RATIONALE FOR TRANSLATION PROJECT MANAGEMENT COURSE AS ACADEMIC DISCIPLINE

Authors

  • Alla Perminova Taras Shevchenko National University of Kyiv, Ukraine

DOI:

https://doi.org/10.20535/2410-8286.140853

Keywords:

translation studies, project management, curriculum design, interdisciplinarity, teamwork

Abstract

The article provides for the rationale for a Translation Project Management course as an academic discipline that is designed to meet translation majors’ needs and facilitate their entry into the profession. Its tapestry methodology incorporates current trends in contemporary Translation Studies with an emphasis on interdisciplinarity, internationalism, technological advances, student-empowerment, collaborative professional realism, and an outcomes-based approach. The theoretical strands are devised to show how students can benefit from incorporating into their professional portfolio project management techniques and quality control processes. The practical strands provide for student-empowerment in their work on real translation projects. The article sheds light into the progress made by the students throughout the period of instruction, activities in which they were involved, challenges they faced while working on their translation projects, and the results of the course evaluation by students themselves on the basis of an introspective analysis of the applicability of acquired knowledge and skills, as well as appraisal made by external examiners invited to the presentation of the students’ projects. As a result of successful implementation, the course has become an integral part of the educational and research programme for training MA graduate students specialising in Philology.

Downloads

Download data is not yet available.

Author Biography

Alla Perminova, Taras Shevchenko National University of Kyiv

Department of the Theory and Practice of Translation from English, professor, Doctor of Philological Sciences

References

  1. Agile Methodology (2017). The complete guide to understanding Agile testing. Retrieved July 10, 2018, from http//www.qasymphony.com/blog/agile-methodology-guide-agile-testing
  2. Barry, D. (1996). Dave Barry’s complete guide to guys. New York: Fawcett Columbine.
  3. Brunette, L. (2000). A comparison of translation quality assessment practices. The Translator, 6(2), 169-182.
  4. Delisle, J. (1988). Translation: an interpretive approach (P. Logan & M. Creery, Trans.). Ottawa: University of Ottawa Press.
  5. Chornovaty, L. (2013). Metodyka vykladannia perekladu jak spetsialnosti : pidruchnyk dlia studentiv vyshchyh navchalnyh zakladiv osvity za spetsialnistiu “pereklad” [Methods of teaching translation for translation majors: a manual for institutions of higher education training translation majors]. Vinnytsia: Nova Knyha.
  6. Derrida, J. (1985). Des tour de Babel. In J. Graham (Ed.), Difference in Translation. New York: Cornell University Press.
  7. Gouadec, D. (2007). Translation as a profession. Amsterdam & Philadelphia: John Benjamins. https://doi.org/10.1075/btl.73
  8. Kebuladze, V. (2017). Charunky doli [Meshes of fate]. Lviv: Vydavnytstvo Staroho Leva.
  9. Kelly, D. & Martin, A. (2011). Training and education. In Routledge Encyclopaedia of Translation Studies (2nd ed.). New York: Routledge.
  10. Kiraly, D. (2000). A social constructivist approach to translator education. Empowerment from theory to practice. Manchester: St. Jerome.
  11. Kosiakov, O. (2015). Essays on hip surgery (A. Perminova, Trans.). Kyiv: Inter Print 1.
  12. Pérez, C. (2002). Translation and project management. Translation Journal, 6 (4). Retrieved July 9, 2018, from https://translationjournal.net/journal/22project.htm
  13. Project Management Institute (PMI) (2000). A Guide to the project management body of knowledge (PMBOK). Retrieved July 9, 2018, from https://www.pmi.org/pmbok-guide-standards
  14. Sawyer, D. (2004). Fundamental aspects of interpreter education. Amsterdam & Philadelphia: John Benjamins. https://doi.org/10.1075/btl.47
  15. Scarcella, R. & Oxford, R. (1992). The tapestry of language learning. Boston: Heinle & Heinle Publishers.
  16. Steiner, G. (1975). After Babel: aspects of language and translation. Oxford:Oxford University Press.
  17. Vienne, J. (2000). Which competences should be taught to future translators, and How. In Schaffner & B. Adab (Ed.), Developing Translation Competence (pp. 91-100). Amsterdam & Philadelphia: John Benjamins. https://doi.org/10.1075/btl.38.10vie
  18. Zuckerberg, M. (2017). Harvard commencement speech. Retrieved July 6, 2018, from https://news.harvard.edu/gazette/story/2017/05/mark-zuckerbergs-speech-as-written-for-harvards-class-of-2017/

Downloads

Published

2018-12-26

How to Cite

Perminova, A. (2018). RATIONALE FOR TRANSLATION PROJECT MANAGEMENT COURSE AS ACADEMIC DISCIPLINE. Advanced Education, 5(10), 98–104. https://doi.org/10.20535/2410-8286.140853

Issue

Section

Education