La calidad de la enseñanza de E/LE y de la traducción: un camino hacia la profesionalización
Keywords:situated learning, motivation, vocational training, co-emergence of competencies, translator training
THE QUALITY OF TEACHING SPANISH AND TRANSLATION SKILLS: TOWARDS PROFESSIONALIZATION
The aim of this paper is to analyse affective and motivational factors during the didactic process within the bachelor studies of “Applied Spanish language”. According to the data collected, a motivational crisis can be observed when students reach the communicative level of Spanish. On the contrary, motivation does not drop in translation classes, while the main problem is low self-efficacy along with high anxiety then facing a translation task. My conclusions point at the renewal of quality conception by reformulating teaching curricula as vocational training. As for the recommended methodology, I propose simultaneous teaching of linguistic and translation skills, according to the principle of co-emergence of competencies, based on students’ autonomy, respect and taking advantage of students’ experience and personal goals.
PlumX Metrics of this article
AUSUBEL, D.P. (1963), The Psychology of Meaningful Verbal Learning, Grune & Shratton, New York.
BANDURA, A. (1977), “Self-efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological Review, 84, pp. 19-215, [on-line] http://www.uky.edu/~eushe2/Bandura/Bandura1977PR.pdf – 20.11.2013. DOI: https://doi.org/10.1037/0033-295X.84.2.191
BILLET, S. (2011), “Learning Vocational Practice in Relative Social Isolation: The Epistemological and Pedagogic Practices of Small-business Operators”, en: Poell, R., Van Woerkom, M. (eds), Supporting Workplace Learning: Towards evidence-based practice, Springer, Dordrecht–Heidelberg–London–New York, pp. 147-162. DOI: https://doi.org/10.1007/978-90-481-9109-3_9
BRUNER, J. S. (1975). From Communication to Language: A Psychological Perspective, Cognition, 3, 255–287. DOI: https://doi.org/10.1016/0010-0277(74)90012-2
FENWICK, T. (2012), “Co-production in Professional Practice: A Sociomaterial Analysis of Challenges at the Chalk-face”, ponencia presentada ante American Education Research Association,Vancouver, Canada, el 16 de abril de 2012, [on-line] http://www.academia.edu/1537819 – 10.09.2013.
FENWICK, T. (en prensa), Rethinking Processes of Adult Learning, en: Foley, G. (ed.), Understanding Adult Education and Training (3rd edition), Allen and Unwin, Sydney.
KIRALY, D. (1995), Pathways to Translation. Pedagogy and Process, Kent State University Press, Kent.
KIRALY, D. (2005), “Project-Based Learning: A Case for Situated Translation”, Meta, 50:4, pp. 1098-1111, [on-line] http://id.erudit.org/iderudit/012063ar – 28.05.2011. DOI: https://doi.org/10.7202/012063ar
LAVE, J., WENGER, E. (1991), Situated Learning, Cambridge University Press, Cambridge. DOI: https://doi.org/10.1017/CBO9780511815355
LAZARUS, R.S., FOLKMAN, S. (1986), Estrés y procesos cognitivos, Ediciones Martínez Roca, Barcelona.
RISKU, H. (2002), “Situatedness in Translation Studies”, Cognitive Systems Research, 3, pp. 523-533. DOI: https://doi.org/10.1016/S1389-0417(02)00055-4
ZIMMERMAN, B.J., SCHUNK, D.H. (eds) (2001), Self-regulated Learning and Academic Achievement: Theoretical Perspectives, Lawrence Erlbaum Associates, New York.
How to Cite
Copyright (c) 2013 Joanna Albin
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.