieis.v10.n2.2021.33607Keywords:
translation didactics; classroom research; teaching/learning of translation; teaching materials.Abstract
Lack of research tradition in the process of translation learning and teaching has been recently pointed out by Echeverri (2018), who called attention to the closed doors of the translation classroom, to which he has referred as “the last frontier to be overcome”. According to the author, this kind of investigation would allow researchers, interested in translation pedagogy and didactics, to move beyond reports of didactic experiences which, albeit relevant for information gathering related to pedagogical issues generated in the translation classroom, do not result from theory informed research and do not reflect the complexities of the theoretical and pedagogical aspects in translation education. Aiming to contribute to research advances in this area, this article presents the design and the results of three doctoral studies carried out in the translation classroom in three different pedagogical contexts. These investigations share some common grounds, namely: the researchers carried out investigation building on their teaching practice in translation classrooms; the teaching materials were designed in accordance with the theoretical framework (research action; competence-based education; translation didactics; active methodologies; translation task); data analysis was carried out in a similar fashion, with two of the studies being based on Content Analysis (CA) procedures. The results obtained, despite the specificities of the different pedagogical situations, point to common denominators, such as: (i) issues derived from classroom practice and examined in the light of well defined theoretical and methodological frameworks may offer a broader and a more accurate understanding of the process involved in translation learning and teaching; (ii) action research in the translation classroom may contribute to teacher empowerment, as a result of his/her engagement in curricular planning (syllabus design), as well as his/her professional development and growth, derived from reflective educational practice; (iii) action research in the translation classroom may not only improve the process of translation learning and teaching, but also, influenced by the cyclic nature of action research, contribute to the unfolding of further research in terms of new observation, new data gathering and interpretation, and new searches for theory-oriented evidence.
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