Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators

Translator Intercultural Competence: A Model, Learning Objectives, and Level Indicators

Maria Yarosh (University of Deusto, Spain)
DOI: 10.4018/978-1-5225-9279-2.ch044

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.
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Translator 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.

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