Abstract
This chapter proposes possible answers to the questions of what translator intercultural competence is and how it can be developed. Namely, an eight-factor model of the competence is proposed, associated learning objectives and developmental level indicators are introduced, and a ten-session pedagogical sequence aimed at student translators' intercultural competence development is suggested. The solutions presented cannot be considered as definitive but are based on both theoretical and empirical data.
TopTranslator Intercultural Competence: The Concept And A Model
While recognizing that student translators need IC simply to live together with culturally-different others (e.g. Commission of the European Communities, 2005, p. 13; Council of Europe, 2008; or UNESCO, 2009), this chapter discusses ICconfiguration student translators should develop as future professionals whose task is to enable intercultural communication. The first question here is what elements form TrIC.
Key Terms in this Chapter
Level Indicators: Descriptions of what learners demonstrate when they have developed a certain competence or a certain aspect of the competence in question to this particular level.
Learning Objective: A statement that clarifies what learners should (strive to) achieve (in order to develop a certain aspect of a certain competence, for example).
Intercultural Communication: Communication between members of at least two different cultural communities.
Cultural Awareness: Awareness of the fact that cultures condition the way people see the world and behave and of the fact that different cultures do so in different ways.
Comparative Cultural Knowledge: Knowledge of differences and similarities between two or more cultures.
Translator Intercultural Competence: A competence that permits/enables translators to act as intercultural mediators.
Intercultural Mediator: A person who enables intercultural communication, that is helps representatives of two different cultural communities communicate and understand each other.